Transcript Science
Use consistent terminology and content in vertical alignment of the standards Update standards to include references to additional energy sources Move examples and details to the Curriculum Framework The .1 stem for the K-12 SOL changed to include the “nature of science.” Real world applications added to .1 SOL THE NATURAL WORLD IS SCIENCE DEMANDS SCIENCE IS A BLEND OF SCIENTIFIC KNOWLEDGE IS SCIENTIFIC KNOWLEDGE IS SCIENTISTS ATTEMPT TO AVOID SCIENCE IS A COMPLEX 2010 2003 4.1 4.1 Additional descriptive text (demonstrate an understanding of scientific reasoning, logic and the nature of science by planning and conducting). 4.1e 4.1h The wording of the bullet was substantially changed with specific actions added (inferences and drawing conclusions) and the content broadened (from a variety of sources rather than just types of graphs). 4.1f New Content (independent and dependent variables are identified). Comments 4.1i 4.1f Additional actions with data (collected, recorded, analyzed) are included with the use of bar graphs. 4.1k New Content (data are communicated with simple graphs, pictures, written statements, and numbers). 4.1l New Content (models are constructed to clarify explanations, demonstrate relationships, and solve needs). 4.1m New Content (current applications are used to reinforce science concepts). 4.4d New content was added (adaptations allow plants to satisfy life needs and respond to the environment). 4.6c New Content (use of weather measurements and weather phenomena to make weather predictions). 4.7 New Content A new standard was added. The student will investigate and understand the organization of the solar system. Key concepts include a) the planets in the solar system; b) the order of the planets in the solar system; and c) the relative sizes of the planets. Bye, bye Pluto. You are not a planet, you are a “dwarf planet”. Your orbit is not elliptical like the other planets and you are smaller than originally thought thanks to high tech telescopes and recent data. X 5.1 5.1 Additional descriptive text was included (demonstrate an understanding of scientific reasoning, logic and the nature of science ) 5.1d 5.1e 5.1g More appropriate terminology was added (manipulated and responding were replaced by independent and dependent). 5.1f New Content (constants in an experimental situation are identified). 5.1i New Content (inferences are made and conclusions are drawn). 5.1j New Content (models are constructed to clarify explanations, demonstrate relationships, and solve needs). 5.2a New content was added (compression waves). 5.2b 5.2a New Content was added (hypotheses are formed from testable questions). Additional content was included (compression, frequency, amplitude). 5.3a 5.3a New terminology (transverse waves) replaced existing term (light waves). Removed 5.3e 5.4a 5.5b New content (classification of organisms using physical characteristics, body structures, and behavior of the organism). Content was deleted (historical contributions in understanding light.) New Content (distinguishing properties of each phase of matter). 5.5c New Content (traits of organisms that allow them to survive in their environment). 5.6c 5.6c Terminology was replaced (biological to ecological) 5.7b Additional descriptive terminology (the rock cycle and how transformations between rocks occur). 5.7e 5.7d Additional clarifying text was included (changes in the Earth’s crust due to plate tectonics). 5.7 f 5.7e New content was added (deposition). Removed 2003 Grade Five Science SOL Content 5.3 e historical contributions in understanding light Spring 2012 Division Summary of Science SOL 789 Students Tested 87.96 % Passing Mean Scaled Score (out of 50) Scientific Investigation Force, Motion, Energy & Matter Life Processes and Living Systems Earth/Space Systems and Cycles 37.8 38.1 37.8 39.1 Areas of Strength: Yeah! 93-95% correct in division Measuring Understanding phase changes of matter Measuring mass Function of plant parts Characteristics of watersheds Identification of natural resources in Virginia Uses of fossils Motion of Earth, moon, sun Areas of Growth (Can you help?) 50-70% correct in division Interpreting and analyzing data Identify the appropriate graph to represent data Understand vibrations How objects change with an applied force Dormancy Reactants of photosynthesis Communities of organisms Let’s talk about the planets. SOL 4.7 TO DO: OPEN ENVELOPE, TAKE A PAPER STAND AND FIND ALL TEACHERS WITH YOUR PLANET FORM A PLANET CIRCLE MOVE AND PLACE YOUR PLANET INTO THE CORRECT ORDER FROM THE SUN THE CORRECT ORDERSUN MERCURY VENUS EARTH MARS ASTEROID BELT JUPITER SATURN URANUS NEPTUNE KUIPER BELT Tie two pieces of string to the upside down hanger. Clang the hanger against the table, what do you hear? Wrap the two pieces of string around your fingers and insert fingers in ears. Clang the hanger against the table. What do you hear? In what ways is the sound different from the first time? How could you expand upon and develop a rigorous lesson/lab activity from this simple exercise? Homework: 1. Read Rigor Redefined by Tony Wagner 2. In your school folder you will find a Reading, Math, and Science SOL • Work as a school grade level group to develop a lesson from the SOL that meets the Curriculum Map expectations and embeds rigor and vigor. 1. Be prepared to share and to send an electronic copy.