Transcript Exploring Strand Maps - University of South Florida

Atlas of Science Literacy, Volume 2
Ted Willard
About AAAS
• The American Association for the
Advancement of Science was founded in
Philadelphia in 1848 and it is the world's
largest general science organization.
• 138,000 members and 262 affiliated societies
• Bridges gaps among scientists, policy-makers,
and the public to advance science and science
education.
• Authoritative source for information on the
latest developments in science and publisher
of the peer-reviewed journal Science
About Project 2061
In 1985, the AAAS launched a long-term
effort to reform science, mathematics,
and technology education for the 21st
century.
That same year, Halley’s Comet was
approaching the sun, prompting the
project’s originators to consider all of the
scientific and technological changes that
a child entering school in 1985 would
witness before the return of the comet in
2061—hence the name, Project 2061.
Project 2061 believes ...
• Science literacy is important for all students,
not only those electing science careers.
• “Science” includes natural science, social
science, mathematics, and technology.
• There are no quick fixes.
• Curriculum should cover less material but at
greater depth.
• Reform must be structured around powerful,
meaningful goals.
Science for All Americans
• Presents the knowledge
and skills that make up
science literacy goals
What is Science Literacy?
• Familiarity with the natural world and respect for its unity
• Awareness of important ways in which mathematics,
technology, and the sciences depend upon one another
• Key concepts and principles of science
• Capacity for scientific ways of thinking
• Knowing that science, mathematics, and technology are
human enterprises and what that implies about their
strengths and limitations
• Ability to use scientific knowledge and ways of thinking
for personal and social purposes
Criteria for Inclusion in SFAA
• Utility
Will the proposed content—knowledge or skills—significantly enhance
the graduate's long-term employment prospects? Will it be useful in making
personal decisions?
• Social Responsibility
Is the proposed content likely to help citizens
participate intelligently in making social and political decisions on matters involving
science and technology?
• The Intrinsic Value of Knowledge
Does the proposed content
present aspects of science, mathematics, and technology that are so important in
human history or so pervasive in our culture that a general education would be
incomplete without them?
• Philosophical Value
Does the proposed content contribute to the ability
of people to ponder the enduring questions of human meaning such as life and
death, perception and reality, the individual good versus the collective welfare,
certainty and doubt?
• Childhood Enrichment
Will the proposed content enhance childhood (a
time of life that is important in its own right) and not solely for what it may lead to in
later life?
Criteria for Inclusion in SFAA
•
•
•
•
•
Utility
Social Responsibility
Intrinsic Value of Knowledge
Philosophical Value
Childhood Enrichment
What do you currently teach
that would not pass these criteria?
Table of Contents
1.
2.
3.
The Nature of Science
The Nature of Mathematics
The Nature of Technology
4.
5.
6.
7.
8.
9.
The Physical Setting
The Living Environment
The Human Organism
Human Society
The Designed World
The Mathematical World
10.
11.
12.
Historical Perspectives
Common Themes
Habits of Mind
Paragraph from SFAA (page 43)
Chapter 4—The Physical Setting
Section B—The Earth
• The cycling of water in and out of the atmosphere plays
an important part in determining climatic patterns—
evaporating from the surface, rising and cooling,
condensing into clouds and then into snow or rain, and
falling again to the surface, where it collects in rivers,
lakes, and porous layers of rock. There are also large
areas on the earth's surface covered by thick ice (such
as Antarctica), which interacts with the atmosphere and
oceans in affecting worldwide variations in climate.
“Steps Along the Way”
• Defining the final objectives of science
literacy is not enough
• Students will work towards achieving
scientific literacy incrementally
• Therefore, incremental objectives are
necessary
Benchmarks for Science Literacy
• Provides a set of
learning goals for
the ends of grades
2, 5, 8, and 12
Benchmark Teams
Benchmarks are based on SFAA
Student’s Growth of Understanding
The Project 2061 staff prepared this message to convey
to the teams its concern with students’ growth of
understanding:
If we invest our energies in selecting or inventing
activities and pacing them intuitively at different grade
levels, we will fall short of the quality of innovation that
Project 2061 intends. The job is rather to think through
the entire flow of learning, including major
connections among ideas, so as to identify the kinds of
learning experiences that would optimally contribute to
students growing along those lines.
Atlas of Science Literacy, p. 137
Benchmarks from BSL (pages 67-70)
K-2 Water left in an open container disappears, but water in a closed
container does not disappear.
3-5 When liquid water disappears, it turns into a gas (vapor) in the air
and can reappear as a liquid when cooled, or as a solid if cooled
below the freezing point of water. Clouds and fog are made of tiny
droplets of water.
6-8 The cycling of water in and out of the atmosphere plays an
important role in determining climatic patterns. Water evaporates
from the surface of the earth, rises and cools, condenses into rain
or snow, and falls again to the surface. The water falling on land
collects in rivers and lakes, soil, and porous layers of rock, and
much of it flows back into the ocean.
9-12 Life is adapted to conditions on the earth, including the force of
gravity that enables the planet to retain an adequate atmosphere,
and an intensity of radiation from the sun that allows water to
cycle between liquid and vapor.
Table of Contents
1.
2.
3.
The Nature of Science
The Nature of Mathematics
The Nature of Technology
4.
5.
6.
7.
8.
9.
The Physical Setting
The Living Environment
The Human Organism
Human Society
The Designed World
The Mathematical World
10.
11.
12.
Historical Perspectives
Common Themes
Habits of Mind
Table of Contents
1 The Nature Of Science
3
A The Scientific World View
B Scientific Inquiry
C The Science Enterprise
5
9
14
2 The Nature Of Mathematics
23
A Patterns and Relationships
25
B Mathematics, Science and Technology 30
C Mathematical Inquiry
34
3 The Nature Of Technology
41
A Technology and Science
B Design and Systems
C Issues in Technology
43
48
53
4 The Physical Setting
59
A
B
C
D
E
F
G
The Universe
The Earth
Processes That Shape the Earth
Structure of Matter
Energy Transformations
Motion
Forces of Nature
5 The Living Environment
A
B
C
D
E
F
Diversity of Life
Heredity
Cells
Interdependence of Life
Flow of Matter and Energy
Evolution of Life
61
66
71
75
81
87
93
99
101
106
110
115
118
122
6 The Human Organism
A
B
C
D
E
F
Human Identity
Human Development
Basic Functions
Learning
Physical Health
Mental Health
7 Human Society
A
B
C
D
E
F
G
Cultural Effects on Behavior
Group Behavior
Social Change
Social Trade-Offs
Political And Economic Systems
Social Conflict
Global Interdependence
8 The Designed World
A
B
C
D
E
F
127
128
131
135
139
143
147
151
153
157
161
164
167
171
175
181
Agriculture
Materials and Manufacturing
Energy Sources and Use
Communication
Information Processing
Health Technology
183
187
192
196
200
204
9 The Mathematical World
209
A
B
C
D
E
Numbers
Symbolic Relationships
Shapes
Uncertainty
Reasoning
210
215
222
226
231
10 Historical Perspectives
A Displacing the Earth from
the Center of the Universe
B Uniting the Heavens and Earth
C Relating Matter & Energy
and Time & Space
D Extending Time
E Moving the Continents
F Understanding Fire
G Splitting the Atom
H Explaining the Diversity of Life
I Discovering Germs
J Harnessing Power
11 Common Themes
A
B
C
D
Systems
Models
Constancy and Change
Scale
12 Habits Of Mind
A
B
C
D
E
Values and Attitudes
Computation and Estimation
Manipulation and Observation
Communication Skills
Critical-Response Skills
237
239
242
244
246
247
249
252
254
256
258
261
262
267
271
276
281
284
288
292
295
298
The Need for Maps
No linear presentation of topics can
satisfactorily represent the connectedness of
ideas and experiences that would be essential
in an actual curriculum or textbook.
Science for All Americans,
page xxi
Atlas of Science Literacy
• Illustrates the
relationships between
individual learning
goals and shows the
growth-of-understanding
of ideas
Dedication
This publication is dedicated to
Andrew (Chick) Ahlgren (1936-2006)
who brought map making and cartoons—
like his own cartoon here—to Project 2061
and changed forever how we think about
science learning and teaching.
Most Boxes are Based
on Benchmarks
Distribution of Benchmarks
1 The Nature of Science
•
•
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•
Evidence
Reasoning
Scientific and
World
View (1A)in Inquiry (1B)
Scientific Investigations (1B)
Scientific Theories (1B)
Avoiding Bias in Science (1B)
• The Scientific Community (1C)
• Science and Society (1C)
Revised Benchmarks
Old Version
Science can sometimes be used
to inform ethical decisions by
identifying the likely
consequences of particular
actions but cannot be used to
establish that some action is
either moral or immoral. 1A/M4c
New Version
Science can sometimes be used
to inform ethical decisions by
identifying the likely
consequences of particular
actions, but science cannot be
used by itself to establish that an
action is moral or immoral.
1A/M4c*
Revised Benchmarks
Old Version
Two types of organisms may
interact with one another in
several ways: They may be in a
producer/consumer,
predator/prey, or parasite/host
relationship. Or one organism
may scavenge or decompose
another. Relationships may be
competitive or mutually beneficial.
Some species have become so
adapted to each other that neither
could survive without the other.
5D/M2
New Version
Interactions between organisms
may be for nourishment,
reproduction, or protection and
may benefit one of the organisms
or both of them. Some species
have become so dependent on
each other that neither could
survive without the other.
5D/M2**
Revised Benchmarks
Old Version
Middle School
Because the earth turns daily on
an axis that is tilted relative to the
plane of the earth's yearly orbit
around the sun, sunlight falls
more intensely on different parts
of the earth during the year. The
difference in heating of the earth's
surface produces the planet's
seasons and weather patterns.
4B/M4
New Version
High School
Because the earth turns daily on
an axis that is tilted relative to the
plane of the earth's yearly orbit
around the sun, sunlight falls
more intensely on different parts
of the earth during the year. The
difference in intensity of sunlight
and the resulting warming of the
earth's surface produces the
seasonal variations in
temperature. 4B/H3** (BSL)
Revised Benchmarks
Old Version
High School
There are two kinds of charges-positive and negative. Like
charges repel one another,
opposite charges attract.
4G/H3ab
New Version
Middle School
A charged object can be charged
in one of two ways, which we call
either positively charged or
negatively charged. Two objects
that are charged in the same
manner exert a force of repulsion
on each other, while oppositely
charged objects exert a force of
attraction on each other. 4G/M5**
(BSL)
But some come from SFAA
S C I E N C E
FOR
A
AMERICAN ASSOCI
LL
A
ATION FOR THE A
MERICANS
DVANCEMENT OF SCIENCE
PROJECT 2061
And some some from NSES
NSES
The atmosphere is a mixture of
nitrogen, oxygen, and trace gases
that include water vapor. The
atmosphere has different
properties at different elevations.
Atlas 2
The atmosphere is a mixture of
nitrogen, oxygen, and trace
amounts of water vapor, carbon
dioxide, and other gases.
4B/M15** (NSES)
Comparing BSL and NSES
•
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•
•
•
•
•
•
•
•
•
Science Education System
Science Education Program
Science Assessment
Professional Development
Science Teaching
Content
Nature of Science
OVERLAP
Natural Science
Social Science
Mathematics
Technology
90%
From the
National Science Education Standards
The National Research Council of the
National Academy of Sciences gratefully
acknowledges its indebtedness to the
seminal work by the American Association
for the Advancement of Science's Project
2061 and believes that use of
Benchmarks for Science Literacy by
state framework committees, school and
school-district curriculum committees, and
developers of instructional and
assessment materials complies fully with
the spirit of the content standards.
National Academy of Sciences, p. 15
Supporting the Goals
Instruction
Curriculum
Literacy
Goals
Materials
Development
Learning
Goals
Connections
Assessment
Teacher
Preparation
Map Key
Map Key
BENCHMARKS
are specific learning goals derived
mostly from Benchmarks for
Science Literacy but also from
Science for All Americans and
National Science Education
Standards. Colored boxes
indicate knowledge goals;
bordered boxes indicate skill
goals. Some benchmarks have
been split into two or more ideas
which appear in separate boxes.
Map Key
BENCHMARK CODES
indicate chapter, section, grade
range, and number of the
corresponding goal statements in
Benchmarks for Science Literacy.
Letters, asterisks, and acronyms
following the code provide
additional information about the
benchmark.
What’s in a Benchmark Code?
Map Key
CONNECTING ARROWS
indicate that achieving one
benchmark contributes to
achieving the other. The exact
meaning of a connection is not
indicated explicitly, but
connections can be based on the
logic of the subject matter or on
cognitive research about how
students learn.
What does an Arrow mean?
• One idea “contributes to the understanding
of the other”
• Knowing one idea can be “helpful in
learning” the other idea.
• The idea may be an essential prerequisite,
but does not have to be.
Map Key
GRADE RANGES
suggest when most students
could achieve these
benchmarks. A benchmark’s
position within a grade range
does not indicate the grade in
which it should be taught, nor
does its position indicate that it
should be taught before or after
another benchmark unless
there is an arrow connecting
them.
Map Key
STRAND LABELS
help the reader find things in the
map and get a sense of the
map’s content. Strands loosely
suggest ideas or skills that
develop over time. Strands
often interweave and share
benchmarks.
Map Key
CROSS-REFERENCES
TO OTHER MAPS
indicate that the benchmark also
appears on the maps that are
listed.
Map Key
OFF-MAP CONNECTIONS
show links to the codes of
closely related benchmarks
when it is not possible to
include the full text of the
benchmark on a map. Arrows in
off-map connections imply the
same relationship between
benchmarks as they do when
they connect boxes to boxes.
Use the Index of Mapped
Benchmarks to search for
maps on which a benchmark
appears in its full text.
Index of Mapped Benchmarks
• The index entries are not terms or topics.
• Each index entry is for a unique
benchmark statement identified by its
benchmark code.
• The index is organized according to the
structure of the chapters and sections in
Benchmarks for Science Literacy.
• Each index entry provides the names of
the maps, along with the volume and
page numbers, on which the benchmark
can be found.
Map Key
Curriculum Topic Study
•
The Curriculum Topic Study (CTS) project is
developing a set of tools and professional
development processes for science and mathematics
teachers and professional development
•
CTS involves a methodical process of using national
standards and research on student learning to study,
analyze, and apply the content and instructional
implications of the science and mathematics topics
they teach.
•
CTS builds a bridge between state and national
standards, research on students' ideas in science,
and opportunities for students to learn science and
mathematics through improved teacher practice.
Research References
Children's Ideas in Science
• Editors: Rosiland Driver, Edith
Guesney, Andree Tiberghien
• Publisher: Taylor & Francis
• ISBN: 0335150403 (September 1985)
Making Sense of Secondary Science:
Research into Children’s Ideas
• Editors: Rosiland Driver, Ann Squires,
Peter Rushworth, valer Wood-Robinson
• Publisher: Routledge
• ISBN: 0415097657 (March 1994)