Transcript Slide 1

Atlas of Science Literacy
• Illustrates the
relationships between
individual learning
goals and shows the
growth-of-understanding
of ideas
Most Boxes are Based
on Benchmarks
But some come from SFAA
S C I E N C E
FOR
A
AMERICAN ASSOCI
LL
A TION FOR
A
THE
MERICANS
A
PROJECT
D VANCEMENT
2061
OF
SCIENCE
Supporting the Goals
Instruction
Curriculum
Literacy
Goals
Materials
Development
Learning
Goals
Connections
Assessment
Teacher
Preparation
Atlas 2
Table of Contents
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)
2 The Nature of Mathematics
• Nature
Mathematical
of Mathematics
Processes
(2AB)
(2C)
• Mathematical Models (2C)
3 The Nature of Technology
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Design Constraints
(3B) (3A)
Technology
and Science
Designed Systems (3B)
Interaction of Technology and Society (3C)
Decisions about Using Technology (3C)
4 The Physical Setting
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Solar System (4A)
Stars (4A)
Galaxies and the Universe (4A)
Changes
in the
Earth’s
Surface (4C)
Weather and
Climate
(4B)
Plate
(4C)
Use ofTectonics
Earth’s Resources
(4B)
Atoms and Molecules (4D)
Conservation of Matter (4D)
States of Matter (4D)
Chemical Reactions (4D)
Laws of Motion (4F)
Waves (4F)
Gravity
(4G)
Energy Transformations
(4E)
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Electricity and Magnetism (4G)
5 The Living Environment
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Diversity
DNA
and Inherited
of Life (5A)
Characteristics (5B)
Variation in Inherited Characteristics (5B)
Cell Functions (5C)
Cells and Organs (5C)
Flow of Matter in Ecosystems (5E)
Flow of Energy inof
Interdependence
Ecosystems
Life (5D) (5E)
Biological Evolution (5F)
Natural Selection (5F)
6 The Human Organism
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Human Identity
Disease
(6E)
(6A)
Maintaining
Human
Development
Good Health
(6B)(6E)
CopingFunctions
Basic
with Mental
(6C)
Distress (6F)
Diagnosis and Treatment of Mental Disorders (6F)
7 Human Society
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Heredity and Experience Shape Behavior (7A)
Culture Affects Behavior (7A)
Group Behavior
Influences
on Social
(7B) Change (7C)
Social Decisions (7D)
• Political and Economic Systems (7E)
• Social Conflict (7F)
• Global interdependence (7G)
8 The Designed World
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Agricultural Technology (8A)
Materials Science
Communication
Technology
(8B)
(8D)
Manufacturing
Computers
(8E)(8B)
Energy Resources (8C)
• Health Technology (8F)
9 The Mathematical World
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Numbers
Ratios
and(9A)
Proportionality (9A)
Graphic Representation (9B)
Symbolic Representation (9B)
Describing Change (9B)
Averages and Comparisons (9D)
Correlation
Shapes
(9C)(9D)
Statistical Reasoning (9D)
• Reasoning (9E)
10 Historical Perspectives
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The Copernican Revolution (10A)
Classical Mechanics (10B)
Relativity (10C)
Moving the Continents (10DE)
The Chemical Revolution (10F)
Splitting the Atom (10G)
Explaining Evolution (10H)
Discovering Germs (10I)
The Industrial Revolution (10J)
11 Common Themes
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Systems (11A)
Models (11B)
Constancy (11C)
Patterns of Change (11C)
Scale (11D)
12 Habits of Mind
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Values in Science (12A)
Public Perception of Science (12A)
Computation and Estimation (12B)
Using Tools and Devices (12C)
Communication Skills (12D)
Detecting Flaws in Arguments (12E)
Map Key
and Index
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.
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.
Sample Maps
(p. 5)
Scientific World View
Map Commentary (p. 4)
(p. 21)
Weather and Climate
(p. 20)
Map Commentary