Transcript Alaska Standards for Science Summary of Topics Section 1 Achieving “Scientific Literacy” Section 2 Science is for all students Section 3 Teacher Resources Section 4 Alaska’s Science GLEs.

Alaska Standards for Science
Summary of Topics
Section 1
Achieving “Scientific Literacy”
Section 2
Science is for all students
Section 3
Teacher Resources
Section 4
Alaska’s Science GLEs
2
Section 1
Achieving Scientific Literacy
• What does it mean to be “scientifically
literate”?
• What are the skills of the scientifically literate?
3
Scientific Literacy
Definitions
• Content: The “knowledge of science” definition –
• Asserts that all well educated people should understand and
have knowledge of key scientific concepts, facts, and
principles.
• Examples:
• “…“progress
“…one must in
bescience
able todepends
understand
20 of on
31 public
scientific
to aapproximately
considerable extent
concepts and terms
similar of
to athose
that would
be found
in articles
understanding
and support
sustained
program
of science
that appear
inresearch”
the New York
Times
weekly in
science
section
and in an
education
and
– A. T.
Waterman,
Science
(1960)
episode of the PBS program ‘NOVA’” – Jon Miller, University of
Michigan
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Scientific Literacy
Definitions
• Cognition: The “good citizen” definition –
• This definition focuses on the application of concepts rather
than the mastery of content.
• Examples:
“…the
knowledge
andscientific
understanding
of scientific
concepts
and
• “…the
capacity
to use
knowledge,
to identify
questions
“Scientifically
literate
children
have
and
continue
to
develop
the and
processes
required
fornecessary
personal
decision
making,
participation
in civic
to
drawthinking
evidence-based
conclusions
in order
to
understand
and
critical
skills
for
academic
success.
Scientifically
and
cultural
affairs,
and
economic
productivity.
It also
includes
specific
help
make
decisions
about
the
world
the changes
made
literate
citizens
understand
thenatural
importance
ofand
science
in
their daily
types
of abilities.”
–public
The
National
Academy
of Science
and
AAAS
to
it through
human
activity.”
PISA
(Programme
International
lives,
can
evaluate
policy– decisions,
and
makefor
informed
Student
decisionsAssessment)
about science reports in the media.” – National Educational
Association
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Science Skills
Planning
Evaluating
Investigating
Scientifically
Processing
Conducting
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Activity
Brainstorm specific skills that your groups believes
to be key to achieving scientific literacy.
Planning:
• Identify scientific issues underlying national and local decisions
Conducting
• Apply the concepts of the scientific method
Processing
• Describe, explain, and predict natural phenomena
Evaluating
• Evaluate the quality of scientific information based on its source and the
methods used to generate it
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Why?
Modern citizens have to deal with increasingly complex
questions around scientific/technological advances.
They need to be prepared to participate in the discussion
in an informed way.
Examples:
•
•
•
•
Global warming
Cloning
Genetically modified foods
Space exploration
• Natural resources development
• Use of DNA (forensics and
recombinant)
• Pharmaceuticals
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Activity
Brainstorm specific topics
and/or questions about
science and technology
that are relevant to your
town, school, or
community.
Classify and group these
ideas into no more than
five categories. Are there
any obvious links to other
courses/subjects? What
are they?
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10
Section 2
Science is for all students
• STEM skills are job skills.
• Science is interdisciplinary.
• Science requires active learning.
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What is College & Career Readiness?
1. A recognition by local, state, and federal governments
that for the vast majority of students, schooling no longer
ends at high school graduation.
2. Standards that ensure students have the knowledge,
skills, preparation, and foundations to succeed in
collegiate level courses without remediation.
Science education and coursework provides
students these skills!
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Science supports CCR Standards
Science education is:
• Open – It includes a wide variety of focus areas that
provide many access points into the material;
• Cross-disciplinary – Science education incorporates
elements of many different disciplinary areas;
• Applicable – Science situates knowledge in real-world
scenarios where students can apply theory;
• Diverse – Because science is so integral to our
modern way of life, it enjoys a broad base of support
from industry, education, community, and foundations.
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Skills for the Post-secondary Market
Science instruction teaches skills highly desired
by employers, such as:
• Listening & observing
• Problem solving &
resolution
• Critical thinking
• Analytical thought
• Data analysis
• Information retrieval
• Communication (oral &
written)
• Autonomous operation
• Perseverance
• Mathematical competency
• Technological savvy
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Activity
Brainstorm a list of specific connections between
science and the subjects below.
Art:
ELA:
History:
Math:
Social
Studies:
Government:
Technology:
Health:
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Science is Interdisciplinary
Scientific inquiry combines elements of several other
disciplinary areas.
• Mathematics
• Literacy
•
•
•
•
•
•
•
•
Reading
Writing
Presentation skills
Speech
Technology
Civics
Ethics
Art
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Math Skills in Science
Measurement
Computational
Skills
Science
Data Collection
& Analysis
Statistics
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Measurement
• Fundamentally,
science experiments
ask students to
measure and estimate
differences between
samples.
• Data collection
requires proficiency
in measurement.
• Students need to be
capable in using the
Metric system.
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Computational Skills
• This includes:
Y = mx + b
• Algebra
• Trigonometry
• Calculus
• A large proportion of
modern science relies
on quantitative skills
like:
• Graphing
• Algebraic functions
• Extrapolation
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Data Collection & Analysis
• The vast majority of
science experiments
rely on collecting data
to test hypotheses.
• Data collection and
analysis is the basis of
the scientific method.
• No research can
survive rigorous
review without data
analysis.
• Data collection & analysis:
• Structures findings
• Parses complex problems
• Filters relevant
information
• Helps in reaching
meaningful conclusions
based on evidence
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Statistics
1. form
Organizethe
data basis
3. Communicate
Statistics
of
Scientists use
2. Test
conclusions
evidence
statistics quantitative
to:
hypotheses
4. Maintain rigor
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Activity
On an index card write a question
about one way in which you
perceive math and science to be
connected to each other. Write
your answer to the question on
the opposite side.
Find a partner and ask them your
question. Once they have tried to
answer your question, share your
answer with them. Trade places
and repeat the exercise.
Trade question cards with your
first partner and find a second
partner to repeat the exercise
with.
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Literacy Skills in Science
“Mutations in µ-BLM, which encodes
a RecQ helicase, give rise to Bloom's
syndrome, a disorder associated with
cancer predisposition and genomic
instability. A defining feature of
Bloom's syndrome is an elevated
frequency of sister chromatid
exchanges. These arise from crossing
over of chromatid arms during
homologous recombination…”
Foster et al. (2012).
Science 337(6100): 1313.
Wu and Hickson (2003). Nature 426(6968): 870-874
Literacy Skills in Science
Accessing
Sharing
Processing
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Access
1. Analytical
reading
2. Critical
thinking
3. Building
vocabulary
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Process
1. Logical
development
2. Argumentation
3. Data collection and
analysis
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Discourse
1. Translation of
ideas
2. Technical
writing
3. Public
speaking
4. Critical
listening
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Turn and Talk
As you consider links to
literacy in science, what is
your BIGGEST concern?
Considering the integration of
literacy and science, what are
you most ENTHUSIASTIC
about?
Technology in Science
Instructional Tech
• Alternative ways to
teach difficult concepts
(e.g. the elements song)
http://www.youtube.com/watch?v=zUDDiWtFtEM
• Alternative ways to
pose and answer
questions (e.g. casebased instruction)
http://sciencecasenet.org/
• Simulations of complex
processes (e.g. labs)
http://www.caseitproject.org/
Investigative Tech
• Probes and data
collection software
• Lab equipment:
•
•
•
•
Microscopes
Force meters
Trail cameras
Chromatographs
• Computers:
• Modelling
• Data analysis
• Imaging
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Activity
View and explore any or all of the links in the previous slide.
Individually on an index card, write down three things that
you’ve learned, two questions you have, and one idea or new
connection to your content area.
Find a partner and share your list. Discuss.
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Government in Science
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Art in Science
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Active Learning
• Science is constructivist
• Experiential
• Students create own epistemology of the world
within the bounds of evidence
• Benefits of active learning in science:
• Provide opportunity for and promotes higher
order thinking
• Promotes interaction
• Increases retention
• Connects theory to application
• Builds proficiency and self-esteem
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Section 3
Teacher Resources
• Alaska Department of Fish & Game (ADF&G)
• Alaska’s Science Curriculum Initiative (AKSCI)
• Alaska Resource Education (ARE)
• Alaska Engineering Academies (AEA)
• Alaska Native Science & Engineering Program
(ANSEP)
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ADF&G Wildlife Education Resources
for Teachers:
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CLASSROOM PRESENTATIONS
Examples: Ecosystems of Alaska, Careers in Wildlife Biology,
Wildlife Research, Taxonomy,
Animal Adaptations, Tracking & Sign
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ABC PROGRAM IN SCHOOLS
Bear & Moose Safety Presentations in the Schools in
Anchorage, Mat-Su and Bear Safety in Juneau, Sitka and
Yakutat.
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OUTDOOR SKILLS CAMPS
Outdoor Youth Days in Anchorage
Alaska Conservation Camp in Fairbanks
Sustainable Harvest Camp in Juneau (Partnership 4-H)
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WORKSHOPS & CURRICULA
EDUCATIONAL MATERIALS: KITS
Check out the ADF&G website ‘Education Kits’ for locations and contact
information. Kits are available free of charge. Pay only the return
shipping where applicable. Also on loan at some area offices are
binoculars, bird feathers, nests, mounts and more.
WILD WONDERS: FOR KIDS!
Our newest publication for elementary students and others,
Request class sets online in the Education section of our website.
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PRODUCTS: FLYERS, BROCHURES
In addition to hard copy booklets & brochures, check out our
web resources including audio recording, wildlife and how to
videos and species profiles at www.adfg.alaska.gov.
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REGIONAL NEWSLETTERS
Regional newsletters are usually focused on a single
species and address biology, research & management
issues.
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STATEWIDE PLAN FOR EDUCATION
ADF&G and EED worked with several other organizations
and federal partners to develop The Alaska Natural
Resource & Environmental Literacy Plan is a road map for
supporting our schools in integrating environmental
education, including active outdoor learning, as part of the
school curricula. Check it out at: www. akelp.org
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AKSCI
• A comprehensive, crossdisciplinary, K-12 science
curriculum package:
• Designed by Alaskan teachers
for Alaskan students
• Culturally inclusive and
responsive – Formalizes the
inclusion of historical and
traditional knowledge bases in
science
• Developed by the Geophysical
Institute at UAF for the Alaska
Department of Education &
Early Development
www.aksci.org
What is AKSCI?
AKSCI is a framework for
providing students with
hands-on activities and
place-based learning
opportunities in science.
• AKSCI is:
• Place-based
• Culturally relevant
• AKSCI offers:
• Tactile lessons
• Applicable for use in all of
Alaska’s school districts
Students in a rural school engage in
place-based research.
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How much does AKSCI cost?
Because AKSCI was paid for with
special funds from the state
legislature, it is available at no
cost to all Alaskan school districts
• All copyright permissions have been secured. All items may be
copied and freely distributed.
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Ignite. Inspire. Educate.
Educating students about Alaska’s
Natural Resources.
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The Four Major Components of
Alaska Resource Education’s
Mission
Curriculum:
• 3 Modules:
Energy, Minerals, and Forestry
• K-8, adaptable 9-12
• Aligned with Alaska GLE’s
• STEM based
• Download FREE online at
www.akresource.org
Alaska Resource Kit:
• Request one FREE at
www.akresource.org
• 40-specimen box of Alaska specific
rocks and minerals
• DVDs, Books, Posters, Maps, and
other great materials
“Rock & Roll” Around Alaska Course:
• UA accredited, 500 level 1-credit course
• Hands-on, fun course with potential
guest speakers and an industry tour
• Provides you with tools to teach about
Alaska’s Natural Resources
Youth Programs:
• Classroom visits (in
conjunction with “Rock
& Roll” courses)
• Minor Miners
Energy Einsteins
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Alaska Engineering Academies Initiative (AEAI)
• General Overview
• Established in 2009 by the signing of an MOU between the AK DEED, the
AK DOLWD, the University of Alaska Statewide System, and the APICC
Board of Directors
• The objective of this MOU is to expand access to “engineering
academies” to ALL Alaska secondary students
• Public, private and foundation support will be required to maximize the
AEAI’s impact
• An “academy” model will provide students with a progression of handson, STEM-related courses with career focused curriculums
WWW.APICC.ORG
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Alaska Native Science & Engineering Program
Pre-College
• Middle School Academy
• Computer Assembly
• Acceleration Academy
• STEM Academies
• Jump Start
Summer Bridge
University Success
Graduate Success
http://www.ansep.net/
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Building a National Model for Excellence in Native American Higher Education Programs
Section 4
Alaska’s Science GLEs
Seven strands to
proficiency:
Inquiry & Process
Physical Science
Life Science
Earth Science
Science & Technology
Cultural, Social, &
Personal Perspectives
• History & Nature
•
•
•
•
•
•
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Alaska’s Science GLEs
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Example Integrative Lessons
ELA Lessons
Inquiry
Physical
Life
&
Science Science
Process
Earth
Science
Math Lessons
Inquiry
Physical
Life
&
Science Science
Process
Earth
Science
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Example Integrative Lessons
Lesson sequence:
1. Objective
2. GLEs & Standards covered
3. Activity setup
4. Anticipatory Set
5. Activating prior knowledge
6. Activity
7. Reinforcing the learning
8. Paired reading from text
9. Revisit the activity
10. Formative Assessment
11. Writing Tasks or Math Extensions
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Activity
From the list on slide 33, choose one lesson plan to work thru
as a group. To begin with, please choose to focus on either:
• ELA & Science, or
• Math & Science.
Distribute the lesson as a handout to each participant.
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801 West 10th Street, Suite 200
P. O. Box 110500
Juneau, AK 99811-0500
Alaska Department of Education and Early Development
Teacher and Learning Support
Dr. Bjørn Wolter
[email protected]
907-465-6542
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