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Environmental Concepts in the New MN Science Standards
- 2. the new Minnesota Science Standards John Olson, Science Specialist, MDE, john.c.olson@state.mn.us Environmental Concepts in Nature of Science & Engineering
- 12. Conclusions (Results and Explanation)
- 21. Scientists vs. Engineers Copyright 2009 Sanjay Kulkarni http://cowbirdsinlove.com/46
- 31. Cross-cutting nature of the strands Nature of Science & Engineering
- 36. Nature of Science & Engineering Flow of Ideas (samples) Practice of Science Practice of Engineering Interactions of Science, Engineering, & Society K Pose questions and make observations. Natural vs. man-made objects. 1 Describing and comparing. Parts related to function. Tools and techniques used. 2 Raise questions and seek answers by observations. Design object to meet need. Compare materials to uses. 3 Evidence to support claims. Question->investigation. Use by many peoples. Tools improve observations 4 Design, test and evaluate a solution to a problem. Needs of society influencing technologies. 5 Scientific reasoning. Controlled experimenting. Influence of local traditions. Techniques analyzing data. 6 Apply design process. Risks and benefits. Investigate and analyze systems.
- 38. Some Middle and High Comparisons Topic Middle School High School Astro-nomy Solar System, Gravity, Moon phases Formation of solar system, Conditions for life, History of universe, Fusion Geology Features and geologic causes, Rocks & minerals, History from layers, fossils Interactions of plates, Evidence for plate tectonics Changes in structures, life and atmosphere over time Motion Motion & speed, Affect of forces on motion, Mass vs. weight Laws of motion Gravitational Force Energy Conservation Cells Cells and life functions, Compare plant & animal cells Functions of organelles Molecular structures & processes Comparisons of types of cells
- 39. 2004 vs. 2009 Benchmarks K - 5
- 40. 2004 vs. 2009 Benchmarks 6-8
- 41. 2004 vs. 2009 Benchmarks 9-12
- 44. MCA-III Test Specifications Format
- 48. Curriculum Alignment Templates Content Standards Nature of Science & Engineering Standards Benchmark Idea Curriculum Materials Reference Supplemental Materials Needs Benchmark Idea Content Connection Curriculum Materials Supplemental Materials Needs
Notes de l'éditeur
- Privilege My background Grades: k-2,3-5, 6-8 (PS, LS, ES) 9-12 (B, C, P, E) Each person introduce self Mention materials
- Details in FAQ Save Implementation questions for end – avoid derailment
- Guaranteed and viable curriculum Planned around a progression of learning, but teachers still need to develop the scaffolding and the instruction Core concepts – apply to many applications and issues Local control
- Gap Analysis – online input Input – 4 meetings First draft – town meetings + online 2 nd draft – expert review, focus groups + online Final Draft – stakeholder meetings, Rulemaking More time, less controversy
- Different from 2004 – affects all subjects can only be changed by legislature. Definition: Engineering directed by MDE with influence of “competitiveness” and national needs Postsecondary and Work Readiness
- Useful for curriculum planning NAEP = “nations report card”
- Top: Science literacy – know the science concepts that necessary for daily decisions Engineering - how our designed world works and how it came to be that way
- Collect observations and data Ask Question Variable Sort Write Hypothesis (pr
- Show sheet of paper – Can I hang a bottle of water from it? Show the challenge – show photo Show how to measure and record the mass Show location of materials and time limit Mention additional challenge and hole punch Do this as adult learners – not meant to be a classroom activity
- 5 minutes at table Who needs these skills – everyone – science & engineering literacy Somewhat artificial
- Not the only process – collection of data & patterns, inspiration/visions, calculations & modeling, chance Could draw out from audience? Who does each? What is the difference?
- Like Science – being able to do inquiry, understanding the way science works, science concepts
- Goal is to provide skills and understanding for ALL – not to prepare engineers? Better to be called applied science How to teach engineering – a separate unit? When is there time to do this?, checkoff
- At beginning – What science concepts?, What engineering aspects?
- 4 strands (which looks different that 2004?) Content Strands – Blue, - note 4 th substrand NSE – taught content strands – not stand alone Substrands – full title in FAQ - Standards – consistent numbering across grade levels
- Standard A general goal of student learning in a content area – Concept language Benchmark Specific academic knowledge and skills schools must offer and students should acquire by the end of that grade level or grade band Used to inform and guide parents, teachers, school districts and others and for use in developing tests Emphasize scaffolding – can’t just cut and assign to grades.
- By grade bands Note order Choose facilitator, recorder & reporter Assign locations Debrief: - similarities & differences
- Physics & Chemistry – for all (postsecondary and career readiness) – not need remedial in college
- Sampling of ideas. Follow the practice of engineering. Note emphasis at alternating grades.