Activity 4
Activity: Choose a sub-standard (students can choose grade 4, 8 or 12) under each of the Standards A thru H and describe something that you have done either in this class or outside of this class, perhaps in previous classes, that indicates that you have met the sub-standard. Each of these descriptions should be at least a paragraph long.
Here is a link to the sub-standards for Standard A:
Standard A
A.4.1 When conducting science investigations, ask and answer
questions that will help decide the general areas of science being addressed
While
in middle school science classes, we often would do scientific experiments. One
in particular that I can remember is when we planted our very own flower seed.
The questions that I had about the project was how long it would take the seed
to grow into a full-bloom flower and what does a seed need to help it grow. I
answered both of these questions through the process of my investigation. This
project was definitely one that I remember as being very engaging. It also
fulfilled the sub-standard of A.4.1 due to the asking and answering of
questions in a scientific investigation.
Standard B
B.4.1 Use encyclopedias, source books, texts, computers,
teachers, parents, other adults, journals, popular press, and various other
sources, to help answer science-related questions and plan investigations
A
person can never know enough about the way our world works and other
science-related questions. Throughout all my years in school, I was instilled
with this drive for knowledge. In many classes, but especially my science
classes, we used encyclopedias, source books, computers, and many other informational
sources to gather information. Therefore, I am readily equipped to teach this sub-
standard to children in my classroom, because I have fulfilled it myself.
Standard C
C.12.4 During investigations*, choose the best
data-collection procedures and materials available, use them competently, and
calculate the degree of precision of the resulting data
In my
sophomore year at the University of Wisconsin-Stout, I took a Science and
Sustainability Honors Biology course which changed my perspective on many
scientific-related issues. In the laboratory portion of this course, I became
well aware of the best data-collection procedures and how to use them
competently. When our experiments were over, we would then calculate the degree
of precision used in collecting our data. This is important, because there are
many ways in which human error and other errors can change the results of an
experiment. Due to this biology course, I have fulfilled this sub-standard.
Standard D
D.4.4 Observe and describe changes in form, temperature,
color, speed, and direction of objects and construct explanations for the
changes
In high
school, I took a chemistry course which prepared me to teach this sub-standard.
We did many experiments which observed changes in form, temperature, color,
speed, and direction of objects. For example, we froze water and boiled water
to show change in form and temperature. After all of our experiments we needed
to explain what happened and why it happened. This chemistry course prepared me
to teach this sub-standard.
Standard E
E.4.5 Describe the weather commonly found in Wisconsin in
terms of clouds, temperature, humidity, and forms of precipitation, and the
changes that occur over time, including seasonal changes
Due to the
fact that I live in Wisconsin and have traveled to many parts of Wisconsin, I
have gained this skill throughout my entire life. I learned the names of the
clouds and the basics of temperature, humidity, and precipitation in my middle
school sciences classes and even before then at home. I have experienced the
seasonal changes and changes that occur from year-to-year, because I live here.
Therefore, I am well-equipped to teach this sub-standard.
Standard F
F.4.1 Discover* how each organism meets its basic needs for
water, nutrients, protection, and energy* in order to survive
As I
mentioned previously, I took a Science and Sustainability Honors Biology course
here at the University of Wisconsin-Stout during my sophomore year. Because much
of the content discussed in this course was in relation to the environment, we
definitely covered the topic of how each organism meets its basic needs for
water, nutrients, protection, and energy in order to survive. We actually went
to a river at one point during the semester and collected organisms in which to
study. Therefore, because I took this course, I am able to teach this
sub-standard.
Standard G
G.12.5 Choose a specific problem in our society, identify
alternative scientific or technological solutions to that problem and argue it
merits
In my
Science and Sustainability Honors Biology course that I took at the University
of Wisconsin-Stout, we first learned about several problems affecting our
society and then we debated solutions to those problems in class. We were split
up into groups in order to argue the pros and cons of each issue. I learned a
lot from the preparation and execution of this debate. Therefore, I am ready to
teach this sub-standard.
Standard H
H.4.1 Describe* how science and technology have helped, and
in some cases hindered, progress in providing better food, more rapid
information, quicker and safer transportation, and more effective health care
With
the millions of diseases out there today, people are so afraid of what could go
wrong. Science and the advancement of technology has helped us see preventative
ways and cures. One example I can think of is that we discovered that heating
up plastic in the microwave (with our food or beverages in it) and then
consuming it can cause cancer. Ever since I heard this, I have made sure to
move my food out of the to-go box and onto a microwaveable safe plate before
heating it up, just in case. Therefore, I am ready to teach this sub-standard.
Explore the Next Generation Science Standards
These are new standards that are being proposed at the
federal level that many states, including Wisconsin, are now in the process of
developing adoption plans.
Here is a link to the array of standards: http://www.nextgenscience.org/search-standards-dci
1. What do you see are big changes compared to the previous standards?
In
comparison to the previous standards, the Next Generation Science Standards
tend to use language geared toward action. They often begin with words such as “develop,”
“communicate,” “construct,” “generate,” “collect,” and “ask.” There are also
very detailed categories for which each standard falls under and many more
standards are developed. This site is a bit confusing to navigate. However, if
you do not understand a standard, there is a clarification statement that
follows it for being understanding.
2. How are these standards connected to the other disciplines such as math and literacy?
Because
the standards are put into very detailed categories, a teacher can easily
connect it to literacy by using those categories as topics for writing and
reading. The standards can be connected to math as well. With science often
comes calculations, and this is where math can be brought in to create an
interdisciplinary lesson.
3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?
There
are many more standards that need to be met with the Next Generation Science
Standards. I think the biggest challenge teachers will face will be fitting it
all in during the school year. We have limited amounts of time to convey
massive amounts of information to these children, and adding more standards
adds more tedious paperwork and lesson planning.
4. What do you see as opportunities for teachers to better engage students in the learning of STEM fields?
Because
these standards are more action based, students will be more engaged because
they are generally up and moving. These standards require engagement in order
for active participation. The fact that there is a clarification statement next
to each standard also means that teachers can share the standards with their
students in a less confusing way. When students know what they’re supposed to
be getting out of a lesson, they work toward that goal with you, instead of
resisting it by heading in another direction.
