SCIENCE EDUCATION School Board presentation November 12, 2012 Nancy Lantz
New Science SOLs State Board of Education revised Science SOLs in Science Assessments will test the revised SOLs. INCREASED RIGOR.
INCREASED RIGOR??? Investigate and Understand Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase was chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard. Limiting a standard to one observable behavior, such as “describe” or “explain,” would have narrowed the interpretation of what was intended to be a rich, highly rigorous, and inclusive content standard.
Summary of Changes Use consistent terminology and content in vertical alignment of the standards Update standards to include references to additional energy sources Move examples and details to the Curriculum Framework The.1 stem for the majority of the K-12 SOL changed to include the “nature of science.” Real world applications added to.1 SOL
Nature of Science The natural world is understandable. Science demands evidence. Science is a blend of logic and imagination. Scientific knowledge is durable. Scientific knowledge is subject to change. Scientists attempt to identify and avoid bias. Science is a complex social activity.
CONTENT STRANDS or TOPICS Scientific Investigation, Reasoning, and Logic; Force, Motion, and Energy; Matter; Life Processes; Living Systems; Interrelationships in Earth/Space Systems; Earth Patterns, Cycles, and Change; and Earth Resources
Goals of Science Instruction Develop and use an experimental design in scientific inquiry. Use the language of science to communicate understanding. Investigate phenomena, us ing technology. Apply scientific concepts, skills, and processes to everyday experiences.
Goals (cont.) Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and understanding. Make informed decisions regarding contemporary issues. Develop scientific dispositions and habits of mind. Explore science-related careers and interests.
TECHNOLOGY-ENHANCED ITEM TYPES Drag and Drop Hot Spot Graphs Fill in the Blank
Drop and Drag Which geographic region of Virginia has the least impact on the water quality of Chesapeake Bay? F Coastal Plain G Piedmont H Blue Ridge Mountains J Appalachian Plateau
Hot Spot Which of these is the most responsible for the changes of the seasons on Earth? A Position of the Moon B Tilt of Earth on its axis C Temperature of the Sun D Distance to Mars
Graphs Students will now be given data to draw a graph and then answer a question. Previously, students were given a graph and asked a question about it.
Fill In The Blank Which do meteorologists use to measure the amount of precipitation that falls during a storm? A Anemometer B Barometer C Rain gauge D Weather vane
ONLINE TOOLS AVAILABLE FOR SOL SCIENCE ASSESSMENTS These tools can be used to assist the test taker in finding answers but cannot be used to respond correctly to the question. Eraser – Use the eraser to remove lines or highlights. Highlighter – Use the highlighter tool to highlight text or graphics. Eliminator – Use the eliminator tool on multiple-choice questions to mark choices you do not wish to consider. Pencil – Use the pencil tool to make marks on the test questions.
ONLINE TOOLS (cont.) Ruler – Use the ruler tool to measure something on screen. Straightedge – Use the straightedge tool to draw straight lines and underline text. Calculator – Use the calculator to perform calculations. Help – Use the help tool to display information about a specific tool on the top toolbar.
Questions ?