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August 14, 2012 For AUDIO, please call (888) 449-2527 Use conference call #5864745517. - PowerPoint PPT Presentation
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Using the NSDL Science Literacy Maps
August 14, 2012
For AUDIO, please call (888) 449-2527Use conference call #5864745517
This material is based upon work supported by the National Science Foundation under Grant No. DUE-1043169. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Using the NSDL Science Literacy Maps
Today’s Presenter:
Llama Maynard
Middle School Science Teacher in Massachusetts
School Designer with Expeditionary Learning
Project 2061 Consultant
Using the NSDL Science Literacy Maps
What we’ll cover…
The Origins of the Science Literacy Maps
How to Read a Map
How to Use Resources from the Science Literacy Maps
Extended time for Additional Questions
Using the NSDL Science Literacy Maps
Some Housekeeping Rules
If you’d like to say something during the Webinar:
1. Use the “raise hand” feature in your control panel.
2. Wait to be acknowledged by the facilitator.
3. Use #6 to unmute your phone line.
4. Use *6 to re-mute your phone.
You can also type your question into the Questions Panel.
Using the NSDL Science Literacy Maps
Your professional roles?
Answer the poll located in the control panel on your screen.
Using the NSDL Science Literacy Maps
Your familiarity?
Using the NSDL Science Literacy Maps
Benchmarks for Science LiteracyProvides a set of learning goals for the ends of grades 2, 5, 8, and 12
The Atlas of Science LiteracyIllustrates the relationships between individual learning goals and shows the growth-of-understanding of ideas
Science for All Americans
Presents the knowledge and skills that make up science literacy goals
Using the NSDL Science Literacy Maps
Table of Contents10 Historical Perspectives 237
A Displacing the Earth from the Center of the Universe 239
B Uniting the Heavens and Earth 242
C Relating Matter & Energyand Time & Space 244
D Extending Time 246
E Moving the Continents 247
F Understanding Fire 249
G Splitting the Atom 252
H Explaining the Diversity of Life 254
I Discovering Germs 256
J Harnessing Power 258
11 Common Themes 261A Systems 262
B Models 267
C Constancy and Change 271
D Scale 276
12 Habits Of Mind 281A Values and Attitudes 284
B Computation and Estimation 288
C Manipulation and Observation 292
D Communication Skills 295
E Critical-Response Skills 298
6 The Human Organism 127A Human Identity 128
B Human Development 131
C Basic Functions 135
D Learning 139
E Physical Health 143
F Mental Health 147
7 Human Society 151A Cultural Effects on Behavior 153
B Group Behavior 157
C Social Change 161
D Social Trade-Offs 164
E Political And Economic Systems 167
F Social Conflict 171
G Global Interdependence 175
8 The Designed World 181A Agriculture 183
B Materials and Manufacturing 187
C Energy Sources and Use 192
D Communication 196
E Information Processing 200
F Health Technology 204
9 The Mathematical World 209A Numbers 210
B Symbolic Relationships 215
C Shapes 222
D Uncertainty 226
E Reasoning 231
1 The Nature Of Science 3A The Scientific World View 5B Scientific Inquiry 9C The Science Enterprise 14
2 The Nature Of Mathematics 23A Patterns and Relationships 25B Mathematics, Science and Technology 30C Mathematical Inquiry 34
3 The Nature Of Technology 41A Technology and Science 43B Design and Systems 48C Issues in Technology 53
4 The Physical Setting 59A The Universe 61B The Earth 66C Processes That Shape the Earth 71D Structure of Matter 75E Energy Transformations 81F Motion 87G Forces of Nature 93
5 The Living Environment 99A Diversity of Life 101B Heredity 106C Cells 110D Interdependence of Life 115E Flow of Matter and Energy 118F Evolution of Life 122
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Using the NSDL Science Literacy Maps
Using the NSDL Science Literacy Maps
What questions do you currently have about the origins of the
NSDL Science Literacy Maps?
Send questions and ideas to the presenter through the question section of the control panel.
Using the NSDL Science Literacy Maps
How to Read a Map
go to: http://nsdl.org
Using the NSDL Science Literacy Maps
NSDL Home Page (http://nsdl.org)
The Science Literacy Maps can be accessed quickly from the NSDL Home Page.
Using the NSDL Science Literacy Maps
NSDL Science Literacy Maps (http://strandmaps.nsdl.org)
Browse Topics lets you quickly go to any map.
Table of Contents (TOC) shows how the maps are grouped and lets you go quickly to any map.
Search field lets you search for text across all maps.
Using the NSDL Science Literacy Maps
Home Page/Table of Contents (TOC)
Using the NSDL Science Literacy Maps
Connecting arrows indicate that learning Idea A is helpful to learning Idea B.
Grade Band Lines divide the map into horizontal slices: Grades K-2, 3-5, 6-8, and 9-12.
Navigation thumbnail shows you where you are on the map.
“Boxes” are grade range-specific learning goals. Click to call up its info bubble.
Using the NSDL Science Literacy Maps
•One idea “contributes to the understanding of the other”
•Knowing one idea can be “helpful in learning” the other idea.
•The idea may be an essential prerequisite, but does not have to be.
What does an Arrow mean?
Using the NSDL Science Literacy Maps
Connecting arrows indicate that learning Idea A is helpful to learning Idea B.
Using the NSDL Science Literacy Maps
Top, Bottom, Left, Right arrows move the map around.
Click and drag the Current View Indicator to move the map around.
Click and drag to move the map around (easiest way to navigate).
Using the NSDL Science Literacy Maps
Top Picks are NSDL resources that have been explicitly assigned (typically by humans) to the benchmark.
NSES Standards shows any matches between the benchmark and the National Science Education Standards.
Related Resources are matched to the benchmark by machine methods.
Related Benchmarks shows all of the immediate precursors and later ideas from across all maps.
• Full text of benchmark
• Grade range
• Map(s) where benchmark is found
Using the NSDL Science Literacy Maps
Using the NSDL Science Literacy Maps
http://www.surveymonkey.com/s/NSDLMapsWorkshop
Map for “The Moon’s orbit around the Earth”, Related Benchmarks
Targeted IdeaTargeted Idea
Precursor IdeasPrecursor Ideas
Using the NSDL Science Literacy Maps
Assessments shows precisely aligned assessment items along with student performance data.
Misconceptions includes common misconceptions linked to a learning goal, backed up by data from assessment items.
Using the NSDL Science Literacy Maps
Using the NSDL Science Literacy Maps
NSDL Science Literacy Maps (http://strandmaps.nsdl.org)
Video Tutorial lets you choose a variety of “how to” topics to review.
Using the NSDL Science Literacy Maps
What clarifying questions do you have about the features of the Science
Literacy Maps?
Send questions and ideas to the presenter through the question section of the control panel.
Using the NSDL Science Literacy Maps
What ideas do you currently have about how to use the Science Literacy Maps?
Take a moment to consider.
OR
Type your ideas in the question section of your
control panel.
Take time to review the ideas that others have contributed
here.
“Raise your hand.”
When called on, unmute yourself and share ideas.
Re-mute yourself as we continue.
Using the NSDL Science Literacy Maps
• Improving content coherence when planning instruction
Possible Uses of Maps
Helping teachers develop pre-assessmentsClarifying vertical sequencing throughout schools and districtsProposing learning progressions for educational research
Using the NSDL Science Literacy Maps
Possible Uses of Maps
• Identifying students’ difficulties/ misconceptions about the ideas
• Locating and assembling NSDL resources
Relating resources to the targeted idea and its precursor(s)
Lesson “Proofing:” Judging the quality of instructional resources
Using the NSDL Science Literacy Maps
How to Use Resources from the Science Literacy Maps
Content Alignment and
Instructional Quality
Resource: http://www.project2061.org/publications/EducatorsGuide/online/index.htm
Using the NSDL Science Literacy Maps
Content AlignmentAlignment of Resource to the Learning Goal
The Resource…addresses the entire learning goal. addresses part of the learning goal (specify which parts of the learning goal are addressed)does not address the learning goal (end of analysis)
The Resource… addresses the learning goal explicitly. does not address the learning goal explicitly, but it could be used to address it (explain how it could be used to address the learning goal)
Using the NSDL Science Literacy Maps
Instructional QualityQuestions to ask:
For phenomena (real-world object, events, processes, etc.), are students likely to make the intended observation?
For representations (diagrams, models, simulations, etc.), is it clear which aspects of the learning goal are being represented accurately and which are not? In addition, does the representation accurately represent the aspects it claims to represent accurately?
Is the resource likely to be comprehensible to students?
Is the resource likely to engage students and motivate them to focus on the learning goal?
Is the resource efficient, i.e., the benefits justify the costs in time and money?
Using the NSDL Science Literacy Maps
Home Page/Table of Contents (TOC)
Using the NSDL Science Literacy Maps
Using the NSDL Science Literacy Maps
Using the NSDL Science Literacy Maps
http://calgary.rasc.ca/images/earth_rotation_anim.gif
Using the NSDL Science Literacy Maps
http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.html
Using the NSDL Science Literacy Maps
http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/Seasons_Nav.swf::Seasons%20Interactive
Please enter your thoughts and ideas in the chat window.
Using the NSDL Science Literacy Maps
Intersection of Science and Math
Math Learning Goal(Graphic Representation Map)
The graphic display of numbers may help to show patterns such as trends, varying rates of change, gaps, or clusters that are useful when making predictions about the phenomena being graphed. 9C/M4*
Science Learning Goal(Weather & Climate Map)
The temperature of a place on the earth's surface tends to rise and fall in a somewhat predictable pattern every day and over the course of a year. The pattern of temperature changes observed in a place tends to vary depending on how far north or south of the equator the place is, how near to oceans it is, and how high above sea level it is. 4B/M12**
Using the NSDL Science Literacy Maps
Other resources
One minute for silent exploration.
Using the NSDL Science Literacy Maps
What we’ve reviewed
The Origins of the Science Literacy Maps
How to Read a Map
How to Use Resources from the Science Literacy Maps
In a moment: Extended time for more questions
Using the NSDL Science Literacy Maps
What are your key “take aways” from the presentation today?
How might you share ideas about using resources from the Science Literacy
Maps with colleagues?
Send questions and ideas to the presenter through the question section of the control panel.
Using the NSDL Science Literacy Maps
http://svy.mk/ODM4b8
Evaluation
Using the NSDL Science Literacy Maps
Additional Questions or Discussion Points?
Using the NSDL Science Literacy Maps
Thanks!
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