Parkersburg High SchoolRobin Stout, Physical Science Teacher

Nathan Alfred, Biology Teacher

Presenters

1. Anticipation Guide

2. 21st Century Skills

3. WV Standards

4. Issue Oriented Science

5. IAPS

6. SGI

7. Develop your own issue

Overview

Anticipation Guide

Did You Know?

“This is a story about the big publicconversation the nation is not havingabout education… whether an entiregeneration of kids will fail to make thegrade in the global economy because

they can’t think their way throughabstract problems, work in teams,

distinguish good information from bad, or speak a language other than

English.”

How to Build a Student for the 21stCentury, TIME Magazine,

December 18, 2006

Why teach 21st Century Skills?“Teaching for Tomorrow” Ted McCain

Highly educated useless person Technology skills are secondary in importance to

problem-solving skills Students arrive in class unable to work on tasks without

teacher guidance—not independent thinkers Stop and examine the skills students acquire when

passing through school—are they learning real-world skills or school skills?

Teaching with the Brain in Mind – Eric Jensen One study at the University of Arizona showed that even

students with a background in statistics, math and science do not transfer that learning to novel contexts.

The data suggest that schools would do well to focus on much more real-world learning.

Digital natives in the classroom

"OUR STUDENTS HAVE CHANGED RADICALLY," is the observation of Marc Prensky in his article Digital natives, digital immigrants. (Prensky, October 2001.) Today's students and young workers are part of a cohort he calls "Digital Natives." Raised on MTV, video games, e-mail, the Web and instant messaging, Digital Natives have developed cognitive thinking patterns that differ from previous generations. As a result, the challenge facing educational designers is to recognize these cognitive differences and to develop learning offerings that are appropriate to their cognitive learning patterns.

Digital natives in the classroom

But Digital Immigrants typically have very little appreciation for these new skills that the Natives have acquired and perfected through years of interaction and practice. These skills are almost totally foreign to the Immigrants, who themselves learned – and so choose to teach – slowly, step-by-step, one thing at a time, individually, and above all, seriously. “My students just don’t _____ like they used to,” Digital Immigrant educators grouse. I can’t get them to ____ or to ____. They have no appreciation for _____ or _____ . (Fill in the blanks, there are a wide variety of choices.)

Does your classroom ever look like this?

Using issues can help you reach these digital

natives and help them succeed in the 21st

Century.…and WV has added 21st

Century Skills to our Content Standards!

The Partnership of 21st Century LearningIn 2005, WV became the second state in the

nation to join this partnership.

MISSION STATEMENTServe as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders.

What are 21st Century Skills?WV Content Standards Related to 21st

Century Skills

There are 3 broad areas:Information and Communication SkillsThinking and Reasoning SkillsPersonal and Workplace Productivity

Skills

How can using issues help you teach 21st Century Skills?Using issues that are relevant to students’ lives

can be motivating and enjoyable additions to the science classroom. Most importantly, they can be used to further students understanding of the role of scientific principles and evidence in making informed personal and societal decisions.

Using issues integrates the sciences and integrates science with other subjects, portraying a realistic view of how science contributes to solving problems and of the role of science in careers.

Using issues makes real-world connections and shows students how science is useful in daily life.

The goals of issue-oriented science are: to engage students in the process of

learning scienceto encourage students to use scientific

evidence to make decisionsto help educate tomorrow's citizens about

the application of science to everyday life.

…similar to the goals of 21st Century learning!

…and students are engaged in the learning!

In Wood County we have implemented the use of SEPUP in some classroomsSEPUP is

Science Education for Public Understanding Program

Lab-aidsKit basedIssue orientedNot our only resourceThe weakness of SEPUP is its lack of imbedded

use of technology…we can fix that!

SEPUP selects issues that:require an understanding of important

scientific concepts and processesrequire an application of evidenceare interesting and accessible to diverse

groups of studentsare complex enough to foster discussion

and debateThe issue is not an add-on, but is woven

into the curriculum and the issues and content are closely related.

Bloom’s Taxonomy

Memorize,Fact Recall

Comprehension,

Describe,

Discuss

Interpret,Solve

Categorize,Compare,Contrast,QuestionTest

ConstructPlan

Manage

ArgueAssessDefendSupport

Science in Global Issues(SGI)1.West Virginia Life Science and Biology

Standards

2.The Issues

3.Preview of Future Curriculums

•Meets 88% of our Biology CSO’s

•Standards not met include:

•Occupational Opportunities

•Presenting Data

•CommunicationUsing Technology

West Virginia Life Science and Biology Standards

The Issues

How Do We Fix Lakeville Lake?1. Establishes theme for entire SGI curriculum

a. Define sustainable development in a variety of scenarios

b. Apply principles of sustainability to real world situations

c. Analyze and compare environmental impact of scenarios related to resource use and economic development

d. Use economic, social, and environmental criteria to analyze the impact of individual, community, and global actions on sustainability

Sustainability

Living on Earth

Should We Reopen the Fishery?1. Energy flow through an ecosystem

a. Producers, consumers, nutrient cycles, energy transfers, food webs, energy pyramids

2. Energy for life primarily derived from the sun

a. Photosynthesis, cellular respiration, cell parts involved

3. Organism both cooperate and compete in ecosystems

a. Ecological organization, factors, growth curves, relationships

Ecology

World Health1. 3 Global Health Issues

a. TBb. HIV/AIDSc. Malaria

2. Cell Structure and Function, Informationa. Types of cells, cell parts and functions, DNA

3. Cell Differentiationa. Specialized cells, RBC, WBC, nerve, muscle

4. The complexity and organization of organisms accommodate the needs to sustain the organisma. Several components contribute to the whole organ or

systemb. Cell’s response to environment, osmosis, diffusion

Cell Biology

Genetics and Evolution

1. Apply understanding of content to issues related to

a. Sustainability

b. Ecology

c. Cell Biology

d. Genetics

e. Evolution

2. Interpret the results of experiments

3. Design or modify experiments

4. Use real data to investigate real issues

Process and Application

Example: Issues and Physical ScienceWe are using IAPS as a Supplement to

our regular textThere are 5 units:

Studying Materials ScientificallyThe Chemistry of MaterialsWaterEnergyForce and Motion

Unit A: Studying Materials Scientifically

Good way to introduce lab safetyBegins with an unidentified mixtureSome key concepts include:

Lab safety, chemical and physical properties, separation of substances in mixtures, conductivity, reactivity, writing lab procedures, hazardous wastes at home, measurement of mass, volume, calculation of density.

In the culminating activity, students pose as the safety director and evaluate product safety and effectiveness of several window-cleaning products as they consider the trade-offs of selecting a cleaner for a hospital setting.

Unit B: The Chemistry of MaterialsStudents learn how the molecular structure of a

material affects its chemical and physical properties.Students learn about the product life cycle of glass,

aluminum and plastic. They learn about elements and the periodic table and model molecules of polymers. The investigate chemical reactions.

They produce circuit boards which generate waste. They must determine the best way to dispose of the waste and make recommendations.

The culminating activity is to recommend a computer purchase for a school, selecting from 4 proposals. Their must defend their choice after considering many factors, including the environmental impact of the life cycle of the computer chosen.

Unit C: WaterStudents investigate Willow Grove’s water

supply. They learn about biological and chemical risks in drinking water, water treatment, they learn about the particulate theory of matter and how properties of substances are related to the structures of their molecules, they learn about acid-base neutralization, testing and treating wastewater.

In the culminating activity, they make recommendations to the home owner’s association for improving water safety in Willow Grove.

Unit D: EnergyThe opening scenario is about a fictional device…a solar

charger for a cell-phone. Students consider ways energy is transferred and transformed in their daily lives.

The students learn about types of energy, transfer and transformation of energy, heat and temperature, conduction and insulation, Calories, chemical reactions, renewable and non-renewable energy source, how chemical reactions create energy, electricity, energy efficiency, solar energy.

In the culminating activity students are presented with fictional scenarios of families who want to reduce their home energy costs. Using their knowledge of energy concepts, they conduct an economic analysis and make energy-saving recommendations that meet the needs of the family.

Unit E: Force and Motion In this unit students learn how forces affect the

motion of an object. The first activity is one in which students are

comparing vehicles.They learn to measure speed, interpret motion

graphs, study collisions, acceleration, inertia, study Newton’s Laws of Motion, study braking distance, and crash-testing and fatal accidents.

In the culminating activity they write a letter to the U. S. senate Committee for Highway Safety explaining their position on whether cars should be required by law to have standardized safety features such as their mass, bumper height and front-end and roof stiffness.

Using Your Own IssuesGood Issues:1. Require knowledge and

understanding of important scientific concepts and processes

2. Require an application of relevant scientific evidence

3. Relate to scientific concepts and processes appropriate to grade level and subject matter

Using Your Own Issues4. Engage diverse groups of learners5. Are complex enough to foster

discussion and debate6. Have more than one solution or

response7. Illustrate how science helps to make an

informed decision

Activity: How could you use these issues to teach science?

Should you throw your old computer into the trash?

What can you do to reduce the risk of getting food poisoning?

Which car would you buy if your primary concern was safety in a crash?

Should we put in a dam for hydroelectric power?

 

Other considerations

You might also include issues that:Are in the newsAre especially relevant to the age groupIlluminate the difference between the

evidence that science can provide and the social aspects of the decision

Websites for additional help:http://pbl-online.org/

http://wise.berkeley.edu/

http://www.edutopia.org/project-learning

What If?

Parkersburg High School

304-420-9595

Robin Stout

rsstout@access.k12.wv.us

Nathan Alfred

njalfred@access.k12.wv.us

Contact Information