Activity 4

To complete Activity 4, choose a sub-standard 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.

Substandard A: A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed

I developed a science lesson for my Science Curriculum class in college and taught it to students.  Sutdents compared and contrasted the characteristics of solids, liquids, and gases with a Smart Board presentation.  They then were given an experiment to do called jumping raisins.  They first all made a prediction.  Then One student in each group was in charge of the soda bottle, 1 student was in charge of the balloon, and 1 student was in charge of the salt. The last student (if any) can be in charge of recording the data collected. I Instructed the soda student to hold onto the bottle with both hands to keep it steady. I Instructed the balloon student to open the end of the balloon and hold it over the aluminum tray.  I also Instructed the salt student to pour the contents of the Dixie cup into the balloon.  Then I Instructed the balloon student to place the opening of the balloon onto the opening of the soda bottle while the soda student holds the bottle steady.  I then told the salt student to raise the balloon as the balloon student holds the openings together and the soda student holds the bottle. Allow the salt to enter the bottle.  They all recorded their observations and identfied if their predictions came true.

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.

I did this in my Curriculum Science class in college for a phenelogy project.  We had to take pictures, take notes in our journals, and answer the overall science related questions we had to write before we started the experiment.  I did mine on the changing of fall leaves.  I had to take pictures once every week for two months straight while documenting what I saw happening every single day for those two months with scientific terminology. 

C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations.

I had to develop a science lesson for my Science Curriculum class in college and teach it to students.  It was on the states of matter: liquid.  The students were introduced to liquids through a Smart Board presentation then were given an experiment to observe and journal about.  I hot glued crayons on top of a canvas.  Then took a blow dryer and went back and forth over the crayons until they slowly started to melt down the canvas to create art.  Throughout I asked the students questions and gave them explanations.  After they were given the chance to write down what they observed.

 D.4.3. Understand that substances can exist in different states-solid, liquid, gas.

In my Science Curriculum class we had to do a whole unit on solids, liquids and gas.  I taught them the introduction of solids, liquids, and gases through a Smart Board presentation.  Then did an experiment, that I taught, to the students which was called ooze.  The children had to create ooze in groups with cornstarch, water, measuring cups, a bowl, and food coloring.  Once it was made I asked them questions about what it felt like and what was happening.  The ooze would become a sold when you rubbed it between your hands and then when you opened your hand it would turn to liquid. 

E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during these investigations.

This I did in college in my Geology class.  The teacher passed around rocks and minerals for us students to observe and write about.  We had to describe characteristics of the rocks and draw them on paper in our notebooks.  We also had to take a test on this unit by creating a sketch of a rock while writing what kind it was and the characteristics we knew and learned about regarding the rock you drew. 

F.4.2 Investigate* how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment).

In my Science class called Plants, Animals, and You that I took Senior year in high school we had to plant our own plants in the green house and take care of it by watering it and observing it everyday.  We did this until our plants grew and our journal was complete.  In the journal we had to document the plants progress.

G.4.5 Ask questions to find answers about how devices and machines were invented and produced.

In my technology class in college my Freshmen year we had to interview someone that used technology in their career.  We then had to write a research paper on when it was invented and how we could apply that technology in our future career.  As a future teacher I interviewed a teacher who used computers in her room so I related it to how I could use computers in my future classroom.

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.

In my science class in high school we had to write a paper on a professional journal.  We had to do it on how science and technology is improving.  We had to summarize the article and reflect on what we thought about the article.  My article was on the improvement of cars and the progress it has made. 


Also for this activity, you are to 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.
http://www.nextgenscience.org/

As you explore this site, and perhaps others that are related, anser the following three questions.
1. What do you see are big changes compared to the previous standards?
I feel like it is a good idea to update the standarts to todays century.  Our world is always changing and its important to keep students up-to-date on society.  Teachers need to keep students progressing at the same pace that the world is progressing.  The new standards are more hands-on and gives students the opportunity to experience what is happening by doing it on their own and learning from it.

2. How are these standards connected to the other displines such as math and literacy?
Literacy and math have alot to do with concepts, ideas, and practices which are the three dimensions of the Next Generation Science Standards.  The students are able to do hands-on activties along with learning about how to brainstorm.  These new standards tie in alot of content and other curriculum that will help students in the long run. 

3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?
Some challenges I see is that teachers who have been teaching for a long time already have a set in stone curriculum process and lesson plans that they repeatedly use each year with the old standards tied into them.  They are going to have to change their lesson plans to fit the new standards.