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MH513Earth & Space Science

Unit 8 Science In Social & Personal Perspective

Unit 9 Science & Technology

MH513Earth & Space Science

Unit 8 Science In Social & Personal Perspective

Unit 9 Science & Technology

William CatenC-Track

March 2011

William CatenC-Track

March 2011

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Agenda Agenda • T3• Class Business• Lesson Plan Fieldtrip

• T3• Class Business• Lesson Plan Fieldtrip

Central Inquiries of Unit 8

Central Inquiries of Unit 8

• What concepts and principles about the personal and social perspective of science should be taught in grades K-6?

• What teaching strategies are effective for teaching these topics?

• How can these standards be embedded across earth and space science curriculum?

• What concepts and principles about the personal and social perspective of science should be taught in grades K-6?

• What teaching strategies are effective for teaching these topics?

• How can these standards be embedded across earth and space science curriculum?

National Science Standards for k-4th

National Science Standards for k-4th

• Characteristics and changes in populations

• Types of resources• Changes in environments

(CSMEE, 1996)

• Characteristics and changes in populations

• Types of resources• Changes in environments

(CSMEE, 1996)

Building on these foundational ideas, in grades 5-8 all

students should develop an understanding of:

Building on these foundational ideas, in grades 5-8 all

students should develop an understanding of:

• Populations, resources, and environments

• Natural hazards• Risks and benefits

CSMEE, 1996)

• Populations, resources, and environments

• Natural hazards• Risks and benefits

CSMEE, 1996)

Earth Science Web Resources

Earth Science Web Resources

• http://www.ncsu.edu/imse/1/earth.htm

• http://www.ncsu.edu/imse/1/earth.htm

http://jc-schools.net/tutorials/vocab/strategies.html

http://jc-schools.net/tutorials/vocab/strategies.html

• Step 1:  The teacher will give a description, explanation, or example of the new term.

• Step 2:  The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

• Step 3:  The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.

• Step 4:  The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.

• Step 5:  The learner will discuss the term with other learners.

• Step 6:  The learner will participate in games that provide more reinforcement of the new term.

• Step 1:  The teacher will give a description, explanation, or example of the new term.

• Step 2:  The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

• Step 3:  The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.

• Step 4:  The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.

• Step 5:  The learner will discuss the term with other learners.

• Step 6:  The learner will participate in games that provide more reinforcement of the new term.

Central Inquiries for Unit 9

Central Inquiries for Unit 9

• What concepts and principles about science and technology should be taught in grades K-6?

• What teaching strategies are effective for teaching these topics?

• What concepts and principles about science and technology should be taught in grades K-6?

• What teaching strategies are effective for teaching these topics?

Understanding about Science & TechnologyUnderstanding about

Science & Technology• People have always had questions about their world. Science is

one way of answering questions and explaining the natural world.• People have always had problems and invented tools and

techniques (ways of doing something) to solve problems. Trying to determine the effects of solutions helps people avoid some new problems.

• Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.

• Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work.

• Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.

• People have always had questions about their world. Science is one way of answering questions and explaining the natural world.

• People have always had problems and invented tools and techniques (ways of doing something) to solve problems. Trying to determine the effects of solutions helps people avoid some new problems.

• Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.

• Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work.

• Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.

Educational TechnologyEducational Technology

…in the winter of 1813 & '14 … I attended a mathematical school kept in Boston…On entering [the] room, we were struck at the appearance of an ample Black Board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before. [Samuel J. May, 1855]

…in the winter of 1813 & '14 … I attended a mathematical school kept in Boston…On entering [the] room, we were struck at the appearance of an ample Black Board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before. [Samuel J. May, 1855]

Classroom PresenterClassroom Presenter

• Initial problem– Develop a distributed presentation space for use in a distance learning class

• Later– Many of the same issues / challenges in large lecture classroom

• Initial problem– Develop a distributed presentation space for use in a distance learning class

• Later– Many of the same issues / challenges in large lecture classroom

Large lecture classesLarge lecture classes

Challenges– Maintaining attention– Communication – Feedback from students– Flexibility in presentation materials

– Conducting activities in class

Challenges– Maintaining attention– Communication – Feedback from students– Flexibility in presentation materials

– Conducting activities in class

Classroom Feedback System

Classroom Feedback System

• Student feedback does not scale

• Encourage participation• Ease of expression• If the method does scale, how does the instructor make sense of it

• Student feedback does not scale

• Encourage participation• Ease of expression• If the method does scale, how does the instructor make sense of it

Abilities to distinguish between natural objects and objects made

by humans

Abilities to distinguish between natural objects and objects made

by humans

• Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.

• Objects can be categorized into two groups, natural and designed.

(CSMEE, 1996)

• Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.

• Objects can be categorized into two groups, natural and designed.

(CSMEE, 1996)

As a result of their activities in grades 5-8, all students should

develop an understanding of:

As a result of their activities in grades 5-8, all students should

develop an understanding of:

• Abilities of technological design• Understandings about science and technology• Scientific inquiry and technological design have

similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits.

• Many different people in different cultures have made and continue to make contributions to science and technology.

• Abilities of technological design• Understandings about science and technology• Scientific inquiry and technological design have

similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits.

• Many different people in different cultures have made and continue to make contributions to science and technology.

As a result of their activities in grades 5-8, all students should develop

an understanding of:

As a result of their activities in grades 5-8, all students should develop

an understanding of:

• Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis.

• Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology.

• Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis.

• Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology.

As a result of their activities in grades 5-8, all students should develop

an understanding of:

As a result of their activities in grades 5-8, all students should develop

an understanding of:

• Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.

• Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot. (CSMEE, 1996)

• Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.

• Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot. (CSMEE, 1996)

What is Technological

Design?

What is Technological

Design?

Abilities of Technological Design

Abilities of Technological Design

• Identify a simple problem• Propose a solution• Implementing Proposed Solutions

• Evaluate a Product or Design• Communicate a Problem, Design, and Solution

• Identify a simple problem• Propose a solution• Implementing Proposed Solutions

• Evaluate a Product or Design• Communicate a Problem, Design, and Solution

•is used to solve problems by coming up with solutions.

•Is not like the scientific method that focuses on investigations.

•there are times when one process is more appropriate than the other

•is used to solve problems by coming up with solutions.

•Is not like the scientific method that focuses on investigations.

•there are times when one process is more appropriate than the other

Identify a problem or need

Identify a problem or need

•What problem needs to be fixed?•Is there a need for something?

•What problem needs to be fixed?•Is there a need for something?

Design a solution or product

Design a solution or product•After you identify your

problem or need, what can you do to fix it?

•What are the possible solutions to the problem?

•What product can I design to meet my need?

•After you identify your problem or need, what can you do to fix it?

•What are the possible solutions to the problem?

•What product can I design to meet my need?

Implement the designImplement the design

•After you design your solution or product, try it out!

•After you design your solution or product, try it out!

Evaluate the solution or the

product

Evaluate the solution or the

product•Was the solution or product successful? Was it effective?

•In other words, did it solve your problem or meet your need?

•If not, modify your solution/product or design a new one.

•Was the solution or product successful? Was it effective?

•In other words, did it solve your problem or meet your need?

•If not, modify your solution/product or design a new one.

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Have a Great Week! Have a Great Week! • This is our last seminar unless you would like to meet!– Let me know!

• Don’t forget your readings!

• See you on the DB’s!

• This is our last seminar unless you would like to meet!– Let me know!

• Don’t forget your readings!

• See you on the DB’s!