Using the NSDL Science Literacy Maps

August 14, 2012

For AUDIO, please call (888) 449-2527 Use 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 Literacy Provides a set of learning goals for the ends of grades 2, 5, 8, and 12

The Atlas of Science Literacy Illustrates 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 Contents

10 Historical Perspectives 237 A Displacing the Earth from the Center of the Universe 239 B Uniting the Heavens and Earth 242 C Relating Matter & Energy and 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 261 A Systems 262 B Models 267 C Constancy and Change 271 D Scale 276 12 Habits Of Mind 281 A 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 127 A 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 151 A 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 181 A 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 209 A Numbers 210 B Symbolic Relationships 215 C Shapes 222 D Uncertainty 226 E Reasoning 231

1 The Nature Of Science 3 A The Scientific World View 5 B Scientific Inquiry 9 C The Science Enterprise 14

2 The Nature Of Mathematics 23 A Patterns and Relationships 25 B Mathematics, Science and Technology 30 C Mathematical Inquiry 34

3 The Nature Of Technology 41 A Technology and Science 43 B Design and Systems 48 C Issues in Technology 53

4 The Physical Setting 59 A The Universe 61 B The Earth 66 C Processes That Shape the Earth 71 D Structure of Matter 75 E Energy Transformations 81 F Motion 87 G Forces of Nature 93

5 The Living Environment 99 A Diversity of Life 101 B Heredity 106 C Cells 110 D Interdependence of Life 115 E Flow of Matter and Energy 118 F Evolution of Life 122

Using the NSDL Science Literacy Maps

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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 Idea

Precursor 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-assessments Clarifying vertical sequencing throughout schools and districts Proposing 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 Alignment Alignment 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 Quality Questions 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!