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Enhancing Science Education through Essential Standards and Inquiry-Based Learning

This document outlines the New Essential Science Standards, designed to align closely with National Science Benchmarks and facilitate improved assessment comparisons with other states. Emphasizing hands-on and minds-on experiences for K-5 students, the standards promote inquiry-based learning through observation, experimentation, and communication of results. Utilizing tools and technologies in investigations, students are encouraged to develop critical thinking skills and engage in collaborative learning environments. Resources and crosswalks for further student engagement and understanding are provided.

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Enhancing Science Education through Essential Standards and Inquiry-Based Learning

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  1. Science Essential Standards

  2. Not Common Core • New Essential Standards are based on National Science Benchmarks • More closely aligned with other states

  3. Compare the Average Grade 4 NAEP Score in 2009 to Other States/Jurisdictions In 2009, the average score in North Carolina was  lower than those in 24 states/jurisdictions  higher than those in 9 states/jurisdictions  not significantly different from those in 13 states/jurisdictions  5 states/jurisdictions did not participate

  4. Revised Bloom’s Taxonomy (RBT)

  5. Three Domains • Physical Science • Earth Science • Life Science

  6. Science as Inquiry: K-2 • Hands-On AND Minds-On • Experimentation and Technological Design • Purposeful exploration • Should use tools such as: magnifiers, thermometers, rulers, or balances to gather data and extend senses • Should be encouraged to employ oral language, drawings, and models to communicate results and explanations of investigations and experiments in a cooperative learning environment

  7. K-2 Inquiry • Provide time to discuss observations • Encourage new observations rather than debates about who is correct

  8. Science as Inquiry: 3-5 • Students should be encouraged to make careful observations • Measure with increasing accuracy • Use more advanced tools such as calculators, computers, graduated cylinders, scales, and meter sticks to gather data and extend senses • Must keep accurate records and run enough trials to be confident of results to test a prediction • Employ more sophisticated language, drawings, models, charts and graphs to communicateresults and explanations

  9. 3-5 Inquiry • Use patterns in data to create explanations of results • Require record-keeping and multiple tests to verify prediction results

  10. Stair Step Curriculum Motion and Design

  11. PHYSICAL SCIENCE: Forces and Motion

  12. Physical Science: Forces and Motion

  13. Physical Science: Forces and Motion

  14. Word Walls • Students need to use the language of science • Need to practice new language with peers • Highlight features, forms of the word, homophones (cell)

  15. Resources • Unpacking Documents : http://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/science/2.pdf • Crosswalks: http://www.dpi.state.nc.us/docs/acre/standards/support-tools/crosswalks/science/grade4.pdf • www.project2061.org • http://scnces.ncdpi.wikispaces.net/WEBINAR+SERIES+2011+-+2012 • http://scnces.ncdpi.wikispaces.net/file/view/Force+and+Motion+grade+5.docx • http://dpi.state.nc.us/docs/acre/assessment/science.doc

  16. Jeopardy Review • http://jeopardylabs.com/play/science-nc-essential-standards

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