Activity 4

Activity 4: Exploration of Science Education Standards

 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

Sub-standard A.4.1: When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed.
I met this sub-standard during this chemistry class for our first activity.  When we had to conduct the science experiments about freezing and boiling different temperatures of water, we asked and answered questions that helped decide the general areas of science being addressed. The questions asked helped to determine what we were doing and what the overall goal of the experiments were.
Sub-standard 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 met this sub-standard during my Impacts of Technology on Learning course last semester. We were asked to come up with a research question, interview an expert on the subject, and then write a research paper on the topic.  I used many different sources, such as texts, teachers, my parents and popular journals and press to help answer my science-related question of, "Are iPads helping or hurting the early childhood classrooms?" I also interviewed a long-time ipad user in the classroom to find her take on the benefits and downsides of using it in the classroom.
Sub-standard C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations
I met this sub-standard when I did the first activity in this chemistry class. We had to use our knowledge of the scientific process to ask questions, make a hypothesis or prediction, and then offer our explanations.  We had three different questions and therefore three different hypotheses or predictions of what would happen to our different temperatures of water. Our knowledge of the scientific process really aided in this experiment.
Sub-standard D.4.2 Group and/or classify objects and substances based on the properties of earth materials
I met this sub-standard when I did a small group activity at the Child and Family Study Center where I work. As a small group the children and I looked at all different types of rocks and grouped them first based on color, then size, then weight, and finally we looked up their names and where they were most commonly found. This activity really helped to focus their grouping/classifying skills and made them think about the similarities and differences between the rocks.
Sub-standard E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes
I met this sub-standard when we did a large group activity in the four year old room at the Child and Family Study Center. We did a whole lesson on weather and seasons. We sang songs and read books about all different kinds of weather and precipitation that occurs over time in Wisconsin. The children seemed to enjoy learning about this because they already had a base knowledge about it and could really participate in the activities. We also talked about seasons and the changes that come with them.
Sub-standard F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive
I met this sub-standard during my last semester at the Child and Family Study Center working in the three year old room. The children took a field trip to a green house and got to see many different plants and organisms. The people there talked about all the necessary needs for the plants to survive. They learned about how plants need water and nutrients, which they get from the soil and the rain, and how they need the sun and heat to survive. They also learned a little bit about the process of photosynthesis and how the plant gives off energy.
Sub-standard G.4.5 Ask questions to find answers about how devices and machines were invented and produced
I met this sub-standard during my Impacts of Technology on Learning class when we did a research project on a technological device. The device that I chose was the e-reader and I asked many questions about its origin and history before it became what it is today. I found the answer to these questions and many more. I now know when, where, how, why, and by whom this device was invented and produced. I did a whole presentation and project about it and how the device affects people today.
Sub-standard H.4.3 Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care
I met this sub-standard through my everyday life. Science contributes to meeting our personal needs every day. There are now electronic toothbrushes and better toothpaste and mouth wash that helps to keep our mouths clean and healthy. There is also new developments in nutrition that help people all over the world with their health and safety. The technology behind safety and health care is an overwhelming contribution from science. Without science's contributions, we would not be able to live the lives we live now.

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, answer the following three questions.
1. What do you see are big changes compared to the previous standards?
The big changes compared to the previous standards seem to be that the new standards begin more vague and gradually get more focused and complex. This gradual process seems like it would be potentially more beneficial for the students because it will allow them to be more creative when they are younger and then focus more and more as the years go on.
2. How are these standards connected to the other displines such as math and literacy?
These standards are connected to other disciplines such as math and literacy because without math, you cannot do or learn much science and without literacy you would not be able to learn about science either. All of these disciplines are interconnected so that one must learn all of them in order to progress in school and life. Children need math and literacy to be able to accomplish the standards set out for them in science. 
3. What do you see will be challenges for teachers when considering some of the changes in the proposed science standards?
Some of the challenges for teachers would be that they might have to teach math and literacy concepts faster or more in-depth in order for the students to pass the new science standards. I understand that the science standards are important for everyone to learn, however, it is also maybe more important for students to read and write and perform basic math functions before learning in-depth science concepts. Teachers may have to work harder to motivate and engage the children because not everybody likes science that much.