Resources for Teaching Middle School Science (1998) / Chapter Skim
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Appendix C
Appendix C
Pages 425-440
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From page 425... ...
(The NSRC's "Evaluation Criteria for Middle School Science Curriculum Materials" are contained in appendix B.) Not only were the NSES content standards a basic component in the development of the evaluation criteria, but they are an important consideration for those adopting and using science curriculum in the classroom.
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From page 426... ...
However, it is important to recognize that the listing of a standard in an annotation does not necessarily imply that the instructional material addresses all of the fundamental concepts and principles included under that NSES standard. The NSES document also includes content standards for grades K-4 and 9-12.
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From page 427... ...
Thinking and analyzing in terms of systems will help students keep track of mass, energy, objects, organisms, and events referred to in the other content standards. The idea of simple systems encom passes subsystems as well as identifying the structure experienced in a developmentally appropriate manner and function of systems, feedback and equilibrium, and during K-12 science education.
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From page 428... ...
EVIDENCE, MODELS, AND EXPLANATION Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems.
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From page 429... ...
Students need opportunities to present their abilities and understanding and to use the knowledge and language of science to communicate scientific explanations and ideas. Writing, labeling drawings, completing concept maps, developing spreadsheets, and designing computer graphics should be a part of the science education.
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From page 430... ...
It can be met only when students frequently engage in active inquiries. GUIDE TO THE CONTENT STANDARD Fundamental abilities and concepts that underlie this standard include ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY IDENTIFY QUESTIONS THAT CAN BE ANSWERED THROUGH SCIENTIFIC INVESTIGATIONS.
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From page 431... ...
Scientists evaluate the explanations proposed by other scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. · Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data.
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From page 432... ...
Life Science CONTENT STANDARD C: As a result of their activities In grades 5-8, all students should develop understanding of · Structure and function In living systems · Reproduction and heredity · Regulation and behavior · Populations and ecosystems . Diversity and adaptations of organisms DEVELOPING STUDENT UNDERSTANDING In the middle-school years, students should progress from studying life science from the point of view of individual organisms to recognizing patterns in ecosystems and developing understandings about the cellular dimensions of living systems.
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From page 433... ...
Students understand ecosystems and the interactions between organisms and environments well enough by this stage to introduce ideas about nutrition and energy flow, although some students might be confused by charts and flow diagrams. If asked about common ecological concepts, such as community and competition between organisms, teachers are likely to hear responses based on everyday experiences rather than scientific explanations.
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From page 434... ...
434 Earth and Space Science CONTENT STANDARD D: As a result of their activities In grades 5-8, all students should develop an understanding of · Structure of the earth system · Earth's history · Earth in the solar system DEVELOPING STUDENT UNDERSTANDING A major goal of science in the middle grades is for students to develop an understanding of earth and the solar system as a set of closely coupled systems. The idea of systems provides a framework in which students can investigate the four major interacting components of the earth system geosphere (crust, mantle, and core)
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From page 435... ...
GUIDE TO THE CONTENT STANDARD Fundamental concepts and principles that underlie this standard include STRUCTURE OF THE EARTH SYSTEM · The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. · Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle.
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From page 436... ...
But the complexity of the problems addressed and the extended ways the principles are applied do change. GUIDE TO THE CONTENT STANDARD Fundamental abilities and concepts that underlie this standard include ABILITIES OF TECHNOLOGICAL DESIGN IDENTIFY APPROPRIATE PROBLEMS FOR TECHNOLOGICAL DESIGN.
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From page 437... ...
The study of science-related personal and societal challenges is an important endeavor for science education at the middle level. By middle school, students begin to realize that illness can be caused by various factors, such as microorganisms, genetic predispositions, malfunctioning of organs and organ-systems, health habits, and environmental conditions.
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From page 438... ...
GUIDE TO THE CONTENT STANDARD Fundamental concepts and principles that underlie this standard include PERSONAL HEALTH · Regular exercise is important to the maintenance and improvement of health. The benefits of physical fitness include maintaining healthy weight, having energy and strength for routine activities, good muscle tone, bone strength, strong heart/lung systems, and improved mental health.
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From page 439... ...
For example, new technologies often will decrease some risks and increase others. History and Nature of Science CONTENT STANDARD G: As a result of activities in grades 5-8, all students should develop understanding of · Science as a human endeavor .
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From page 440... ...
Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Although scientists may disagree about explanations of phenomena, about interpretations of data, or about the 440 value of rival theories, they do agree that questioning, response to criticism, and open communication are integral to the process of science.
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