Texas Essential Knowledge and Skills

• Field Testing and Local
  Ecosystem Reports (Middle School)
• Field Testing and Local
  Ecosystem Reports (High School)
• Nonpoint Source Pollution
• Water Quality Sampling
• Wetlands
• Exploring Aquifers
• Water
• AP Environmetal Science
• Big Picture Project Ideas
• National Science Standards
• Short Stories, Poetry,
  Screenwriting, and PR

 

National Science Standards

Cyberways and Waterways® strive to be the vehicle to independent thinking and investigations. The standards notated with each activity are only to give the teacher insight of the intent of the activity. They are not intended to be exclusive or limiting; we hope you will be able to identify and demonstrate to students the correlation to the standards as the activity unfolds in your class. In addition, at all times teachers are encouraged to show the relevancy and application of all activities to the real world.

The Science Standards were first proposed in 1991 after the National Education goals were set. The National Science Teachers Association (NSTA) asked the National Research Council (NRC) to lead the standards effort. The standards were published in 1995 focusing on six areas: teaching, content, professional development, system, program, and assessment.

As you conduct daily classroom activities and field activities, you will see that almost all activities meet at least one or more of the national math and science standards. The science standards are focused on these basic principles: science is for all students, learning science is an active process, improving science education is part of systemic education reform, and school science reflects the intellectual and cultural traditions that characterize the practice of contemporary science.

A brief description of the National Science Standards follows:

 

 

TEACHING STANDARD A:

Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

• Develop a framework of yearlong and short-term goals for students.
• Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
• Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
• Work together as colleagues within and across disciplines and grade levels.

TEACHING STANDARD B:

Teachers of science guide and facilitate learning. In doing this, teachers

• Focus and support inquiries while interacting with students.
• Orchestrate discourse among students about scientific ideas.
• Challenge students to accept and share responsibility for their own learning.
• Recognize and respond to student diversity and encourage all students to participate fully in science learning.
• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD C

Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Use multiple methods and systematically gather data about student understanding and ability.
• Analyze assessment data to guide teaching.
• Guide students in self-assessment.
• Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
• Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to teach to students, teachers, parents, policy makers, and the general public.

TEACHING STANDARD D

Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• Structure the time available so that students are able to engage in extended investigations.
• Create a setting for student work that is flexible and supportive of science inquiry.
• Ensure a safe working environment.
• Make the available science tools, materials, media, and technological resources accessible to students.
• Identify and use resources outside the school
• Engage students in designing the learning environment.

TEACHING STANDARD E:

Teachers of science develop communities of science learners that reflect the intellectual

Rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

• Display and demand respect for the diverse ideas, skills, and experiences of all students.
• Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
• Nurture collaboration among students.
• Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
• Model and emphasize the skills, attitudes, and values of scientific inquiry.

TEACHING STANDARD F:

Teachers of science actively participate in the ongoing planning and development of the school science program. In doing this, teachers

• Plan and develop the school science program.
• Participate in decisions concerning the allocation of time and other resources to the science program.
• Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.

CONTENT STANDARDS, GRADES 5-8

• Unifying Concepts and Processes
• Systems, order, & organization
• Evidence, models, & explanation
• Change, constancy, & measurement
• Change, constancy, & measurement
• Evolution & equilibrium
• Form & Function