TEKS ARTICULATION: SCIENCE

Brought to you by: The Science Coaches

Katie Dove, Michele Allen, Patricia Duke and Rae Riley

NAME PLATES• Create foldable name plate-follow along

with me!

• Create your Hip-Hop name (as per directions on your table) and write it on your name plate

• Below your Hip-Hop name write AKA: Your real name

• On the back of your name plate write – 3 Things your know about the Science TEKS

– 2 Questions you have about the TEKS

– 1 Learning Goal for today

STANDARDS

In TEXAS

TEKS

are the standards!

A POWERFUL INSTRUCTIONAL PROGRAM

Taught

Written TestedTEKS

JUST TO ANSWER YOUR QUESTION 5TH GRADE

OLD TEKS(1998)

NEW TEKS

(2010)

TESTED2011

GOAL• To understand the role of the TEKS in

teaching, learning and assessment for ALL students– NEW SCIENCE TEKS!

– Structure and design

– Vertical nature

– Relationship to TAKS

Structure and Design

FORMAT• Introduction

– Provides key contextual information and brief overview of the essential knowledge & skills for a grade or course

• Strands– Organizers for the knowledge and skills statements

• Essential Knowledge and Skills– Concepts and skills to be learned

• Student Expectations– Demonstration of the concepts and skills learned

KEY FACTORS OF THE INTRODUCTION• Subchapter A Section 1

• Recurring themes that transcend disciplinary boundaries

• Defines the broad scope of elementary science– Identifies time spent in outdoor

investigations for each grade level

– 80% in K and 1, 60% in grades 2 and 3, and 50% in grades 4 and 5

• Key process and content themes for specific grade level– A broad focus for the year

TEKS STRIPS• Create a description of the TEKS by

identifying the following:

What… – are students “doing”?

With What…

– are students “doing” this?

Why…

– are students “doing” this?

STUDENTS ARE DOINGWhat? With What? Why?

TEKS STRIPS

Describe, plan, and implement

Simple scientific investigations with one variable

To learn about the natural world, and learn that investigations can be used to answer questions

STUDENTS ARE DOINGWhat? With What? Why?

Your Turn!- Pick a TEK in your grade level

TWO FACES OF THE TEKS

• Knowledge (Conceptual)– Big ideas, unifying themes, key fundamental

understandings

• Skills (Behavioral)– Processes, procedures, definitions, facts

TWO FACES OF THE TEKS• What are the attributes of the

knowledge/conceptual face of the TEKS?– Can you name the 5 unifying concepts in the

new science TEKS?

• Scientific investigation and reasoning

• Matter and Energy

• Force, Motion and Energy

• Earth and Space

• Organisms and Environments

– What are some skills that need in theses concepts?

• Observe, describe, examine, differentiate, identify, compare explain, demonstrate, etc.

ATTRIBUTES OF THE KNOWLEDGE/CONCEPTUAL FACE• “understanding” related

• conceptually oriented

• involving higher-order thinking levels

• hard to measure

• uses verbs like “to understand”

• assessment is usually complex, requiring preset criteria and instruments

THE BALANCE AND BLOOM’S TAXONOMY

know

ledge

com

pre

hensi

on

applic

ati

on

analy

sis

synth

esi

s

eva

luati

on

Skills/Behavioral

Knowledge/Conceptual

QUESTIONS TO CONSIDER• What changes occur from grade

to grade in . . .–“What” students are doing?

–“How” or “with what” students are doing?

–“Why” students are doing?C-Scope Transition Document

Movement of TEKS

LET’S GET BUILDING!• Goal: To create a tool to help visualize the vertical alignment

of the new Science TEKS– While creating your tool, focus on what is being taught, how it is to

be taught, and to what level are students accountable for the new learning

– What should students know when coming to you?

– What gaps/what is different about your new grade level Science TEKS?

– Be thinking about how you are going to address the new TEKS in your lessons.

• Rules: – Only one grade per strip

– Strand, Knowledge and Skill statement, and Student Expectation must all be easily identifiable

– The Knowledge and Skill that you pick must show vertical alignment and growth K-5th

GROUPS: TEK K.3, K.5, K.6, K.7, K.8, K.9, K.10

ALIGNMENT IMPLIES…• A focus on TEKS

• Understanding the relationship between TEKS and TAKS

• An examination of instructional process

• Maintaining a K-16 perspective

• A commitment and shared responsibility to enhance student learning

• Working toward high achievement for all students

• Ensuring essential student expectations

• Securing the appropriate and necessary professional development to ensure alignment

INSTRUCTION OF TEKS• What? What did you learn as a result of going

through this activity?

• So What? What is important about these ideas?

• Now What? What action(s) will you take as a result of this learning?