Marcy SeaveyIowa Academy of Science GLOBE Partnership

The GLOBE Program&changing US education standards.

National Science Education Standards

Standards Resources that provide alignment to standards:*Indexing GLOBE to Nat

ional & International Standards (SRI International)

*Protocol/Activity Grey Boxes*Classic Website >>

For Teachers >> Standards

Professional Development Activities*Unit Planning*Correlation PD

Activities*Follow-up Support

Standards Reform

*ELA – Science & Technical Subjects

Key Ideas and Details --RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.Craft and Structure --RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.Integration of Knowledge and Ideas --RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

*Next Generation Science

Standards*Framework released

2011*Currently processing

first of 2 public reviews*Release date in late

2012 or in 2013

3. Disciplinary Core Ideas

2. Crosscutting

Concepts

1. Scientific & Engineering

Practices

*Student Performance

ObjectivesExample from Kindergarden (K.OTE)*C. Use observations and information to identify patterns in how animals get their food.

“We observed that the hummingbirds seemed to prefer the feeder rather than the fuschia plant. Although they visited both, they stayed at the feeder longer and came back to the feeder more often. We wonder if it was because the plant was reaching the end of its growing season and contained less nectar or if hummingbirds prefer feeders over plants. In the two years we have observed hummingbirds at Orange School, we have recorded 19 sightings, 41 feeder visits, and 2 flower visits.” – Orange Elementary School, Waterloo, IA

*Student Performance

Objectives*MS.ES-WCa. Generate and revise causal explanations given specific temperature and precipitation data sets at different geographic locations to answer questions about interactions that influence weather. f. Construct a model to track and explain the inputs, outputs, pathways, and storage of carbon among the geosphere, biosphere, hydrosphere, and atmosphere. *MS.ES-HId. Ask questions to refine and develop an explanation for the way technological monitoring of Earth’s systems can provide the means of informing the public of ways to modify human impacts on Earth’s systems. *HS.ESS-ESe. Construct an evidence-based claim about how a change to one part of an Earth system creates feedbacks that causes changes in other systems.

*Follow-up

*This presentation and links to the standards documents mentioned are available at:

*http://seasons-study.pbworks.com