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Preparing for TAKS Elementary Science

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Title: Preparing for TAKS Elementary Science


1
Preparing for TAKS Elementary Science

2
Across a science teachers desk . . .
  • Describe momentum.
  • Something you give a person when they are
    going away.
  • Where is the equator?
  • The equator is a menagerie lion running
    around the Earth through Africa.
  • Describe the body parts we have studied.
  • The body consists of three partsthe brainum,
    the borax, and the adominable cavity. The
    brainum contains the brain, the borax contains
    the heart and the lungs, and the adominable
    cavity contains the bowels, of which there are
    five a, e, i, o, and u.

3
Texas Public School Students
  • Over 4,000,000 students in 2000-2001
  • 43.1 White
  • 39.6 Hispanic
  • 14.4 African American
  • 2.9 Other
  • 50 Economically disadvantaged

4
Science Assessments
  • Mandated by 76th Legislature in
    June 99 Senate Bill 103
  • Also included in the No Child Left Behind Act of
    2001
  • Elementary tests will be given in English and
    Spanish at Grade 5
  • 10th and 11th grade exit level will include at
    least biology and integrated chemistry and
    physics

5
Student Success Initiative
  • Builds on the Texas Reading Initiative
  • Implements new academic standards beginning with
    students who entered Grade 2 in 2001

6
Legislative Highlights
  • HB 1144Three years of science mandated by law
  • Beginning freshmen 2004-05 (Graduating Class of
    2008)
  • Recommended High School Graduation Plan becomes
    the minimum requirement for students

7
When?
  • Spring 20028th Grade Science Test and Biology
    End-of-Course Test ended.
  • January 2002TAKS Information Booklets (Educator
    Guides) posted to TEA Website _at_
    www.tea.state.tx.us.
  • Spring 2002TAKS Information Booklets distributed
    to all schools.

8

Science Achievements
  • Higher scores on Science TAAS
  • Leadership in science safety
  • Increased TEA funding for professional
    development
  • Alliances


9
In Science Classes K-12
  • Student science experiences take on added
    importance…students must retain science content!
  • Learning needs to connect across the grade
    levels.
  • Vertical alignment is crucial for instruction.

10
Science Is Moving
11
Legal Requirements for the Elementary Science TAKS
  • TEKS are the curriculum framework.
  • Equipment listed in TEKS 4 must be provided for
    all students.
  • Science TAKS includes K-5 strand content.
  • Elementary science must meet time requirements.

12
Elementary teachers need to know
  • The teaching and learning of science at the
    elementary grades builds the foundation for
    biology, chemistry, and physics concepts to be
    tested in 10th and 11th grade exit level TAKS.

13
Why Test Elementary Science? Positive Effects…
  • If science is assessed, it is addressed!
  • Children will know that science is important for
    future success. Science is a foundation subject .
    . . not an elective.
  • The time devoted for teaching science will
    increase.

14
Why Test Elementary Science? Positive Effects…
  • Elementary science budgets will be established.
  • Materials for teaching science will be purchased.
  • Language development for ESL students will be
    increased.

15
Why Test Elementary Science? Positive Effects…
  • Professional development in science will
    increase.
  • Science learning will build good problem- solving
    skills for students.
  • A good science program will enhance mathematics
    TAKS scores.

16
Why Test Elementary Science? Positive Effects…
  • Students will get more practice with reading
    science expository text.
  • Students will be provided with the skills
    necessary for success in higher level science
    courses at the secondary level. The world of
    tomorrow demands that Texas students must be
    literate in science!

17
About The Elementary TAKS Test
  • The elementary science TAKS test is not just a
    Grade 5 science test.
  • Science will need to be taught at all elementary
    grades in order for students to be successful!
  • Life, earth, and physical sciences will be part
    of the elementary science TAKS.

18
TAKS Science Test Format
  • Clear illustrations when needed
  • Items come from the TEKS
  • Types of questions
  • Multiple choice
  • Cluster items
  • Griddable items

19
Science TAKS Timeline
  • Spring 2002 Field Testing (all districts, at
    some level), April 22-May 10
  • Spring 2002-2003 Science TAKS

20
Science TAKS New!
  • Includes
  • Cluster items
  • Griddable items

21
Griddable Items Used for Precise Measurement
  • Elementary Items
  • Secondary Items

22
Grade 5 Science TAKS Griddable Item
23
Science TAKS Grade 5 Cluster Item
24
Grade 5 Science TAKS Cluster Item
25
Grade 5 Science TAKS Cluster Item
26
SCIENCE TAKSStudents will be provided with
  • At all levels
  • Metric ruler
  • At Grades 10 and 11 Exit Level
  • Periodic table
  • Formula chart
  • Calculators

27
Science TAKS assesses in metric measurement.
Formulas must be applied not memorized.
28
Measurement Skills
  • Only metric measurement is used on the science
    assessments.
  • Students will be provided with a metric ruler for
    the science TAKS assessments at all levels.
  • Exam uses metric rulers that do not begin with
    0 at the edge of the ruler but rather begin
    with 0 indented into the ruler.
  • Do not copy the rulers since the calibration may
    be distorted.

29
GRADE 5 SCIENCE TAKS
  • TAKS OBJECTIVES Knowledge
    Student
  • and Skills Expectations
  • 1. Nature of Science 4 10
  • 2. Life Science 7 15
  • 3. Physical Science 5 12
  • 4. Earth Science 8 17
  • TOTAL 24
    54

30
What are bracketed items?
  • The student expectation has been presented in its
    entirety for two reasons to clarify the link to
    the curriculum and to provide background
    information for test items. However, bracketed
    text will not be specifically tested on TAKS.

31
Where did the TAKS objectives come from?
  • TEKS non-negotiable
  • National and statewide educator and science
    expert committees
  • Survey results

32
TAKS Objective 1 The Nature of Science
  • What to look for
  • Safe practices
  • Components of inquiry science
  • Precise metric measurement
  • Charts, diagrams, graphs, and tables
  • Analysis of models and their limitations
  • TEKS TESTED 3.1,4.1,5.1(A) 5.2 (A,B,C,D,E)
    3.3,4.3,5.3 (A,B,C) 5.4 (A)

33
Grade 5 Science TAKS Objective 1 Nature of Science
34
Grade 5 Science TAKS Objective 1 Nature of
Science Understanding Models
35
The Process Skills What Are They?
  • Scientific methods
  • Laboratory and field investigations
  • Critical thinking

The STUDENT must do these processes . . . not
just read about them!
36
Laboratory and Field Requirements
  • All high school science courses are required to
  • meet the 40 laboratory and field requirement.
  • 19 TAC Chapter 74
  • Section 74.3 (b)(2)(C)

37
Laboratory and Field Investigations
  • Students conducting field, classroom, and
    laboratory investigations should consider
  • Safety
  • Use and conservation of resources
  • Disposal and recycling

38
Safety
  • Is a prime consideration
  • Is taught through specific lessons
  • Is reinforced through icons and reminders
  • Has applications that change with the setting of
    each investigation

39
Scientific Methods
  • Using scientific methods during field and
  • laboratory investigations
  • Plan and implement investigative procedures
  • Collect data and make measurements
  • Organize, analyze, and make inferences from data
  • Communicate

40
Differences in Investigation Across the Grades
  • Field
  • Classroom
  • Laboratory


41
Promotional Materials 3(B)
  • Students draw inferences based on promotional
  • material for products or services
  • Intent Students will apply their critical
    thinking skills to real-world situations
  • Example Nutritional labels, diet product
    advertising, exercise equipment claims

42
Critical Thinking
  • The student uses critical thinking and scientific
    problem solving to make informed decisions.

43
Educators will need to
  • Know and understand the depth and complexity of
    the TEKS
  • Learn the knowledge statements and student
    expectations and what they mean
  • ALWAYS read and judge the presence of the student
    expectation as it relates to the knowledge
    statement

44
TAKS Objective 2 Life Science
  • What to look for
  • Life cycles of plants and animals
  • Inherited traits and learned characteristics of
    animals
  • Adaptations and characteristics of plants and
    animals that help them survive in a variety of
    ecosystems
  • Habitats and basic needs of plants and animals
  • Competition for resources
  • Results of environmental changes
  • How animals modify their environments
  • Cycles and structures of simple systems and
    models
  • Patterns of change in weather and metamorphosis
  • TEKS TESTED 2.9(A,B) 3.8(A,B,C,D) 4.6 (A)
    5.5 (A,B) 5.6 (B) 5.9(A,B,C) 5.10 (A,B)

45
Grade 5 Science TAKS Objective 2 Life Science
46
Science TAKS Grade 5 Objective 2 Life Science
47
Science TAKS Grade 5 Objective 2 Life
Science Concept Tested Adaptations Carnivores
have sharp teeth compared to herbivores which
have smooth teeth.
48
Objective 3 Physical Science
  • What to look for
  • Energy forms
  • Examples of how light is reflected and refracted
  • Electric circuits and the production of heat,
    light, sound, and magnetic effects
  • Motion and effects of vibration on sound
  • Matter and its physical properties
  • Mixtures and physical properties of ingredients
  • Boiling and melting points of substances
  • Forces
  • Interactions, cycles, structures, and processes
    of simple systems
  • Patterns of change
  • TEKS TESTED 3.6(A) 4.6(B) 5.5 (A,B) 5.7
    (A,B,C,D) 5.8 (A,B,C,E)

49
Science TAKS Grade 5 Objective 3 Physical Science
50
Science TAKS Grade 5 Objective 3 Physical Science
51
TAKS Objective 4, Earth Science
  • What to look for
  • Sun Characteristics
  • Earth, moon, and planets Physical
    characteristics
  • Landforms Forces that create them
  • Soil properties
  • Renewable, non-renewable, or inexhaustible
    resources
  • Changes
  • Oceans The effects on land
  • Drawing conclusions from what happened before .
    . .
  • Cycles
  • TEKS TESTED 3.6 (B) 3.11 (A,C,D) 4.6 (A)
    4.11 (A,B,C) 5.5 (A,B)5.6 (A,C), 5.11 (A,B,C)
    5.12 (A,C)

52
Science TAKSGrade 5 Objective 4 Earth Science
53
The Importance of Strands
  • The science TEKS contain strands that connect
    broad themes across the grade levels.
  • Certain themes permeate science.

These strands are evident in TAKS objectives
54
An Example of A Strand Systems
  • Grade 11 Biology 9(D)
  • Analyze the flow of matter and energy through
    different trophic levels.
  • Grade 10 Biology 12(D)
  • Investigate interactions in an ecosystem.
  • Grade 7.12(B)
  • Observe how organisms, including producers,
    consumers, and decomposers, live together in an
    environment and use existing resources.
  • Grade 2.9
  • Compare the ways living organisms depend on each
    other and their environments.

55
All TEKS are required!
  • The TEKS outline what all students must know and
    be able to do.
  • Some student expectations are not tested, yet
    they may be critical for student understanding.

56
The Role of Untested TEKS in Student Understanding
  • Knowledge and Skill Statement
  • The student knows the significance of plants in
    the environment. The student is expected to
  • Not Tested
  • 13(B) survey and identify methods of
    reproduction,growth, and development of various
    types of plants
  • Tested
  • 13(A) evaluate the significance of structural and
    physiological adaptations of plants to their
    environments

57
Anatomy of the Science TEKS
  • Introduction
  • Course prerequisites
  • General Overview
  • Process Skills
  • The processes that scientists do when they engage
    in scientific inquiry
  • Scientific Concepts
  • The students must know

Not Documented
Documented
Documented
58
Each of the TEKS has a Knowledge and Skills
overarching concept and one or more student
expectations.
  • The Knowledge and Skills Statement is a broad
    statement of what students must know and be able
    to do.

59
Each of the TEKS has a Knowledge and Skills
overarching concept and one or more student
expectations.
  • Student Expectation
  • Directly related to the Knowledge and Skills
    statement
  • More specific about how students demonstrate
    their learning

60
Our Role
  • Teaching the TEKS will ensure student success on
    the TAKS.
  • TAKS prep items and review of endless test
    worksheets are counterproductive.

61
The Secret of Success
  • Teaching the TEKS will ensure student success on
    the TAKS.

Curriculum aligned with the TEKS
Classroom instruction aligned to the TEKS
TEKS
Textbooks and instructional materials aligned to
the TEKS
Assessment aligned with the TEKS
PDAS and ExCET aligned with TEKS
62
Texas Science Education Service Center Network
ESC Region Service Centers provide updates, inform
ation, and workshops to help science educators
63
Bridging II TAKS
  • Texas Science Center for Professional Development
    www.texassciencecenter.org
  • Model Trainer-of-Trainer
  • Components Administrator Overview
  • Teacher Trainer Institute presented in five sites
  • Products Elementary Fundamental Labs, 2 TAKS
    charts, 2 TAKS Posters, TAKS classroom
    activities, Physics TAKS online tutorial

64
Texas Regional Collaboratives for Excellence in
Science Teaching
  • High quality, sustained professional development
    in 20 sites around the state
  • Statewide Marco Polo Training, GLOBE Training,
    technology training
  • Teacher-centered science content training
  • Collaboration with ESC, University, K-12 schools
    and districts
  • Each of the 750 teachers involved in the program
  • received 105 to 150 hours of professional
  • development in physics concepts this year

65
Science Professional Development
  • University of Texas Charles A. Dana Center
    Science
  • Professional Development www.tenet.edu/teks/scienc
    e
  • Science Teacher Toolkit (K-12)
  • Science Safety Training (K-12)
  • Texteams
  • Biology and IPC Institutes
  • Products to prepare for TAKS Safety Handbook,
    Facilities Handbook, 2 TEKS charts, posters
  • Leadership Academies TASEL

66
Science Professional Development
  • CATS Comprehensive Assessment Training
  • In Science
  • Model Teachers as Leaders
  • Components 10 Administrator Symposia,
  • 10 Parent Nights, presented in 10 sites
  • Products Coherent assessment techniques, lesson
    templates, A Guide to the TEKS, and Texas Atlas
    for Science Literacy

67
Texas Education Agency Homepage
www.tea.state.tx.us
68
Ever have trouble accessing information? Where
can you go for some explanation of the depth and
complexity of the TEKS?
69
Content Resources Science Education Standards
  • Project 2061(American Association for the
    Advancement of Science)
  • Science for All Americans
  • Benchmarks for Science Literacy
  • www.aaas.org

70
Content Resource Science Education Standards
  • National Science Education Standards (National
    Research Council)
  • www.nsta.org
  • Helps to understand the content that is contained
    in the Texas Essential Knowledge and Skills
    (TEKS)

71
Who To Contact
  • Texas Regional Collaboratives for Excellence in
    Science Teaching Joel Blasingame 512-471-9279
  • TEA SCIENCE 512-463-9556
  • Chris Castillo-Comer Director of Science
  • Irene Pickhardt, Asst. Dir. of Science
    Curriculum and Professional Development Division
  • Phyllis Kirkpatrick, Assessment Division
    512-622-2200
  • Center for Professional Development and
    Assessment Anna McClane 713-744-6565
  • CATS Project Joan Drennan-Taylor 210-208-8133
  • Dana Center Mary Jane Schott 512-471-6191
  • Texas Science Education Leadership Association
    Barbara ten Brink 512-464-5077
  • Science Teachers Association of Texas
    www.statweb.org
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