Preparing for TAKS Elementary Science

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Preparing for TAKS Elementary Science

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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.

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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

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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

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Student Success Initiative

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

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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

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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.

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Science Achievements

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

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In Science Classes K-12

• Student science experiences take on added
  importancestudents must retain science content!
• Learning needs to connect across the grade
  levels.
• Vertical alignment is crucial for instruction.

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Science Is Moving
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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.

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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.

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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.

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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.

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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.

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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!

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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.

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TAKS Science Test Format

• Clear illustrations when needed
• Items come from the TEKS
• Types of questions
• Multiple choice
• Cluster items
• Griddable items

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Science TAKS Timeline

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

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Science TAKS New!

• Includes
• Cluster items
• Griddable items

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Griddable Items Used for Precise Measurement

• Elementary Items
• Secondary Items

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Grade 5 Science TAKS Griddable Item
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Science TAKS Grade 5 Cluster Item
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Grade 5 Science TAKS Cluster Item
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Grade 5 Science TAKS Cluster Item
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SCIENCE TAKSStudents will be provided with

• At all levels
• Metric ruler
• At Grades 10 and 11 Exit Level
• Periodic table
• Formula chart
• Calculators

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Science TAKS assesses in metric measurement.
Formulas must be applied not memorized.
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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.

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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

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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.

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Where did the TAKS objectivescome from?

• TEKS non-negotiable
• National and statewide educator and science
  expert committees
• Survey results

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TAKS Objective 1The 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)

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Grade 5Science TAKSObjective 1Nature of Science
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Grade 5 Science TAKS Objective 1 Nature of
Science Understanding Models
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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!
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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)

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Laboratory and Field Investigations

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

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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

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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

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Differences in Investigation Across the Grades

• Field
• Classroom
• Laboratory
• 
  

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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

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Critical Thinking

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

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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

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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)

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Grade 5 Science TAKS Objective 2 Life Science
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Science TAKS Grade 5 Objective 2 Life Science
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Science TAKS Grade 5 Objective 2 Life
Science Concept Tested Adaptations Carnivores
have sharp teeth compared to herbivores which
have smooth teeth.
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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)

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Science TAKS Grade 5 Objective 3 Physical Science
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Science TAKS Grade 5 Objective 3 Physical Science
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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)

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Science TAKSGrade 5 Objective 4 Earth Science
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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
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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.

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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.

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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

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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
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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.

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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

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Our Role

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

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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
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Texas Science Education Service Center Network
ESC Region Service Centers provide updates, inform
ation, and workshops to help science educators
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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

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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

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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

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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

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Texas Education Agency Homepage
www.tea.state.tx.us
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Ever have trouble accessing information? Where
can you go for some explanation of the depth and
complexity of the TEKS?
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Content ResourcesScience Education Standards

• Project 2061(American Association for the
  Advancement of Science)
• Science for All Americans
• Benchmarks for Science Literacy
• www.aaas.org

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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)

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Who To Contact

• Texas Regional Collaboratives for Excellence in
  Science TeachingJoel Blasingame 512-471-9279
• TEA SCIENCE512-463-9556
• 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 McClane713-744-6565
• CATS Project Joan Drennan-Taylor210-208-8133
• Dana CenterMary Jane Schott512-471-6191
• Texas Science Education Leadership Association
  Barbara ten Brink512-464-5077
• Science Teachers Association of Texas
  www.statweb.org