“Science, Earth and Space, Performance Standards E Grade 12
By the end of grade twelve, students will:
ENERGY IN THE EARTH SYSTEM
E. 12.1 Using the science themes*, distinguish between internal energies* (decay of radioactive isotopes, gravity) and external energies (sun) in the earth’s systems and show* how these sources of energy have an impact on those systems
E.12.2 Analyze* the geochemical and physical cycles of the earth and use them to describe* movements of matter
THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM
E.12.3 Using the science themes*, describe* theories of the origins and evolution* of the universe and solar system, including the earth system* as a part of the solar system, and relate* these theories and their implications to geologic time on earth
E.12.4 Analyze* the benefits, costs, and limitations of past, present, and projected use of resources and technology and explain* the consequences to the environment
THE ORIGIN AND EVOLUTION OF THE UNIVERSE
E.12.5 Using the science themes*, understand* that the origin of the universe is not completely understood, but that there are current ideas in science that attempt to explain its origin”
-From Wisconsin’s Department of Public Instruction science standards for grades 4, 8, and 12: http://dpi.wi.gov/standards/sciintro.html
I thought it might be interesting to look at an example of the state standards set for teaching science content- because I teach high school, I selected the standards for grade 12 (the other standards are for grades 4 and 8). The earth and space standards above are one of eight sets for science in Wisconsin. As you can see, they are both broad and vague- and apply not only to geology and oceanography/limnology (both courses that I currently teach) but also astrophysics and meteorology (the other one-semester earth science offerings, taught by colleagues of mine in the building). The asterisks indicate links to definitions or examples provided by the Department of Public Instruction, and accessible from the link above.
To be fair, Wisconsin is one of many places taking a critical look at science education and what goals we have for the development of scientifically literate citizens. Our new state standards will be unveiled officially in January of 2013, and will most likely include many more specific, process-oriented goals like the ability to create and interpret graphs.
In the meantime, I have to admit that I rarely utilize the current standards when I’m creating content or new lesson plans. I think everything we do in geology fits under these rather all-encompassing objectives. As there are not really any specifics according to the state standards, I use these loose goals along with more specific overarching themes in geology and oceanography to develop my course content. Utilizing the practice of “backwards design”, where you think through the end goals of learning and then work backwards to fill in the day-to-day content, I’ve gotten to a place where I feel like the substance of each class has a narrative thread, hits on big ideas and works in some science skills (back to those graphs!). But because the standards are so general, I could change my content substantially each semester and have students still meeting those vague ideals.
Part of the challenge- and definitely part of the joy- of education is the “art” of teaching. How do you create lessons to meet the needs of your students, to push them to learn and to connect ideas, to meet state or school standards, to help them succeed on mandated tests, and foster a sense of wonder, engagement, and inquiry all at the same time? While I think our current state standards are too generalized to be particularly useful in creating classroom materials, I also believe that moving towards a system where the standards are too specific won’t be any more useful. It is only my 3rd year in the classroom (discounting a particularly challenging year where I was a substitute teacher in every grade level in our district!) and I know that while my content knowledge has deepened, it is my teaching practice that has changed most dramatically. I would hate to lose the autonomy of bringing my own ideas about how to develop, present, and evaluate content for my students.
What should come from the global, national, state, and local discourses around public education? What do “good” science standards look like? How do we make these standards applicable to today’s students and the scientifically literate society we hope to achieve? How do we create standards that are challenging and appropriate for evaluating student skill but still respect and encourage the art of teaching and the development of teachers as professionals?