Philosophy of Education
The role of a science teacher has changed from the days when I was a student. Gone are the days where the teacher holds all of the information, lectures to the students, and the students try to memorize as much as possible. Now the role of a science teacher is to help students be engaged in the understanding the phenomenons of the natural world.
To do this, I will act as a facilitator and guide students in the right direction. I want students to discover the knowledge themselves as opposed to telling them "what they need to know." The state of Arkansas has adopted the Next Generation Science Standards (NGSS) which allows for engagement in making sense of phenomena using three dimensional science performances to understand science. In the classroom, this will be broken down into steps that include: planning and carrying out investigations to gather evidence, developing a model, gathering evidence to support an explanation, using evidence from the investigation to construct an explanation for the phenomena, and finally writing an explanation for the causes of the observed phenomena and develop an argument supported by the evidence. |
Performance Expectations:
Physical Sciences: The (PS) performance expectations in eighth grade help students formulate answers to the questions, “What are the characteristic properties of waves and how can they be used?”, “How can Newton’s Third Law of Motion be used to explain the movement of objects?”, “How can one describe interactions between objects and within systems of objects?”, and “How can the total change of energy in any system be equal to the total energy transferred into or out of the system?” Students are expected to develop understanding of waves and electromagnetic radiation, forces and interactions, and energy.
Life Sciences: The (LS) performance expectations in eighth grade help students explore the questions, “How does genetic variation among organisms in a species affect survival and reproduction?”, “What are the ethical responsibilities related to selective breeding?”, and “How does the environment influence genetic traits in populations over multiple generations?” Students are expected to develop understanding of natural selection and adaptation, and growth, development, and reproduction.
Earth and Space Sciences: The (ESS) performance expectations in eighth grade help students investigate the questions, “How have instruments and technology allowed us to explore objects in the solar system and obtain data to support the theories of the origin and evolution of the universe?” and “How can models be used to explain cyclic patterns of eclipses, tides, and seasons?” Students are expected to develop understanding of space systems, history of Earth, and human impacts.
Snapshot of Eighth Grade Arkansas Science Standards:
Waves and Electromagnetic Radiation Students who demonstrate understanding can:
8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of
a wave is related to the energy in a wave.
8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various
materials.
8-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a
more reliable way to encode and transmit information than analog signals.
Forces and Interactions Students who demonstrate understanding can:
8-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
8-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
8-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
8-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
8-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Energy Students who demonstrate understanding can:
8-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
8-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Space Systems Students who demonstrate understanding can:
8-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
8-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
8-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
History of Earth Students who demonstrate understanding can:
8-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is
used to organize Earth’s 4.6-billion-year-old history.
Growth, Development, and Reproduction of Organisms Students who demonstrate understanding can:
8-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
8-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Natural Selection and Adaptations Students who demonstrate understanding can:
8-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
8-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
8-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
8-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
8-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Engineering, Technology, and Applications of Science Students who demonstrate understanding can:
8-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
8-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.
8-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify
the best characteristics of each that can be combined into a new solution to better meet the criteria for
success.
8-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved.
Physical Sciences: The (PS) performance expectations in eighth grade help students formulate answers to the questions, “What are the characteristic properties of waves and how can they be used?”, “How can Newton’s Third Law of Motion be used to explain the movement of objects?”, “How can one describe interactions between objects and within systems of objects?”, and “How can the total change of energy in any system be equal to the total energy transferred into or out of the system?” Students are expected to develop understanding of waves and electromagnetic radiation, forces and interactions, and energy.
Life Sciences: The (LS) performance expectations in eighth grade help students explore the questions, “How does genetic variation among organisms in a species affect survival and reproduction?”, “What are the ethical responsibilities related to selective breeding?”, and “How does the environment influence genetic traits in populations over multiple generations?” Students are expected to develop understanding of natural selection and adaptation, and growth, development, and reproduction.
Earth and Space Sciences: The (ESS) performance expectations in eighth grade help students investigate the questions, “How have instruments and technology allowed us to explore objects in the solar system and obtain data to support the theories of the origin and evolution of the universe?” and “How can models be used to explain cyclic patterns of eclipses, tides, and seasons?” Students are expected to develop understanding of space systems, history of Earth, and human impacts.
Snapshot of Eighth Grade Arkansas Science Standards:
Waves and Electromagnetic Radiation Students who demonstrate understanding can:
8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of
a wave is related to the energy in a wave.
8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various
materials.
8-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a
more reliable way to encode and transmit information than analog signals.
Forces and Interactions Students who demonstrate understanding can:
8-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
8-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
8-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
8-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
8-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Energy Students who demonstrate understanding can:
8-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
8-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Space Systems Students who demonstrate understanding can:
8-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
8-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
8-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
History of Earth Students who demonstrate understanding can:
8-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is
used to organize Earth’s 4.6-billion-year-old history.
Growth, Development, and Reproduction of Organisms Students who demonstrate understanding can:
8-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
8-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Natural Selection and Adaptations Students who demonstrate understanding can:
8-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
8-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
8-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
8-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
8-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Engineering, Technology, and Applications of Science Students who demonstrate understanding can:
8-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
8-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.
8-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify
the best characteristics of each that can be combined into a new solution to better meet the criteria for
success.
8-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved.