To Understand the Nature
of Benchmarks, Option A:
Case Study of Water-Cycle Benchmark
Estimated Time: 90 minutes.
List of Materials
Note: Workshop leaders may find it helpful to read Understanding
the Nature of a Benchmark in Chapter 5: Selected Readings to get
a clear idea of the learning that participants are expected to gain from
the study procedure used in the option. More information about strands
and strand maps is available in About Strands
(Chapter 5: Selected Readings) and in Overview of Available Tools, Option
E: Identifying Benchmarks Strands.
Sample Presentation
Presenter: The purpose of this activity is to explore the
use of Project 2061 tools for science literacy. A key principle
of Project 2061’s approach to science education is that instruction should
target specific learning goals. These goals at each learning level are
called benchmarks, listed in Benchmarks for Science Literacy
(Benchmarks)
.
But how can an educator know when curriculum or instruction is truly
relevant to a goal? To know that, we have to understand the goal clearly
and thoroughly. In this part of today’s workshop we will demonstrate a
procedure that can help educators fully understand a specific learning
goal. This procedure can be used for any learning goal. We will begin by
focusing on a single benchmark.
Understanding what benchmark 4B(K-2)#3 intends students to know.
TRANSPARENCY: Benchmark
4B The Earth (K-2)#3
Presenter: According to this benchmark, what are students
expected to know?
Ask the participants to describe to their partners their understanding
of the benchmark. Have several pairs report to the whole group. Record
some of their comments on a transparency.
TRANSPARENCY: Exploring
Project 2061 Tools - 4B
Presenter: We are now going to see how Science for All
Americans and Benchmarks for Science Literacy can be used to
give us additional insights about this benchmark. We will study the benchmark
in relation to the five readings shown on the transparency.
Briefly review for participants the purposes of the five readings shown
on the transparency:
-
The section in Science for All Americans from which the benchmark
originated.
SFAA recommends goals for adult science literacy; Benchmarks
recommends specific learning goals for grades 2, 5, 8, and 12 that can
contribute to adult literacy. There is a corresponding Benchmarks
section for each SFAA section. Reading the SFAA section helps
participants understand what literacy in that whole topic is defined to
be, and thus where the benchmark is aiming.
-
All other benchmarks in the K-12 list of benchmarks in the same Benchmarks
section.
Reading the other benchmarks helps participants understand the level
of sophistication intended by the benchmark.
-
Introductory essays in the Benchmarks section for the benchmark
being studied.
The section introduction and grade-level essays help participants understand
difficulties students may have with the benchmark topic. They also offer
some suggestions for helping students achieve the benchmark.
-
Summaries of research on the topic from Benchmarks, Chapter 15.
The research selection suggests likely limitations in student understanding
of the benchmark (and therefore its grade placement) and points participants
to the original research articles.
-
A relevant strand map, if one is available, from Benchmarks on Disk.
A strand map helps participants see how other benchmarks relate to
the benchmark being studied and their importance for understanding that
benchmark.
Note: The purpose of this assignment is to help participants perceive how
exploring relevant parts of Project 2061’s tools for science literacy enhances
their understanding of benchmarks. The assignment requires a lot of reading.
You may wish to distribute the five readings so that one person in each
group reads the SFAA selection, another the list of benchmarks,
and so on. After completing their reading, individuals explain to other
members of their group what they learned from it. Another effective approach
is to use the jigsaw, or
expert groups, strategy.
Distribute
SFAA, Benchmarks, and the
HANDOUT:
Strand Map: Water Cycle
to each participant.
TRANSPARENCY: Strand Map:
Water Cycle
Presenter: Before we begin the readings, I’ll take
a moment to introduce the strand map. Strands are networks of benchmarks
through which students might progress on their way to the adult literacy
goals defined in Science for All Americans. The strands show the
development of concepts from rudimentary benchmarks at the elementary level
through middle school learning to the sophisticated level of understanding
expected of high school graduates. Strand maps show how related benchmarks
build on and reinforce one another. There are 30 strand maps on Benchmarks
on Disk.
TRANSPARENCY: Exploring
Project 2061 Tools - 4B
Presenter: Your task is to study the reading you’ve been assigned
to see how it affects your understanding of the benchmark and then share
what you have learned with your group.
After they have completed their studies, ask individuals to explain
to other members of their group or to the total group what their particular
reading contributed to their understanding of the benchmark. Record these
comments on a blank transparency. Use this transparency and the one you
created earlier in the session to compare understanding before and after
the study.
Distribute HANDOUT: Exploring
Project 2061 Tools
Presenter: This handout shows the five readings used to increase
understanding of a particular benchmark. You may want to refer to it when
you use benchmarks in the future.