Seismic Sleuths - page 11

S E I S M I C S L E U T H S M A T R I C E S
F O R T H E N A T I O N A L S C I E N C E E D U C A T I O N S T A N D A R D S
A Seismic Sleuths development team has put together the
matrices on the following pages to use in correlating the
Seismic Sleuths materials with the National Science Education
Standards. The National Science Education Standards, under
development by the National Research Council since 1993,
will be released in late 1995. The Standards have been
developed through consensus building among K-12 teachers,
teacher education faculty, scientists, and other education
specialists. Through this process a document that represents
the broad thinking of the science education community is
being developed as to what students should know, how they
should be taught, and how they should be assessed. The
Standards are meant to be descriptive rather than prescriptive
and designed to be a tool to strengthen science education.
Using the Seismic Sleuths Standards matrices
The development team, working with the November 1994
draft of the National Science Education Standards, examined
Seismic Sleuths section by section identifying correlations to
the Science Content areas listed in the Standards. Two criteria
were used: the section made a strong and direct connection to
that content area, or the section made an indirect connection.
A strong, direct connection is shown in bold faced type.
The following matrices are provided. Below is a summary of
Seismic Sleuths and the content areas listed in the Standards.
This page shows at a glance the correlations between Seismic
Sleuths and the Standards. The next six pages describe more
detailed correlations between Seismic Sleuths and the
Standards using wording from the Standards. In some cases
the development team felt that where a particular concept was
not listed in the wording of the Standards a possible
connection could be shown in parentheses.
When using the matrices it should be kept in mind the
descriptive nature of the Standards. The connections shown in
these matrices are suggested connections based on the
development team’s experience working with Seismic Sleuths.
Many other correlations can be made and will become evident
as the curriculum materials are used. Additionally,
connections can also be made between Seismic Sleuths and
Benchmarks for Science Literacy, (AAAS, 1993), Content
Core, (NSTA, 1992), and Earth Science Content Guidelines
Grades K-12, (AGI, 1991). The user is referred to these
documents for further connections.
SEISMIC
SLEUTHS
SECTIONS
SCIENCE
AS INQUIRY
PHYSICAL
SCIENCE
EARTH AND
SPACE SCIENCE
SCIENCE AND
TECHNOLOGY
SCIENCE IN
PERSONAL AND
SOCIAL PERSPECTIVES
HISTORY AND
NATURE OF
SCIENCE
UNIFYING
CONCEPTS AND
PROCESSES
1.1 g g
1.2 g
1.3 g
2.1 g g
2.2 g
2.3 g
2.4 g g g
2.5 g
3.1 g g g
3.2 g g g g g g
3.3 g g g g g g
3.4 g g g
4.1 g g g g
4.2 g g g g
4.3 g g g g g g
4.4 g g g g
4.5 g g g g g
5.1 g g g g
5.2 g g
5.3 g g
5.4 g g
5.5 g g
6.1 g g g
6.2 g g
6.3 g
6.4 g g g g
g Direct connection Indirect connection
A G U / F E M A viii S E I S M I C S L E U T H S