Event-Based Science


Table of Contents

Welcome

Awards

Consulting Services

Staff Development

Scenario-Based 
Investigations

EBS Store

Teacher Gift Store

Ordering Modules
and Kits

Hints

Remote Sensing

Parent Letter

What is Event-Based Science?

Special Needs Students

Skeptic is Won Over

How Do Schools Use EBS

Event-Based Science meets National Science Education Standards!

Event-Based Science Learning Goals are Synonymous with National Science Education Standards!

Event-Based Science modules, although under development for several years before the release of the National Science Education Standards, today meet many of the Teaching Standards and all Content Standards.

The list below highlights the match between Event-Based Science Learning Goals and specific Teaching and Content Standards from the National Science Education Standards .

1 TEACHING STANDARDS

1A TEACHING STANDARD A:
Teachers of science plan an inquiry-based science program for their students.
Event-Based Science modules provide hands-on activities that are inquiry based. In addition, EBS modules are designed to meet the interests, knowledge, understand, abilities, and experiences of middle school students. The Event-Based Science instructional model provides teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.

1B TEACHING STANDARD B:
Teachers of science guide and facilitate learning.
Event-Based Science modules create a natural learning environment. The Event-Based Science instructional model supports student inquiries, encourages discourse among students about scientific ideas, and challenges students to accept and share responsibility for their own learning. The Event-Based Science instructional model responds to student diversity by presenting authentic tasks and naturally-differentiated roles for students to assume. Event-Based Science models for students the true nature of science in the real world. It fosters curiosity, openness to new ideas and data, and the skepticism that characterize science.

1D TEACHING STANDARD D:
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science.
The Event-Based Science instructional model encourages students to engage in extended investigations in a flexible setting that supports scientific inquiry. Event-Based Science modules help the teacher who is striving to integrate a wide array of materials, media, and technology in to the classroom; and, they are especially good at encouraging the use of resources outside the school.

1E TEACHING STANDARD E:
Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.
Event-Based Science modules establish a context for the celebration of diverse ideas, skills, and experiences. The Event-Based Science instructional model gives students a voice, nurtures collaboration, and models the skills, attitudes, and values of the scientific community.

3 CONTENT STANDARDS: K-12

3A CONTENT STANDARD:
As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes:

3A1 Systems, order, and organization

3A2 Evidence, models, and explanation

3A3 Constancy, change, and measurement

3A4 Evolution and equilibrium
 

3A5 Form and function

Event-Based Science modules challenge students to tackle real-world tasks. This causes them, in a very natural way, to visit, and revisit the major themes of science.

4 SCIENCE CONTENT STANDARDS: 5-8

4A CONTENT STANDARD A: Science as Inquiry
As a result of activities in grades 5-8, all students should develop abilities necessary to do scientific inquiry, and understandings about scientific inquiry.
All Event-Based Science modules turn students into scientists and makes science inquiry both real and relevant.

4B CONTENT STANDARD B: Physical Science
As a result of activities in grades 5-8, all students should develop an understanding of: Properties and changes of properties in matter; motion and forces; and, transfer of energy.
Event-Based Science modules take on each of these challenges. Fraud! and Fire! deal with properties and changes of properties in matter; Thrill Ride!, Blackout!, and First Flight! with motion, forces, and the transfer of energy.

4C CONTENT STANDARD C: Life Science
As a result of activities in grades 5-8, all students should develop an understanding of: Structure and function in living systems; reproduction and heredity; regulation and behavior; populations and ecosystems; and diversity and adaptations of organisms.
Available Event-Based Science modules, and additional ones that are currently under development take on each of these challenges. Gold Medal! and Blight! deal with structure and function in living systems; Survive? deals with reproduction and heredity; Survive?, Asteroid!, Oil Spill!, Blight!, Fire!, and Outbreak! with populations ecosystems, diversity, and adaptations of organisms, Death Zone! and Rage! deal with regulation and behavior.

4D CONTENT STANDARD D: Earth & Space Science
As a result of activities in grades 5-8, all students should develop an understanding of: Structure of the earth system; Earth's history; and, Earth in the solar system.
Nine Event-Based Science modules take on these challenges. Gold Rush!, Earthquake!, Volcano!, Toxic Leak!, Hurricane!, Tornado!, Oil Spill!, Flood!, and Global Warming? deal with the structure of the earth system; Asteroid!, and Flood! Earth's history; and Asteroid! with Earth in the solar system.

4E CONTENT STANDARD E: Science & Technology
As a result of activities in grades 5-8, all students should develop abilities of technological design and an understanding about science and technology.
All Event-Based Science modules do that. By placing science in a real-world context, and by giving students authentic tasks, Event-Based Science naturally tears down the walls that traditionally have separated science from technology in our schools. The Event-Based Science Web site encourages students to use technology and EBS remote-sensing activities found on that site represent the state of the art in student use of satellite data.

4F CONTENT STANDARD F: Science in Personal & Social Perspectives
As a result of activities in grades 5-8, all students should develop understandings of personal health; populations, resources, and environments; natural hazards; risks and benefits; and, science and technology in society.
Event-Based Science uses real events to establish the context for science units. Many of these events involve personal health (Gold Medal!, Outbreak!, Toxic Leak!, and Death Zone!); populations, resources, and environments (Survive?, Toxic Leak!, and Blight!); and, natural hazards, risks, and benefits (First Flight!, Blackout!, Fire!, Hurricane!, Earthquake!, Tornado! and Global Warming?). The task in every Event-Based Science module involves science in a social perspective.

4G CONTENT STANDARD G: History and Nature of Science
As a result of activities in grades 5-8, all students should develop an understanding of science as a human endeavor; the nature of science; and history of science.
Event-Based Science modules do all of those things.

2002-2010 Event-Based Science Project 


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