Designing a high school science sequence is a conundrum

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           The Oakland Schools High School Science SCoPE
The new Oakland Schools High School Science SCoPE Curriculum Framework has been
designed to support school districts in succeeding in meeting the intent of the Michigan‟s
high school reform legislation of 2006. New high school science standards were written
to define academically challenging competencies that would ready graduates for the
globally competitive work place, undoubtedly a permanent condition of their working
futures. The High School Science Content Expectations specify skills and knowledge
related to the nature and relevance of science, the practices of scientific empiricism in
addition to a broad, comprehensive treatment of four science disciplines. Accompanying
the rewriting of Michigan‟s science standards, the Michigan legislature called for the
creation of the Michigan Merit Exam, which in science is partially comprised of the ACT
(38% of the score). Rather than measure mastery of science concepts, the ACT is
designed to measure skills in scientific reasoning.

The Oakland Schools High School Science SCoPE Curriculum Framework can be used
as the basis of a standards aligned curriculum designed to develop science proficiency,
meet Michigan‟s graduation requirements and prepare students for the Michigan Merit
Exam. Each course has been constructed to engage students in the practice of science and
is centered on the central themes and core concepts of the discipline. The courses are
presented in suggested course sequences that will best enable knowledge and skill to be
applied in subsequent learning experiences.

Establishing a high school science course sequence is a formidable challenge for all
districts. While science educators are being asked to consider the coherence of their
program sequence and offer students ample opportunities to put scientific knowledge to
use, three accountability systems must be taken into account: the Michigan high school
graduation requirements, the Michigan Merit Exam and the highly qualified teacher
requirements of NCLB. An additional consideration is that in Michigan, the high school
curriculum begins in eighth grade, rather than ninth. The High School Science SCoPE
Curriculum Framework has been designed to accommodate varying constraints districts
may have. Here are some attributes of the OS High School Science SCoPE:
          A menu of 7 courses
          Recommended course sequences that accommodate Michigan graduation
            requirements and prepare students for the Michigan Merit Exam
          Recommended course sequences are designed to put physics and chemistry to
            use in the application sciences of biology and Earth science
          Flexibility: Courses may be arranged into other sequences that accommodate
            district discretion or constraints.
                                             DRAFT
     Table 1: Courses Comprising the High School Science SCoPE Curriculum Framework
Course Title                                         Attributes                                    Credit of
                                                                                                      the
                                                                                                   Discipline
Physics           Counts for physics credit, addresses all physics HSCE‟s.                           YES
Chemistry         Counts for chemistry credit, addresses all chemistry HSCE‟s.                       YES
Biology           Counts for biology credit, addresses all biology HSCE‟s.                           YES
Earth Science     Counts for Earth science credit, addresses all Earth Science HSCE‟s.               YES
Earth Systems     Could count for the required third science credit.* Designed around                 NO
Science           important central concepts and skills. Includes all essential Earth
                  Science HSCE.
Physical          Could count for the required third science credit.* Designed around                   NO
Science           important central concepts in both physics and chemistry that are
                  especially relevant in biology and Earth science.
Conceptual        Could count for the required third science credit.* Designed to treat                 NO
Physics           physics conceptually and provide a deep treatment of important
                  central physics concepts. Includes all essential Physics HSCE‟s.
  *Districts may count an eighth grade science course as the third graduation requirement.

                              Table 2: Physics First Course Sequence
        8                    9                     10                     11                    12
      Earth              Conceptual             Chemistry               Biology              Elective
     Systems              Physics
     Science

  The high school course sequence presented in the K-12 SCoPE Grade Level Table (and
  in Table 2 above) is a typical physics first design, which includes the placement of Earth
  System Science in eighth grade. Physics is the foundation of all other disciplines of
  science therefore Conceptual Physics is placed in the ninth grade. This course is not
  designed to grant a physics credit for graduation, but it can serve as the third credit
  required by the Michigan high school graduation legislation. Because chemistry is the
  foundation of modern biology (molecular oriented) it is placed prior to Biology. Also,
  modern biology is currently one of the most dynamic areas of science with extensive
  career opportunity and relevance to societal concerns. Placing it in 11th grade allows for a
  treatment that does justice to its importance. Since Earth science is a set of disciplines
  that apply chemistry and physics to questions about the Earth it should (ideally) follow
  physics and chemistry. Regrettably, the high school gradation requirements have
  encouraged districts to de-emphasize Earth science (another discipline of especially high
  societal relevance), which many are finalizing in eighth grade. Earth or environmental
  science would be an excellent capstone course for twelfth grade. Physics may also be
  placed in twelfth grade.

  While the sequence presented on page 3 is preferred, the Modified Physics First sequence
  has merit.
                                    DRAFT
                      Table 3: Modified Physics First Sequence

      8                 9                10                 11                 12
   Physical           Earth           Chemistry           Biology           Elective
   Science           Systems
                     Science

Table 3 presents a sequence that places both „application sciences‟ (Earth System Science
and Biology) after a treatment of the fundamentals of physics and chemistry. This
provides special support for Earth System Science that is lacking in the Physics First
Course Sequence (Table 2). With the foundations of basic physics and chemistry in place,
the depth of exploration in Earth System Science will be much greater. Additionally,
Earth System Science will provide context and enrichment for high school physics and
chemistry concepts, enhancing concept mastery and preparing students for more rigorous
upper level treatment of chemistry and biology. This sequence is also favored by the
availability of excellent physical science instructional resources that provide content
mastery through well tested, material supported products. This sequence also places
Chemistry before Biology. Earth Systems Science would provide credit as the “third
science credit” which is not in any way defined by the high school graduation legislation
or the Michigan Department of Education. Chemistry provides a credit for that discipline
as does Biology in the eleventh grade.

                       Table 4: Transitional Course Sequence

      8                 9                10                11                  12
    Earth            Physical          Biology         Chemistry or         Elective
   Systems           Science                             Physics
   Science

Table 4 presents a sequence used by some districts. Limited facilities and teaching
qualifications may prevent immediate conversion to one of the recommended sequences;
therefore this has the title of “Transitional Course Sequence.” The ninth grade Physical
Science course includes a special focus on the chemistry that is needed for success in
Biology. For reasons stated above this sequence has the shortfall of placing Earth
Systems Science prior to any treatment of physics or chemistry. It also lacks some
Chemistry support for Biology. Physical Science would provide credit as the third
science credit. Biology provides a credit for that discipline as does the Chemistry or
Physics course of the eleventh grade.
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                            DRAFT SCOPE UNITS

                                        Physics

Physics is a course designed to enable schools to offer a credit in physics since all
physics high school science content expectations are addressed. It could be offered in
the senior year in the physics first or modified physics first course sequences and in
the junior or senior year of the transitional course sequence. This course could be
more quantitative and broader than the conceptual physics course offered in the
physics first course sequence. The course opens with a critical unit called
‘Experimental Design.’ This unit familiarizes students with nature of scientific
inquiry in physics, the reasoning required around measurement and data and the
collaborative abilities necessary for the curriculum. The instructional approach of the
course is one of constructivist inquiry where students’ master key concepts and skills
through the pursuit of focus questions using explorative activities, experimentation,
concept writing and substantive classroom discussion. The units that follow proceed
through a treatment of mechanics, electricity and magnetism and energy.

Physics
Unit 1 – Experimental Design (1.5 wks)
Unit 2 – Describing Motion (2.5 wks)
Unit 3 – Interactions & Forces (2.5 wks)
Unit 4 – 2D Motion & Forces (2 wks)
Unit 5 – Gravity & Circular/Periodic Motion (3 wks)
Unit 6 – Changes in Momentum (3.5 wks)
Unit 7 – Mechanical Energy & Work (4 wks)
Unit 8 – Mechanical Waves (3 wks)
Unit 9 – EM Waves (4 wks)
Unit 10 – Electric Forces & Interactions (3 wks)
Unit 11 – Electric Current (3 wks)
Unit 12 – Energy Transfer & Transformations (4 wks)
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                                       Chemistry

Chemistry is a course designed to enable schools to offer a credit in chemistry since
all chemistry high school science content expectations are addressed. However,
because the high school chemistry content expectations are far too numerous to
adequately focus on in the manner necessary for deep student comprehension, this
course is focused on a set of major concepts of chemistry that take priority over others
even though they may be detailed in the HSCE’s. The selected major concepts are
presented as topics that relate to all chemistry HSCE’s but some facts will be bundled
and presented at a much generalized level. Teachers should apply instructional
approaches that develop robust conceptual mastery of the prioritized chemistry
concepts. This course will be offered in the sophomore year in the physics first or
modified physics first course sequences and in the junior or senior year of the
transitional course sequence. The course opens with two important units in a
Division of the course called ‘Chemistry in Our World.’ These units familiarizes
students with the nature of scientific inquiry in chemistry, it’s ubiquity in nature and
society and they establish two over arching themes of the discipline: chemical
reactions and the nature of matter. The instructional approach of the course is one of
constructivist inquiry where students’ master key concepts and skills through the
pursuit of focus questions using explorative activities, experimentation, concept
writing and substantive classroom discussion. The course should include a problem
based learning approach for topics that relate to real world issues related to chemistry.
The units that follow proceed through a treatment of the atom, interactions in
chemistry, chemical reactions and solution chemistry.

Chemistry
DIVISION 1 – Chemistry of Our World
        Unit 1 – Classification of Matter and Changes
        Unit 2 – Chemical Reactions
DIVISION 2 – The Atom
        Unit 3 – The Nucleus
        Unit 4 – Electrons
DIVISION 3 – Interactions in Chemistry
        Unit 5 – Bonding
        Unit 6 – States of Matter
        Unit 7 – Thermochemistry
DIVISION 4 – Reactions
        Unit 8 – Stoichiometry
        Unit 9 – Equilibrium and Kinetics
DIVISION 5 – Solution Chemistry
        Unit 10 – Solutions
        Unit 11 – Acids/Bases
                                    DRAFT
                                        Biology

Biology is a course designed to enable schools to offer the credit in biology since all
biology high school science content expectations are addressed. It could be offered in
the junior year in the physics first or modified physics first course sequences and in
the sophomore year of the transitional course sequence. The course opens with two
important units in a Division of the course called ‘Themes of Biology.’ This unit
familiarizes students with nature of scientific inquiry in biology and establishes two
over arching themes of the discipline: interconnectedness of biological systems and
the evolution. The units that follow proceed through a treatment of cell theory,
genetics, evolution and biodiversity. The instructional approach of the course is one
of constructivist inquiry where students’ master key concepts and skills through the
pursuit of focus questions using explorative activities, experimentation, concept
writing and substantive classroom discussion. The course should include a problem
based learning approach for topics that relate to real world issues related to biology.

Biology
DIVISION I: Themes of Biology
        Unit 1 - Characteristics and Nature of Living Systems
        Unit 2 - Transformations and Transitions
DIVISION II: Structures, Organization and Development of Living Systems
        Unit 3 - Cell Theory
        Unit 4 - Cell Chemistry
        Unit 5 - Energy Transfer
DIVISION III: Genetics and Heredity
        Unit 6 - Cell Division
        Unit 7 - Mendelian Genetics
        Unit 8 - DNA, RNA and Genetic Alterations
DIVISION IV: Evolution and Biodiversity
        Unit 9 - Evolution and Biodiversity
        Unit 10 - Changing Ecological Systems
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                                      Earth Science
Earth Science is a course designed to enable schools to offer a credit in Earth Science
since all Earth Science high school science content expectations are addressed. It could
be offered in the senior year in any of the course sequences as a capstone course.
Student mastery of fundamental chemistry and physics will enable a deep and
rigorous treatment of Earth Science. The course opens with an important called
‘Using an Earth Systems Perspective.’ Through the examination of a real world issue,
the unit familiarizes students with the nature of scientific inquiry in the disciplines of
Earth Science and the systems perspective used when exploring Earth science
questions. The units that follow proceed through a treatment of atmospheric science,
the hydrosphere, geology and astronomy. The instructional approach of the course is
one of constructivist inquiry where students’ master key concepts and skills through
the pursuit of focus questions using explorative activities, experimentation, concept
writing and substantive classroom discussion. The course should include a problem
based learning approach for topics that relate to authentic issues related to Earth
science as well as opportunities to engage students in authentic scientific research.

Earth Science
DIVISION I: Scientific Empiricism in the Geosciences
         Unit 1 – Using an Earth System Science Perspective: Case: Mining in The
                   Salmon River Watershed
DIVISION II: Human Interactions with the Fluid Earth
         Unit 2 - Earth’s Weather and Climate
         Unit 3 - Earth’s Changing Climate
         Unit 4 - Sustaining Water Resources
         Unit 5 - Resources and Environmental Challenges
DIVISION III: Earth Systems and the Solid Earth (geology)
         Unit 6 - Divisions of the Solid Earth
         Unit 7 - Dynamics of the Solid Earth
         Unit 8 - Discerning Earth History
DIVISION V: Astronomy
         Unit 9 - Investigating the Universe
         Unit – 10 Dynamics of Stars
                                    DRAFT
                                   Physical Science

Physical science is a course designed to address the major topics of the Physics
essential high school content expectations and important chemistry concepts
including those fundamental to biology. It will be offered in 8th grade in the modified
physical first course sequences and in the freshman year of the transitional course
sequence. The course opens with a critical unit called ‘Thinking Like a Scientist.’
This unit familiarizes students with nature of scientific inquiry in physical science,
the reasoning required around measurement and data and the collaborative abilities
necessary for the curriculum. The units that follow proceed through a treatment of
electricity and magnetism, wave theory, mechanics, matter, atomic and elemental
chemistry and energy. The instructional approach of the course is one of
constructivist inquiry where students’ master key concepts and skills through the
pursuit of focus questions using explorative activities, experimentation, concept
writing and substantive classroom discussion.

Physical Science
Unit 1 – Thinking Like a Scientist (2 wks)
Unit 2 – Electric & Magnetic Interactions (3 wks)
Unit 3 – Energy Transfer by Waves (3 wks)
Unit 4 – Electromagnetic Waves (2.5 wks)
Unit 5 – Energy Transfer by Objects (4 wks)
Unit 6 – Forces & Motion (3 wks)
Unit 7 - Gravitational Forces (2.5 wks)
Unit 8 – Investigating Matter (2.5 wks)
Unit 9 – Chemical Changes (3 wks)
Unit 10 – Small Particle Model (4wks)
Unit 11 – Chemical Reactions (4 wks)
Unit 12 – Conservation of Energy (2.5 wks)
                                    DRAFT
                                Earth Systems Science

Earth Systems Science is a course designed to address the major topics of the Earth
Science essential high school content expectations with a strong emphasis on the
practices of scientific empiricism. The optimal placement of this course is in the ninth
grade of the modified physics first course sequence. There are two strong reasons for
this configuration. First, central Earth Science concepts receive a more complete and
sophisticated treatment since incoming students enter with the skills and knowledge
from eight grade physical science. Secondly, an understanding of many major
physics and chemistry concepts are enhanced and reinforced as they are applied to
questions in Earth science. In the physics first and transitional course sequences,
Earth Systems Science is offered in eighth grade. The course opens with an important
unit called ‘Scientific Empiricism in the Earth Sciences’ where students engage in
practices that exemplify the approaches and types of questions explored the Earth
Sciences. They also become familiar with the systems perspective used when
exploring Earth
Science questions. The units that follow proceed through a treatment of astronomy,
atmospheric sciences as they relate to global climate change, geology and
environmental geology. The instructional approach of the course is one of
constructivist inquiry where students’ master key concepts and skills through the
pursuit of focus questions using explorative activities, experimentation, concept
writing and substantive classroom discussion. The course should include a problem
based learning approach for topics that relate to real world issues related to Earth
science as well as opportunities to engage students in authentic scientific research.

Earth Systems Science
DIVISION I: The Nature of Earth Systems Science
        Unit 1 - Scientific Empiricism in the Earth Sciences
        Unit 2 - Earth’s Place in the Universe
DIVISION II: Earth’s Weather and Changing Climate
        Unit 3 - Dynamics of Weather and Climate
        Unit 4 - Earth’s Changing Climate
DIVISION III: The Dynamic Geosphere
        Unit 5 - Structure and Dynamics of the Solid Earth
        Unit 6 - Responding to Geohazards
DIVISION IV: Depending on Earth
        Unit 7 - Sustaining Our Water Resources
        Unit 8 - Human Demands for Energy and Resources
                                   DRAFT
                                 Conceptual Physics

Conceptual Physics is a course designed to address major topics of the essential
physics high school science content expectations in order to provide a solid conceptual
base in physics in support of subsequent courses. It will be offered in the freshman
year of the physics first course sequence. This course will allocate the time necessary
for students to develop conceptual mastery of physics concepts using a well
structured, student centered instruction. The course opens with a critical unit called
‘XXXXXXX.’ This unit familiarizes students with nature of scientific inquiry in
physics, the reasoning required around measurement and data and the collaborative
abilities necessary for the curriculum. The units that follow proceed through a
treatment of XXXXX. The instructional approach of the course is one of
constructivist inquiry where students’ master key concepts and skills through the
pursuit of focus questions using explorative activities, experimentation, concept
writing and substantive classroom discussion.

Conceptual Physics
(under development)