High School Content Expectations

High School Content ExpectationsScienceOverview of ProcessAcademic Work Group –January, 2006Dr. Andy Anderson (MSU), Co-ChairDr. Robert Poel (WMU), Co-ChairSub-committees for Earth Space, Biology, Physics, ChemistryOverview of ProcessAcademic Work Group –January, 2006First Draft to State Board –May, 2006Overview of ProcessAcademic Work Group –January, 2006First Draft to State Board –May, 2006Public/Web Review –May 15 –July 1, 2006Overview of ProcessAcademic Work Group –January, 2006First Draft to State Board –May, 2006Public/Web Review –May 15 –July 1, 2006National Review –June, 2006Overview of ProcessAcademic Work Group –January, 2006First Draft to State Board –May, 2006Public/Web Review –May 15 –July 1, 2006National Review –June, 2006On State Board Agenda –October, 2006Four Things to Understand1.Organizing structure2.Knowledge and practice3.Levels of difficulty4.Table session tasksOrganizing StructureLevels of OrganizationDisciplines: Biology, Earth Science, Chemistry, PhysicsStandards statements: How students should be able to use knowledge in practice for a particular topicContent statements: Summaries of essential knowledgeLevels of OrganizationPerformance expectations: How students should be able to use content knowledge for science practices (Identifying, Using, Inquiring, Reflecting)Assessments will be based on performance expectationsOrganizing StructureEarth ScienceE1: Inquiry, Reflection and Social Implications (2)E2:Earth Systems (4)E3: The Solid Earth (4)E4: The Fluid Earth (3)E5: Earth in Space and Time (4)Organizing StructureBiologyB1: Inquiry, Reflection and Social Implications (2) B2:Organization and Development of Living Systems (6)B3: Interdependence of Living Systems and the Environment (5)B4: Genetics (4)B5: Evolution and Biodiversity (3)Organizing StructurePhysicsP1: Inquiry, Reflection and Social Implications (2)P2: Motion of Objects (3)P3: Forces and Motion (8)P4:Forms of Energy & Energy Transformations (12)Organizing StructureChemistryC1: Inquiry, Reflection and Social Implications (2)C2:Forms of Energy (5)C3: Energy Transfer and Conservation (5)C4: Properties of Matter (10)C5: Changes in Matter (8)Knowledge and PracticeSeparate content and process –NOKnowledge and PracticeSeparate content and process –NOIntegrated knowledge and practice –YESKnowledge: Content statementsPractices: Identifying, Using, Inquiring, ReflectingPerformance expectations: Knowledge applied to practiceThree Kinds of Knowledge ClaimsIdentifying:Stating Models and PatternsUsingModels and Patterns to Predict or Explain Observations Inquiry:Finding and Explaining Patterns in Data Reflecting:Understanding Nature and Limitations of ScienceLevels of DifficultyPre-requisitesKnowledge needed when entering high school (K –7)Recommendations--not yet accepted--to the K-7 committeeEssentialCritical knowledge regardless of courseAligned to large-scale assessmentLevels of DifficultyCoreSpecific to the discipline (course)Required for credit in required areas (Biology, and Chemistry or Physics)Preparation for advanced studyRecommendedAppropriate for rigorous college preparation coursesDifficulty Level Codes Prerequisite:“p” in Content Statement and Performance Expectation codes (e.g., L3.p4, L3.p4A)Essential: No extra letters in Content Statement codes (e.g., B3.4)Capital letters in Performance Expectation codes (e.g., B3.4A)Difficulty Level Codes Core:“x” in Content Statement codes (e.g., B3.4x)Lower case in Performance Expectation codes (e.g., B3.4c)Recommended: “r” in Content Statement and Performance Expectation codes (e.g., B4.r5x, B4.r5a) Table Session TasksGenerate discussion questions –Use cards, hand to facilitatorsTable Session TasksIdentify needed clarifications and boundaries for planned Companion Document –Use, turn in feedback pagesi.Phenomena, examples or observations; ii.Representations; instruments, units of measurement and categories for classification; iii. Technical vocabulary; iv.Clarifications of intentTable Session TasksGroup Content Statements and Performance Expectations for instruction –Take and keep notes for yourselfFacilitatorsKevin Richard,Science ConsultantOffice of School ImprovementRichardKe@michigan.govScience Development Work GroupAcademic ReviewAndy Anderson, Co-Chair, MSURobert Poel, Co-Chair, WMUTheron Blakeslee, Ingham ISDCarol Clark, DLEGBrian Coppola, U of MMark Davids, Grosse Pointe South HSClaudia Douglass, CMUKaz Fujita, MSUGeorge Goff, Detroit King HSAnnis Hapkiewicz, Okemos HSScience Development Work GroupAcademic ReviewAndy Anderson, Co-Chair, MSURobert Poel, Co-Chair, WMUMarilyn Rands, LTUWalter Rathkamp, SVSUKevin Richard, MDEJudy Ruddock, Flint PSSandra Rutherford, EMUMichael Seymour, Hope CollegeRandy Showerman, DLEGBetty Underwood, MDEScience Development Work GroupInternal ReviewGary Blok, Plymouth Christian HS Larry Casler, Genesse Math/Science CenterPaul Drummond, Macomb ISDMichael Gallagher, Oakland SchoolsShamarion Green, Flint SchoolsJoseph Grigas, Lake Fenton HSScience Development Work GroupInternal ReviewCheryl Hach, Kalamazoo Math/Science CenterArdis Herrold, Grosse Pointe North HSAlberto de la Iglesai, Howell HSMichael Klein, Macomb ISDShawn McNamara, Grosse Point South HSParker Pennington, Ann Arbor Pioneer HSDavid Peters, East Kentwood HSKevin Richard, MDEJay Sinclair, MI Earth Science Teachers AssociationGary Waterson, Benzie Central HSScience Development Work GroupProject CoordinatorSusan Codere Kelly, MDEDeepening Understanding of the Content Expectations for High School ScienceDeepening Understanding Why deeper understanding versus broader coverage?•Lack of deeper understanding leads to procedural display (rote memory, definitions, and lack of connectedness) versus connected knowledge and practice.•NRC Report: http://science.nsta.org/nstaexpress/nstaexpress_2006_09_25_execsummary.htmDeepening Understanding Why deeper understanding versus broader coverage?•National Assessment of Educational Progress (NAEP) Framework for 2009 Testing Program•Cross-disciplinary expertise needed in many current and frontier science areas that call for deeper understanding of basic concepts that cut across traditional disciplinary boundaries. Why rely on NAEP as a model?What are the advantages?A New NAEP Test (The Nation’s Report Card) is scheduled for 2009 –Michigan can be one step ahead in preparing our students.A NAEP Framework Committee has been working on a “road map” for use by the NAEP Assessment folks that takes into account the current research in teaching/learning that has occurred since the last NAEP test.Why rely on NAEP as a model?What are the advantages?The NAEP Framework Committee has used the latest National Science Education Standards and AAAS Benchmarks for Scientific Literacy documents. Michigan’s short deadline for preparing science expectations prevented an exhaustive effort to establish a thoughtful and research-based framework.Why rely on NAEP as a model?What are the advantages?The NEAP Framework was consistent with the Michigan Science Curriculum Framework.Why rely on NAEP as a model?What are the disadvantages?NAEP is more generic and aimed at every state’s educational goals versus any unique situations (e.g. The Great Lakes, Auto Industry, etc.) or past documents (MIClimb) that already exist in Michigan.Why Organize By Disciplines?•Avoids the pitfall of establishing a statewide set of standard courses that may be aligned with a particular textbook, personality or style.•Familiar organization makes expectations easy to find.Why Organize By Disciplines?•Recognizes the difference between the Michigan Merit Curriculum (basic literacy for ALL students) and the High School Science Course Expectations (courses preparing students for advanced study).•Allows school districts more options for curriculum choices (integrated, interdisciplinary or special courses, etc.) and scheduling methods (block scheduling etc.).Why have practices, content statements, and performance expectations?•Scientific concepts are important as tools that enable practices.•We need to be clear about–The important concepts (content statements)–The key practices (Identifying, Using, Inquiry, Reflection)–How the concepts are used in practice (performance expectations)Why have practices, content statements, and performance expectations?•Therefore the High School Science Expectations document places calls for performance expectations as the intersection of content and practice.Why have practices, content statements, and performance expectations?Life ScienceEarth SciencePhysicsChemistryIdentify ConceptsPerformance ExpectationsEtc.Etc.Etc.Use ConceptsEtc.Performance ExpectationsEtc.Etc.Use InquiryEtc.Etc.Performance ExpectationsEtc.Reflection & Social ImplicationsEtc.Etc.Etc.Performance ExpectationsWhy do we need a companion document?•To identify the specific constraints and boundaries for the High School Science Expectations document. Why do we need a companion document?•Current draft leaves key aspects of standards open to interpretation:–i.Phenomena, examples, or observations; –ii.Representations; instruments, units of measurement, and categories for classification; –iii. Technical vocabulary; Why do we need a companion document?•Clarifications of intent•Current draft lacks content-specific inquiry and reflection expectations. That is: Specific examples of inquiry and reflection tasks and performances that should be included within the scope of the science expectations and other examples that are not but could be included in other advanced placement or specialized courses within a school’s science curriculum.Afternoon Breakout Session Tasks•Develop subject-specific Performance Expectations for Inquiring and Reflecting•Subject-specific examples for Performances 1.1A-1.1i•Subject-specific examples for Performance 1.2A-1.2kSubject-specific Boundariesi.Phenomena, examples or observations; ii.Representations; instruments, units of measurement and categories for classification; iii. Technical vocabulary; iv.Clarifications of intentBiology: Phenomena, examples or observations•B1.1A Generate new questions that can be investigated in the laboratory or field. Example: Generate questions about a local ecosystem.•B1.1DIdentify patterns in data and relate them to theoretical models. Example:Identify genetic patterns in pedigrees.•B1.2BIdentify and critique arguments about personal or societal issues based on scientific evidence. Example: Discuss risks and benefits of genetically modified crops.Biology: Representations, instruments, categories•B1.1A Generate new questions that can be investigated in the laboratory or field. Generate questions based on microscopic examination of pond water.•B1.1DIdentify patterns in data and relate them to theoretical models. Graph patterns of plant growth.•B1.2BIdentify and critique arguments about personal or societal issues based on scientific evidence. Explain political positions concerning genetically modified crops.Biology: Technical Vocabulary•B1.1A Generate new questions that can be investigated in the laboratory or field. Research question, hypothesis•B1.1DIdentify patterns in data and relate them to theoretical models. Trend, pattern•B1.2BIdentify and critique arguments about personal or societal issues based on scientific evidence. Political argument, scientific argumentWe need help……to develop a good Companion Document. Please use the application form if you have the time and interest to work on this.