Presentation on theme: "Science K-7 Content Expectations Regional Rollouts December 2007 – February 2008 Kevin Richard Office of School Improvement."— Presentation transcript:
Science K-7 Content Expectations Regional Rollouts December 2007 – February 2008 Kevin Richard Office of School Improvement
Goals for This Session Become familiar with: –Reasons for new expectations –Structure of science curriculum –Grade Level Content Expectations –How K-12 curriculum fits together Participate in group activities to: –Better understand how to use the documents –Implement in your classroom
Reasons for Expectations Grade Level needed –Student mobility –Cross-district professional development –Common equipment, kits, and lessons –Smaller districts have curriculum –Consistency with other subjects –Integration with other subjects –Spreads the distribution of learning
Reasons for Expectations National Standards Alignment –NSES (National Research Council, 1996) –AAAS Benchmarks and Atlases (1993, 2001, 2007) NAEP 2009 Framework Alignment “Taking Science to School: Learning and Teaching Science in Grades K-8” (National Research Council, 2007)
Development of Expectations NSES – The sun is the major source of energy for the…growth of plants… (Earth, Content Standard D, p161) AAAS Atlas 2 – The sun warms the land, air, and water. (4E, K-2 level) NAEP 2009 – The sun warms the land, air, and water and helps plants grow. (E4.7) MI K-7 Science – The sun warms the land, air, and water and helps plants grow. (E.ES.E.1)
Development of Expectations Reviews March – MDE Internal and External Review May & June – Web/Public Review (over 900 completed surveys and over 100,000 comments) July – National Review November – State Board of Education Review December – State Board of Education Approval
Development of Expectations GLCE Selected Performance Verbs Knowledge List Examine Describe Observe Identify Comprehension Compare and Contrast Predict Distinguish Application Demonstrate Relate Calculate Classify Illustrate Conduct Analysis Explain Determine Synthesis Design Evaluation Measure Critique
Structure of K-7 Science Document made of grade documents Each grade document contains: –General Introduction –Grade Span Organization Structure –Grade Level Specific Narratives –Grade Level Specific Table of Contents –Grade Level Specific Expectations
Structure of K-7 Science Discipline Standard Content Statement Content Expectation
Structure of K-7 Science Discipline: Earth Science K-7 Standard E.ES: Earth Systems – Develop an understanding of the warming of the earth by the sun as the major source of energy for phenomenon on Earth and how the sun’s warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment. Content Statement E.ES.E.2: Weather – Weather changes from day to day and over the seasons. Content Expectation E.ES.01.23 Describe severe weather events.
Coding Discipline Standard Content Statement Content Expectation P.PM.04.23 Discipline Standard (Grade Level) Statement Expectation
Structure of K-7 Science Activity 1 How are the following related? Standard Statement Expectation
Structure of K-7 Science K-7 follows Math/ELA organization K-7 follows HS Science structure –Discipline, Standard, Statement, Expectation –Table of Contents –Narrative for each grade HS prerequisites? What about 8 th grade?
Structure of K-7 Science Prerequisites NAEP middle school based Led to specific high school With K-7 finished, no longer needed
Structure of K-7 Science High School Prerequisite Middle School Expecation Comment E4.p3A: Describe how glaciers have affected the Michigan landscape and how the resulting landforms impact our state economy. NoneNot in NAEP (National Standards) E3.p1B: Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments Same E4.p2E: Describe conditions associated with frontal boundaries (cold, warm, stationary, and occluded). E.ES.07.74 Describe weather conditions associated with frontal boundaries (cold, warm, stationary, and occluded) and the movement of major air masses and the jet stream across North America using a weather map. Combined E4.p2F: Describe the characteristics and movement across North America of the major air masses and the jet stream.
Structure of K-7 Science What about 8 th Grade? Since 1991 (MEGOSE, page 8) Assessment in fall…what after? Math/ELA required 8 th grade Social Studies test in 9 th grade High School requirements allow flexibility Creates communication across physical sites
Structure of K-7 Science Michigan Science Curriculum Grades Taught Grade Assessed ElementaryK-45 Middle School5-78 High School8-1211
Classroom support GLCE document Alignment records Content Statements Across the grades “Science Builder” Companion Document
Classroom support Activity 2 How do the support documents fit? Content Statements Across the grades
Classroom use Companion Document –Similar to high school –Units –Clarifications; Vocabulary; Real-World Context; Instruments, Measurement, and Representations; and Instructional Examples “Less is more”…not, “Less is less” In-depth for each expectation
Classroom use Activity 3 How deeply might MEAP assess? Elementary Earth question Middle School Life question
MDE Information & Links Science Education Consultant Kevin Richard RichardK1@Michigan.gov (517) 373-4223 www.michigan.gov/science www.michigan.gov/glce