CRCST Fall 2010 Ohio Department of Education Tracy Cindric TLC Learning Consultants

…the State Board of Education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve… …and, last but not least,‘vertical articulation’. - ORC § (A)

Creativity and innovation Critical thinking and problem solving Communication and collaboration Technology literacy Personal management Productivity and accountability Leadership and responsibility Interdisciplinary and project-based learning - ORC § (H)

…the state board shall adopt a model curriculum for instruction in each subject area for which updated academic standards are required… for each of grades kindergarten through twelve that is sufficient to meet the needs of students in every community… March 31, ORC § (B)

Web-based (dynamic-ish) Reinforces content/skills connections Presents information specific to the content statement Provides curricular and instructional guidance Includes Content Elaboration, Expectations for Learning (with Instructional Strategies and Resources), to inform assessments NOT lesson or unit plans, pacing guides, vocabulary lists.

Instructional Strategies and Resources Strategies for actively engaging students with the topic and for providing hands-on- minds on observation and exploration of the topic. Resources will be selected printed or web-based resources that directly relate to the particular Content Statement and may elaborate on instructional strategies, differentiated instruction, misconceptions, etc. Inquiry or Technological Design: Recommendations for engaging students with scientific inquiry, experimentation and problem-based tasks that incorporate technology and investigations requiring technological design. Classroom Portals: Windows into the classroom through Webcasts, Podcasts, or video clips that exemplify and model classroom methods of teaching science using inquiry and technological design. Differentiated Learning Ideas: Ideas about different ways of approaching a topic for multiple learning styles illustrating a variety of methods of instruction to reach all levels of students using scientific inquiry, technology and technological design to increase interest and depth of knowledge. Misconceptions: These will be selected printed or web-base resources that directly relate to the particular content statement. They may elaborate on instructional strategies, differentiated instruction, misconceptions, etc. They support lesson and unit instruction.

Investigate ways that humans have used and/or impacted soil as a resource

Theme: Order and Organization This theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems. Science Inquiry and Application During the years of grades 5 through 8, all students must use the following scientific processes to construct their knowledge and understanding in all science content areas:  Identify questions that can be answered through scientific investigations;  Design and conduct a scientific investigation;  Use appropriate mathematics, tools and techniques to gather data and information;  Analyze and interpret data;  Develop descriptions, models, explanations and predictions;  Think critically and logically to connect evidence and explanations;  Recognize and analyze alternative explanations and predications; and Communicate scientific procedures and explanations. Strand Connections: Systems can exchange energy and/or matter when interactions occur within systems and between systems. Systems cycle matter and energy in observable and predictable patterns. Earth and Space Science – Model Curriculum Topic: Cycles and Patterns of Earth and the Moon This topic focuses on Earth’s hydrologic cycle, patterns that exist in atmospheric and oceanic currents, the relationship between thermal energy and the currents, and the relative position and movement of the Earth, sun and moon. Content Statement The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere. Thermal energy is transferred as water changes state throughout the cycle. The cycling of water in the atmosphere is an important part of weather patterns on Earth. The rate at which water flows through soil and rock is dependent upon the porosity and permeability of the soil or rock. Note: Contamination can occur within any step of the hydrologic cycle. Content Elaboration Prior concepts related to the hydrologic cycle:  PreK-2: water is observed through weather, water is in the atmosphere; water can be a solid, a gas, and a liquid;  Grades 3-5: water is present in soil, water is a non-living resource, properties of the different states of water, water can change the surface of Earth, water is a factor in some weather-related events (such as flooding and droughts);  6 th Grade: the changes in state of water are related to motion of atoms; water flows through rock and soil. The study of water is found throughout the elementary grades. The different pieces of the hydrologic cycle, such as: the properties of water, changes of state, relationships of water to weather, the effects of water on Earth’s surface are now put together in the 7 th grade and applied to the components of the hydrologic cycle. The movement of water through the spheres of Earth is known as the hydrologic cycle. As water changes state and energy is transferred, it cycles from one sphere into another. For example, water transfers from the hydrosphere to the atmosphere when evaporation occurs. Ground water and surface water quality are included because the movement of water in the cycle can move contamination through the spheres. The pattern of the cycling illustrates the relationship between water, energy and weather. At the high school level, the hydrologic cycle is a component of biology as it relates to ecosystems and the diversity of life. DRAFT - Science 7 th Grade Model Curriculum- DRAFT Theme Skills Connections Topic Content Statement Content Elaboration

Draft – Expectations for Learning - Draft Key * Technology Literacy Environmental Literacy 21 st Century Skills Instructional Strategies * Note: When this becomes a web- based document, clicking on one of the icons will provide additional support (resources, ideas, strategies, or information) Designing Technological/Engineering Solutions using Science Concepts Demonstrating Science Knowledge Interpreting and Communicating Science Concepts Recalling Accurate Science Generate and test solutions for reducing acid rain, erosion and/or surface run-off rates in specific regions (such as urban, agricultural, or construction areas). Present findings/plan to school administrators or local government. Design and conduct a scientific investigation to measure and analyze water discharge rates. Using GPS/GIS programs, topographic and/or aerial maps, identify regions where surface water run-off and/or acid rain could impact water quality (could be ground or surface water). Illustrate the results graphically. Describe the movement of water through all four spheres of Earth (lithosphere, hydrosphere, atmosphere, and biosphere). Develop, test, and evaluate plans outlining a specific method to reduce stormwater flow at a specific site in the local community (for example a housing construction project or the school parking lot). Present findings/plan to school administrators or local government. Build a model to represent a cross- section of Earth’s surface (soil, rock, surface and ground water) that can show different water pathways. Use an existing model that represents a cross-section of Earth’s surface (soil, rock, surface and ground water) that can show different water pathways. Present findings orally or in writing. Identify the changes in thermal energy as water changes state in the hydrologic cycle. Investigate and use different methods and tools that measure water flow and water quality, evaluate which methods and tools are most effective for the desired outcome. Research and evaluate the effectiveness of different tools, models, and methods to collect ground water and surface water data (such as rate of flow, direction of movement, types of contamination). Present recommendations orally, graphically, or in writing. Recognize that the sun is the source of energy that drives the hydrologic cycle. Cognitive Demands Examples of Expectations Linkages

Grades 9 and 10 Physical Science Biology Grades 11 and 12 Advanced Sciences Chemistry Physics Environmental Science Physical Geology

Course Title Physical Science Course/Unit Overview This will provide a general description of the course Course Content This contains the syllabi for the course. The short version is more like a standard syllabus outline. The longer version with Content Elaborations has more detail for those teachers who are less familiar with the subject matter. ______________________Model Curriculum___________________________ Expectations for Learning/Performance Tasks Instructional Strategies and Resources : These parallel the format for PreK-8 to include learning strategies that may be specific for a particular lesson or unit with suggestions for inquiry-based instruction, use of technological design, ideas for differentiated instruction, common misconceptions and other resources.

DRAFT- Instructional Strategies and Resources - DRAFT Science Grade 7 Topic: Cycles and Patterns of the Earth and Moon Inquiry and/or Technological Design This is the Ohio Department of Natural Resources Website (in partnership with the Ohio Environmental Protection Agency), Soil and Water Conservation Division. Project SWEET (Source Water Environmental Education Teams) provide numerous examples of how to integrate surface and ground water into the curriculum. SWEET members will also visit the classroom or help with field trips to collect water data. This is the United States Geological Survey (USGS) website. It provides detailed information about Earth’s water; including labs, activities, research, water quality data, and links to other informational sources. This includes water testing, water quality, types of water, erosion, stormwater controls, water pollution, the hydrologic cycle, and ways to conserve water. Classroom Portals Classroom Portals are windows into the classroom through Webcasts, Podcasts, or video clips to exemplify and model classroom methods of teaching science using inquiry. This is a series of case studies of K-8 science classrooms produced by a partnership of the Smithsonian and Harvard University. Teachers do need to sign up to use this site, but there is no charge. The middle school case study called "Audrey, Year Two" is an example of how to effectively use critical thinking skills to design experiments and investigations pertaining to water. Differentiated Classroom Ideas See above comments regarding this video site. Raquel, Grade 7 is a case study that outlines different ways of approaching 7 th grade science for students of color and girls. Examples are given throughout the study and then the actual implementation in a 7th grade classroom is shown. Common Misconceptions This site provides some examples of pre-tests that could be modified and used in the classroom to help identify misconceptions pertaining to energy and the hydrologic cycle. This site has a table of misconceptions regarding middle school student knowledge of the components of the hydrologic cycle, for example: Students may think that water is only evaporated from lakes or the ocean (rather than soil, streams, or springs).

Districts will introduce new standards and participate in creating model curricula. There will be a public review of the proposed Model Curricula: ODE will examine feedback for Model Curricula survey in November and December A new draft will be released in February The State Board will consider the draft for adoption in March 2011.

Throughout the year ODE asks districts/teachers across Ohio to: become familiar with the new standards introduce the model curricula to teachers initiate formative assessment instruction professional development

Throughout the year ODE asks districts/teachers across Ohio to: Introduce performance tasks and scoring rubrics Continue formative instruction professional development Practice online formative assessments Introduce instructional improvement system

Throughout the year ODE asks districts/teachers across Ohio to: Integrate standards and curricula into district curricula and teachers’ course planning Integrate performance tasks in course activities Prepare for online testing Complete formative instruction professional development

ODE asks districts/teachers across Ohio to: Become familiar with revised standards documents Participate in horizontal and vertical conversations about new standards Focus on content depth Use inquiry-based instruction in all grades and content areas Use resources to connect classroom to outside world

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