Michigan High School Science Content Expectations - PowerPoint PPT Presentation

Loading...

PPT – Michigan High School Science Content Expectations PowerPoint presentation | free to download - id: 158e59-Nzc1O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Michigan High School Science Content Expectations

Description:

Using Models and Patterns to Predict or Explain Observations ... p1 indicates a prerequisite Content Statement 1 in Standard L3 ... – PowerPoint PPT presentation

Number of Views:31
Avg rating:3.0/5.0
Slides: 65
Provided by: Ellis1
Learn more at: http://www.mi.gov
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Michigan High School Science Content Expectations


1
Michigan High School Science Content Expectations
October 2006
2
Goals for This Session
  • Become familiar with
  • HS Science Content Expectations
  • Practices of Scientific Literacy
  • Levels of expectations
  • Coding
  • Participate in group activities to
  • Better understand how to use the documents
  • Plan implementation in your district

3
Two Documents
  • High School Content Expectations
  • (HSCE)
  • Michigan Merit Curriculum
  • Course/Credit Requirements
  • (CCE)

4
Four Disciplines of Science
  • Physics
  • Chemistry
  • Earth Science
  • Biology
  • No order implied

5
Built from NAEP 2009 Framework
  • NAEP Content
  • Statement
  • Early in the history of the universe, matter,
    primarily the light atoms hydrogen and helium,
    clumped together by gravitational attraction to
    form countless trillions of stars and billions of
    galaxies. (E12.2)
  • HSCE Content
  • Statement
  • Early in the history of the universe, matter
    clumped together by gravitational attraction to
    form stars and galaxies.(E5.1)

6
Four Practices of Scientific Literacy
  • Identifying
  • Recall, define, relate, represent basic
    principles
  • Using
  • Make sense of the natural world, predict and
    explain observations
  • Inquiry
  • Identify and explain patterns, habits of mind
  • Reflecting
  • Critique and justify strengths and weaknesses of
    scientific knowledge

7
Identifying Stating Models and Patterns
8
Using Models and Patterns to Predict or
Explain Observations
9
Inquiry Finding and Explaining Patterns in
Data
10
Reflecting Understanding the Nature and
Limitations of Science
11
Four Levels of Expectations
  • Prerequisite
  • Knowledge needed when entering high school
  • Recommendations to K-7 committee
  • Essential
  • Critical knowledge regardless of course
  • Aligned to large-scale assessment (MME, NAEP)
  • 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
    courses

12
Choice
All
All
All
All
All
Credit for high school Earth Science, Biology,
Physics, and Chemistry will be defined as meeting
BOTH essential and core subject area content
expectations. Represents required
for graduation
13
Organizational Structure
Discipline Standard Content
Statement Content Expectation
14
Structure of Document
15
Content Expectations
  • Earth Science
  • 5 Standards
  • 17 Content Statements
  • 65 Essential Expectations
  • 43 Core Expectations
  • Biology (Required for All)
  • 5 Standards
  • 20 Content Statements
  • 57 Essential Expectations
  • 65 Core Expectations
  • Physics (Choice)
  • 4 Standards
  • 25 Content Statements
  • 62 Essential Expectations
  • 62 Core Expectations
  • Chemistry (Choice)
  • 5 Standards
  • 29 Content Statements
  • 42 Essential Expectations
  • 89 Core Expectations

16
Example of Structure
Discipline Chemistry Standard C5 Changes in
Matter Students will analyze a chemical
change phenomenon from the point of view of what
is the same and what is not the same Content
Statement C5.4 Phase Change/Diagrams Changes
of state require a transfer of energy. Water has
unusually high-energy changes associated with its
changes of state. C5.4A Compare the energy
required to raise the temperature of one gram of
aluminum and one gram of water the same number of
degrees. C5.4B Measure, plot, and interpret
the graph of the temperature versus time of an
ice-water mixture, under slow heating, through
melting and boiling
17
Coding
  • Four High School Disciplines
  • Chemistry (C)
  • Physics (P)
  • Earth (E)
  • Biology (B)
  • Three Middle School Disciplines
  • Life (L)
  • Physical (P)
  • Earth (E)

18
Content Statement Coding
  • Two digits to the left of the decimal indicate
    discipline and standard
  • Four or five standards for each discipline
  • Example
  • B3.2 Ecosystems
  • B indicates the discipline of Biology
  • 3 indicates Standard 3 in the
  • discipline of Biology

19
Content Statement Coding
  • One or two digits to the right of decimal point
    indicate level of content statement
  • The number is the content statement sequence in
    the standard
  • x in content statement indicates
  • all core expectations
  • p in content statement indicates
  • all prerequisite expectations

20
Content Statement Coding
  • Example
  • B3.2 Ecosystems
  • B indicates the discipline of Biology
  • 3 indicates Standard 3 in the discipline
    of Biology
  • 2 indicates Content Statement 2 in
    Standard B3
  • (this content statement may contain both
    essential and core expectations)

21
Content Statement Coding
  • Example
  • B3.4x Human Impact
  • B indicates the discipline of Biology
  • 3 indicates Standard 3 in the discipline of
    Biology
  • 4x indicates the all core Content
    Statement 4 in Standard B3
  • (content statement contains only core
    expectations)

22
Content Statement Coding
  • Example
  • L3.p1 Populations, Communities, Ecosystems
    (prerequisite)
  • L indicates the discipline of Life (MS)
  • 3 indicates Standard 3 in the discipline of
    Biology
  • p1 indicates a prerequisite Content
    Statement 1 in Standard L3
  • (prerequisites are coded by their MS
    discipline)


23
Content Expectation Coding
  • Two digits to the left of the decimal indicate
    discipline and standard
  • Four or five standards for each discipline
  • Example
  • B3.2A Identify how energy is stored in an
    ecosystem.
  • B indicates the discipline of Biology
  • 3 indicates Standard 3 in the
    discipline of Biology

24
Content Expectation Coding
  • The number to the right of the decimal is the
    content statement number sequence.
  • The letter following this number designates the
    expectation sequence.
  • Capital letters indicate essential content
    expectations lower case letters represent core
    content expectations.
  • B2.4h

25
Content Expectation Coding
Example B2.4h Describe the structures of viruses
and bacteria. B indicates the discipline
Biology 2 indicates Standard 2 4 indicates
Content Statement 4 h indicates Content
Expectation 8 (lower case means core
expectation)
26
Content Expectation Coding
  • IF there is a letter preceding this number to the
    right of the decimal, it represents the
    expectation level as prerequisite or recommended
  • L3.p3D
  • B3.r5g
  • Which brings us back to levels of expectations…

27
Coding Levels of Expectations
  • Prerequisite
  • p first letter to the right of decimal in
    Content Statement and Content Expectation codes
    (e.g., L3.p4, L3.p4A)
  • Essential
  • No extra letters in Content Statement codes
    (e.g., B3.4)
  • Capital letters in Content Expectation codes
    (e.g., B3.4A)

28
Coding Levels of Expectations
  • Core
  • x in Content Statement codes (e.g.,
    B3.4x)
  • Lower case in Content Expectation codes (e.g.,
    B3.4c)
  • Recommended
  • r first letter to the right of decimal in
    Content Statement and Content Expectation codes
    (e.g., B4.r5x, B4.r5a)

29
Document Walk Through
  • The Course/Credit Requirement documents will
    eventually contain the most, but not all, of the
    information in HSCE.
  • We will use HSCE for todays activities.

30
Document Scavenger Hunt
  • Activity 1 Document Scavenger Hunt
  • Find C3.4g.

31
Document Scavenger Hunt
  • How did you know where to look?
  • Describe your searching process to your neighbor.
    Did you use the same process?
  • How did you know to look under C3.4x?

32
Document Scavenger Hunt
  • Find an expectation that addresses changing the
    variables. Record the expectation code.
  • Did everyone at your table find the same
    expectation?

33
Document Scavenger Hunt
  • Open Earth Science to page 11.
  • Suppose you want to design a climate unit.
  • By yourself, find applicable expectations and
    list them.
  • Share with your table and record on a poster.

34
Document Scavenger Hunt
  • NOTE Your climate unit utilized and addressed
    several content expectations that were not listed
    together in the document.
  • The documents are NOT organized by units of
    instruction.
  • Teachers will create their own units of
    instruction as part of their district curriculum
    development.

35
District Schedule
  • Activity 2 Analyze current course offerings
  • Discuss possible schedules that will offer
    opportunities for meeting these expectations

36
District Schedule
  • Individually, think of your own district with
    respect to science. How do you offer courses to
    students? What do you offer?
  • Thinking of your district, break your classes and
    other opportunities into the possible sequences
    for a students career. What courses do you
    currently offer? Write them down on activity
    sheet 2. (5 minutes)

37
District Schedule
  • As a table, discuss and write on the chart paper
    at least three unique sequencing options.
  • Do the options meet both NCLB and state high
    school requirements?

38
District Schedule
  • As a group, look at the sequencing options
    listed, walk around to review the sequences
    posted on the wall. (5 min)
  • Discuss
  • Did you see any new options that fit your
    districts needs?
  • Did you include 8th grade?
  • Do you offer alternate opportunities for earning
    credit?
  • How will the new graduation requirements affect
    your district?

39
Course Sequence Options
  • Example 1 Traditional

40
Course Sequence Options
  • Example 2 Essential in 8th Grade

41
Course Sequence Options
  • Example 3 Physics First 8th Grade

42
Course Sequence Options
  • Example 4 Integrated Approach

43
Course Sequence Options
  • Example 5 Trimesters

44
Course Sequence Options
  • Example 6 Outside Feeder School

45
Course Sequence Options
  • Example 7 Semester Classes

46
District Curriculum
  • Points to consider for discussion
  • HSCE vs. Graduation Requirements
  • Credit vs. Carnegie
  • 8th Grade
  • Online options
  • CTE
  • Other

47
District Curriculum Alignment
  • Alignment Record (in Tool Kit)
  • Tool for analyzing and aligning current district
    curriculum
  • ACT alignment tool found at
  • http//www.act.org/standard/instruct/pdf/
    CurriculumReviewWorksheets.pdf

48
ACT and Inquiry
  • Activity 3 ACT and be a student
  • Experience ACT practice sample
  • (subset of ACT sample test)

49
ACT Science Timed Test
  • Do not turn the page until instructed. You have
    3.5 minutes to complete the 5 items.
  • There is one passage on this test. This passage
    is followed by five questions. After reading the
    passage, choose the best answer to each question.
  • You are NOT permitted to use a calculator on this
    test.

50
How did you do?
  • Tier I Answers
  • 36 H
  • 37 D
  • 38 G
  • 39 C
  • 40 J

51
ACT Sample Test
  • Complete ACT sample test
  • http//www.actstudent.org/pdf/preparing.pdf
  • Additional ACT online tests
  • http//www.actstudent.org/sampletest/index.htm
    l
  • Other standardized tests (ACT and State/National)
    http//www.macombschools.org/scienceassessment
    /

52
ACT Reflections
  • List 3 revelations you have about the test.
  • Share with your table and pick the top three new
    important facts to know.
  • Share with entire group.

53
ACT Performance
  • How much content knowledge is necessary?
  • What will students need to know?
  • Is this being taught in your district?

54
ACT Item Distribution
55
ACT Performance
  • Online College Readiness Standards
  • http//www.act.org/standard/planact/science/index
    .html
  • ACT College Readiness Standards
  • (Extended Version in Tool Kit)

56
Next Steps
  • Tier II Rollouts
  • Elementary and Middle School Science GLCE
    Development
  • High School Science Companion/ Clarification
    Documents

57
Tier II Rollouts
  • Audience teachers and administrators
  • Focused on curriculum alignment and instructional
    practice
  • Nine sessions at Math/Science Centers
  • Schedule and agenda included in Tool Kit

58
Tier II Rollouts MSC
  • October 20 Eastern U.P. ISD
  • October 31 Oakland ISD
  • November 1 Grand Valley State University
  • November 3 Manistee Math/Science Center
    (Wexford-Missaukee ISD)
  • November 15 Macomb ISD
  • November 15 Wayne RESA
  • November 21 Kalamazoo Math/Science Center
  • December 8 SEE-North MSC (Indian River)
  • December 15 Saginaw Valley State University

59
Elementary and Middle School Science GLCE
  • In process of development
  • Assistance from MSTA and
  • MS Network
  • Drafts for web/public review
  • Spring 2007

60
HS Companion Documents
  • Identify specific constraints and boundaries
  • Phenomena, examples, or observations
  • Representations, instruments, units of
    measurement, and categories for classification
  • Technical vocabulary
  • Clarifications of intent
  • Content-specific inquiry and reflection examples
  • Parent and Student Guides
  • Model Unit Development

61
Before Leaving …
  • Evaluation
  • Needs Survey

62
Find Information on Web
  • ACT.org (POLICY MAKERS) On Course for Success
  • http//www.act.org/path/policy/pdf/success_report.
    pdf
  • ACT.org (POLICY MAKERS) Reading Between the Lines
  • http//www.act.org/path/policy/reports/reading.htm
    l
  • Understanding University Success
  • http//www.s4s.org/cepr.uus.php
  • Resources from High Schools That Work
  • (including Making Middle Schools Work)
  • http//www.sreb.org
  • Understanding by Design Resources
  • (unit development resources)
  • http//www.ascd.org/portal/site/ascd/menuitem.6a27
    0a3015fcac8d0987af19e3108a0c/

63
Find Information on Web
  • Michigan.gov/highschool (with link to HSCE site)
  • http//www.michigan.gov/highschool
  • Michigan.gov/hsce
  • http//www.michigan.gov/hsce
  • Michigan.gov/oeaa (MME/ACT information)
  • http//michigan.gov/oeaa
  • Michigan.gov/science (science resources)
  • http//www.michigan.gov/science

64
MDE Contact Information
High School Content Expectations Susan Codere
Kelly CodereS_at_michigan.gov Science HS Content
Expectations Kevin Richard RichardKE_at_michigan.go
v Content Expectations Gale Sharpe
SharpeG_at_michigan.gov
About PowerShow.com