Michigan High School Science Content Expectations

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Michigan High School Science Content Expectations
October 2006
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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

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Two Documents

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

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Four Disciplines of Science

• Physics
• Chemistry
• Earth Science
• Biology
• No order implied

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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)

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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

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Identifying Stating Models and Patterns
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Using Models and Patterns to Predict or
Explain Observations
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Inquiry Finding and Explaining Patterns in
Data
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Reflecting Understanding the Nature and
Limitations of Science
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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

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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
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Organizational Structure
Discipline Standard Content
Statement Content Expectation
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Structure of Document
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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

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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
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Coding

• Four High School Disciplines
• Chemistry (C)
• Physics (P)
• Earth (E)
• Biology (B)
• Three Middle School Disciplines
• Life (L)
• Physical (P)
• Earth (E)

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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

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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
  

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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)

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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)

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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)

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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

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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

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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)
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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

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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)

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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)

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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.

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Document Scavenger Hunt

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

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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?

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Document Scavenger Hunt

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

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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.

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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.

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District Schedule

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

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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)

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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?

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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?

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Course Sequence Options

• Example 1 Traditional

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Course Sequence Options

• Example 2 Essential in 8th Grade

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Course Sequence Options

• Example 3 Physics First 8th Grade

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Course Sequence Options

• Example 4 Integrated Approach

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Course Sequence Options

• Example 5 Trimesters

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Course Sequence Options

• Example 6 Outside Feeder School

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Course Sequence Options

• Example 7 Semester Classes

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District Curriculum

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

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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

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ACT and Inquiry

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

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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.

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How did you do?

• Tier I Answers
• 36 H
• 37 D
• 38 G
• 39 C
• 40 J

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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
  /

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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.

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ACT Performance

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

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ACT Item Distribution
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ACT Performance

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

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Next Steps

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

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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

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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

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Elementary and Middle School Science GLCE

• In process of development
• Assistance from MSTA and
• MS Network
• Drafts for web/public review
• Spring 2007

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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

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Before Leaving

• Evaluation
• Needs Survey

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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/

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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

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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