Gerry Meisels

1
Proposed High School Bodies of Knowledgein
Physical Science

• http//etc.usf.edu/flstandards/index.html Look
  under the Science heading for Science Standards
  Review

2
What Is Different?

• Greater emphasis on
• How science is done
• Methods and Processes
• Scientific Inquiry
• Laws, Theories, Hypothesis
• Preparing students for issues of the future
• Problem-solving and scientific thinking
• Fewer Big Ideas

3
Science and Society

• As tomorrows citizens, students should be able
  to identify issues about which science could
  provide input, formulate scientifically
  investigable questions about these issue,
  construct investigations into those questions,
  collect data, evaluate the meaning of those data,
  and develop scientific recommendations based on
  those meanings.
• Note to teachers This standard should not be
  taught stand-alone, but integrated into classroom
  work for every standard and at every opportunity.
  Effective efforts will of necessity include a
  historical component.

4
Matter

• Properties
• Physical and Chemical Properties
• Atomic models
• Electrons
• Properties of Matter
• Periodicity
• Molecular Structure
• Chemical Reactions
• Factors Affecting Products
• Factors affecting Reaction Rates
• Acid-Base Reactions
• Carbon Compounds
• Structures
• Polymers, Oils, etc.
• Biomolecules

• 15 Benchmarks

5
Energy

• A. Unifying Concept
• Physical Processes
• Motion and Momentum
• Quantization at the Atomic Level
• B. Nuclear Chemistry and Energy
• C. Chemical Reactions
• Energy, Entropy, and Heat
• D. Electric Fields and Forces
• Interaction of Charges
• Electricity
• Applications such as TV
• Electromagnetic Spectrum
• E. Waves

• 26 Benchmarks

6
Motion

• A. MOTION
• Motion
• Gravity
• Relativity
• B. GAS PARTICLES
• Kinetic Theory of Gases
• Chemical Reaction Rates
• Equilibrium

• 10 Benchmarks

7
K-8 Benchmarks

• Physical Science

8
Where to begin?

• Focusing on the Central Concepts/Big Ideas
• Keeping the end results in mind
• (9-12 BOK)
• We started with K-2
• Flowed to 3-5
• And finally moved to 6-8

9
Alignment

• What did we want students to know before they
  moved to the next grade band?
• What foundational concepts needed to be in place
  to build toward mastery later in the chemistry
  and physics BOK?

10
Alignment

• As we moved from grade cluster to grade cluster,
  we paid close attention to developmental
  appropriateness.

11
World Class Resources

• Physical and chemical properties of matter can be
  used to classify and describe matter
• (Big Idea/Central Concept)
• 6-8
• Benchmark example
• e. Identify basic examples and compare and
  classify the properties of elements and compounds
  including acids and bases. I gr. 8 F gr. 7-9 M
  gr. 6-8 Atlas I p. 61 T-8 N-8 DOK 2

12
Grade Level Specific

• Hardest task of all!
• Physical Science is foundational in both Life and
  Earth/Space, yet we knew we could NOT repeat
  benchmarksthey MUST be assigned to a specific
  grade level
• Most difficult in grades 6-8

13
Grades 6-8 Decision

• Big Ideas/Central Concepts
• Grade 6 Energy, Force and
  Motion
• Grade 7 Energy (Forms and
  Transformations)
• Grade 8 Matter (Properties
  and Changes)