Science K-7 Content Expectations

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Science K-7 Content Expectations
Regional Rollouts December 2007 February
2008 Kevin Richard Office of School Improvement
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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

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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

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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)

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Development of Expectations

• NSES The sun is the major source of energy for
  thegrowth 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)

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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

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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
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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

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Structure of K-7 Science

• Discipline
• Standard
• Content Statement
• Content Expectation

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Structure of K-7 Science
Standards K-7 K-7 K-7 K-7 K-7 K-7 K-7 K-7
Content Statements K-4 (E) K-4 (E) K-4 (E) K-4 (E) K-4 (E) 5-7 (M) 5-7 (M) 5-7 (M)
Content Expectations K 1 2 3 4 5 6 7
Content Expectations Process Process Process Process Process Process Process Process
Content Expectations P P P P P P P P
Content Expectations L L L L L L L L
Content Expectations E E E E E E E E
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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 suns 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.

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Structure of K-7 Science
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Structure of K-7 Science
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Structure of K-7 Science

• Expectation Count

Kdg 1st 2nd 3rd 4th Total 5th 6th 7th Total
Physical 7 5 5 15 14 46 9 6 14 29
Life 2 4 3 6 6 21 9 10 11 30
Earth 1 9 7 11 9 37 8 13 13 34
Total 10 18 15 32 29 104 26 29 38 93
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Structure of K-7 Science
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Structure of K-7 Science
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Structure of K-7 Science

• Coding
• Discipline
• Standard
• Content Statement
• Content Expectation
• P.PM.04.23
• Discipline Standard
  (Grade Level) Statement Expectation

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Structure of K-7 Science

• Activity 1
• How are the following related?
• Standard
• Statement
• Expectation

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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 8th grade?

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Structure of K-7 Science

• Prerequisites
• NAEP middle school based
• Led to specific high school
• With K-7 finished, no longer needed

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Structure of K-7 Science
High School Prerequisite Middle School Expectation Comment
E4.p3A Describe how glaciers have affected the Michigan landscape and how the resulting landforms impact our state economy. None Not 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. 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
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Structure of K-7 Science

• What about 8th Grade?
• Since 1991 (MEGOSE, page 8)
• Assessment in fallwhat after?
• Math/ELA required 8th grade
• Social Studies test in 9th grade
• High School requirements allow flexibility
• Creates communication across physical sites

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Structure of K-7 Science

• Michigan Science Curriculum

Grades Taught Grade Assessed
Elementary K-4 5
Middle School 5-7 8
High School 8-12 11
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Classroom support

• GLCE document
• Alignment records
• Content Statements
• Across the grades
• Science Builder
• Companion Document

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Classroom support

• Activity 2
• How do the support documents fit?
• Content Statements
• Across the grades

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Classroom support
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Classroom use

• Companion Document
• Similar to high school
• Units
• Clarifications Vocabulary Real-World Context
  Instruments, Measurement, and Representations
  and Instructional Examples
• Less is morenot, Less is less
• In-depth for each expectation

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Classroom use

• Activity 3
• How deeply might MEAP assess?
• Elementary Earth question
• Middle School Life question

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MDE Information Links

• Science Education Consultant
• Kevin Richard
• RichardK1_at_Michigan.gov
• [phone]
• www.michigan.gov/science
• www.michigan.gov/glce