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
• Implement in your classroom

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

• 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
Using Models and Patterns to Predict or Explain
Observations
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
Classroom Instruction

• Activity 2 Analyze a specific class
• Compare an existing class to the new expectations.

36
Classroom Instruction

• Individually, think of your own class in a
  specific discipline. How do you teach? What do
  you teach?
• Thinking of your course, break it into the big
  ideas taught in a year. What are your units of
  instruction? Write them down. (5 minutes)

37
Classroom Instruction

• Table discussion
• Record units on chart paper

38
Classroom Instruction

• Use bookmark for your discipline.
• Walk around to look at the units posted. (5 min)
• Discuss
• What is missing in the units?
• What is missing on the bookmark?
• How will this affect your classroom?
• Record your thoughts.

39
Classroom Instruction

• Alignment Record Tool
• Evaluate current practice

40
ACT and Inquiry

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

41
ACT Science Timed Test

• Do not turn the page until instructed. You have
  12 minutes to complete the 13 items.
• There are two passages in this test. Each
  passage is followed by several questions. After
  reading a passage, choose the best answer to each
  question.
• You are NOT permitted to use a calculator on this
  test.

42
How did you do?

• Tier II Answers
• 1 B 8 G
• 2 J 9 C
• 3 C 10 H
• 4 F 11 D
• 5 A 12 H
• 6 J 13 B
• 7 D

43
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
  /

44
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.

45
ACT Performance

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

46
ACT Item Distribution
47
ACT Performance

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

48
ACT Performance

• As a group, write one inquiry expectation and one
  reflecting expectation for your content
  statement.
• Record on the sheet provided.

49
ACT Performance

• Example Inquiry and Reflecting Expectation
• Content Statement C3.1x Hesss Law For chemical
  reactions where the state and amounts of
  reactants and products are known, the amount of
  energy transferred will be the same regardless of
  the chemical pathway. This relationship is called
  Hesss Law.
• Design an experiment to verify the specific
  heat of copper.
• Explain whether the specific heat of any
  liquid can be determined by using a simple
  calorimeter and Hesss law.

50
ACT Performance

• Discuss as a group, what you could do to support
  this content statement.
• Types of activities?
• Any articles?
• Internet searches?
• Labs?
• List on your activity sheet.

51
Next Steps

• Elementary and Middle School Science GLCE
• High School Science Companion/ Clarification
  Documents

52
Elementary and Middle School Science GLCE

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

53
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

54
Before Leaving

• Evaluation
• Needs Survey

55
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/r
eports/reading.html 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
56
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
57
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