Science K-7 Content Expectations

Regional Rollouts

December 2007 – February 2008

Kevin Richard

Office of School Improvement

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

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

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)

Development of Expectations

NSES – The sun is the major source of energy for the…growth

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)

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

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

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

Structure of K-7 Science

Discipline

Standard

Content Statement

Content Expectation

Structure of K-7 ScienceStandards K-7

Content Statements K-4 (E) 5-7 (M)

Content

Expectations

K 1 2 3 4 5 6 7

Process Process

P P P P P P P P

L L L L L L L L

E E E E E E E E

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 sun’s 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.

Structure of K-7 Science

Structure of K-7 Science

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

Structure of K-7 Science Number of GLCEs per Grade Level

0

5

10

15

20

25

K 1 2 3 4 5 6 7

Grade Level

Nu

mb

er o

f C

on

ten

t E

xpec

tati

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s

Science Processes

Physical Science

Life Science

Earth Science

Structure of K-7 Science Number of Science GLCEs per Grade Level

0

10

20

30

40

50

60

70

K 1 2 3 4 5 6 7

Grade Level

Nu

mb

er o

f C

on

ten

t E

xpec

tati

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s

Structure of K-7 Science

CodingDiscipline

Standard

Content Statement

Content Expectation

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

Structure of K-7 Science

Activity 1

How are the following related?

• Standard

• Statement

• Expectation

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?

Structure of K-7 Science

Prerequisites

• NAEP middle school based

• Led to specific high school

• With K-7 finished, no longer needed

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.

Structure of K-7 Science

What about 8th Grade?

• Since 1991 (MEGOSE, page 8)

• Assessment in fall…what after?

• Math/ELA required 8th grade

• Social Studies test in 9th grade

• High School requirements allow flexibility

• Creates communication across physical sites

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

Classroom support

• GLCE document

• Alignment records

• Content Statements

• Across the grades

• “Science Builder”

• Companion Document

Classroom support

Activity 2

How do the support documents fit?

• Content Statements

• Across the grades

Classroom support

Classroom use

• Companion Document

– Similar to high school

– Units

– Clarifications; Vocabulary; Real-World Context;

Instruments, Measurement, and Representations; and

Instructional Examples

• “Less is more”…not, “Less is less”

• In-depth for each expectation

Classroom use

Activity 3

How deeply might MEAP assess?

• Elementary Earth question

• Middle School Life question

MDE Information & Links

Science Education Consultant

Kevin Richard

RichardK1@Michigan.gov

(517) 373-4223

www.michigan.gov/science

www.michigan.gov/glce