Newly Revised Newly Revised Ohio Science Ohio Science StandardsStandardsNWO Inquiry SeriesNWO Inquiry SeriesSeptember 22, 2011September 22, 2011Michelle ShaferMichelle Shafer

Adapted from presentations shared by ODE.

Why are you here??Why are you here??

Share with your neighbor:Share with your neighbor:

The grade level/subject(s) you The grade level/subject(s) you teachteach

Why you chose to come to this Why you chose to come to this session session

What you are hoping to take What you are hoping to take away from this sessionaway from this session

What we will do tonight:What we will do tonight:

Explore the newly revised Science Explore the newly revised Science Standards Standards

Explore the Science Model CurriculumExplore the Science Model Curriculum

Investigate the Comparative Analysis of the Investigate the Comparative Analysis of the 2002 and 2010 Science Standards2002 and 2010 Science Standards

Discuss steps to take in order to ‘Start Discuss steps to take in order to ‘Start Smart’Smart’

Wrap up and preview the next sessionWrap up and preview the next session

Standards Adoption June Standards Adoption June 20102010

4

English Language

Arts

Mathematics

Science

Social Studies

Common Core Standards

State Standards

Model Curricula: March

2011

Aligned System of

Assessments: 2014-15

Common

Core and State Revised Standards

: June

2010

What? How?

How Well?

Goals of the Revised Standards and Model

CurriculaTransform instructional practices to:Transform instructional practices to:Engage students

through problem-based or project-based learning.

Prepare students for distributive and performance-based assessments.

7

Demonstrate learning progressions across Demonstrate learning progressions across grades grades (Coherence)(Coherence)

Are supported by model curricula Are supported by model curricula (Rigor & (Rigor & Relevance)Relevance)

Show a reduction in the amount of content Show a reduction in the amount of content

to:to:

Be more manageable Be more manageable (Clarity)(Clarity)

Promote greater depth of learning Promote greater depth of learning (Focus)(Focus)

Newly (Improved?) Revised Standards

Major units or areas of study

StrandMain focus of the

content statements

TopicWhat students should

know

Content Statements

Revised Standards Framework

8

ThemeTheme

Major units or areas of study

Strand: Physical ScienceMain focus of the

content statementsTopic: Electricity, Heat &

MatterWhat students should know

Content Statements: Energy can be

transformed from one form to another..

Example: Grade 4

9

Theme:

Interconnections

within systemsTheme:

Interconnections

within systems

Theme

Strands

Topics

Now you tryNow you try

Use the Grade 4 Introduction to Use the Grade 4 Introduction to Content Statements to identify the Content Statements to identify the other topics and content statements other topics and content statements with the Physical Science Strandwith the Physical Science Strand

Discuss: What are the the other Discuss: What are the the other topics in 4topics in 4thth grade Physical Science? grade Physical Science? What are the content statements and What are the content statements and how are they different than the topics?how are they different than the topics?

pK-8 At a GlancepK-8 At a Glance

1.1. Use the pK-8 At a Glance resource to Use the pK-8 At a Glance resource to find the Themes of the grade bands find the Themes of the grade bands and read through the italicized and read through the italicized Strand Connections. Strand Connections.

2.2. Pick a grade and find the Topics and Pick a grade and find the Topics and the Content Statements. the Content Statements.

3.3. How are these standards different How are these standards different from the 2002 version? How are they from the 2002 version? How are they similar?similar?

But wait…there is But wait…there is more..more..

Standards are the stopping point Standards are the stopping point of the 2002 documentsof the 2002 documents

HB1 mandated that a model HB1 mandated that a model curricula accompany the revised curricula accompany the revised standardsstandards

What is the Model What is the Model Curriculum?Curriculum?

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A web-based tool, aligned to the standards, A web-based tool, aligned to the standards, that:that:

Presents information specific to the Presents information specific to the content area by grade level, grade band content area by grade level, grade band and courseand course

Provides curricular and instructional Provides curricular and instructional guidanceguidance

Informs assessment developmentInforms assessment development

Model Curricula: March

2011

Aligned System of

Assessments: 2014-15

Common

Core and State Revised Standards

: June

2010

What?

How Well?

MODEL CURRICULUM MODEL CURRICULUM One piece of an integrated wholeOne piece of an integrated whole

Model Curriculum Model Curriculum ComponentsComponents

Content ElaborationsContent Elaborations

In-depth information about In-depth information about ““whatwhat”” should should be taught be taught

Expectations for Learning/Visions Expectations for Learning/Visions into Practiceinto Practice

Recommendations for how students may Recommendations for how students may demonstrate their learningdemonstrate their learning

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Model Curriculum Model Curriculum ComponentsComponents

Instructional Strategies and Instructional Strategies and Resources Resources

Guidance and support for instructional Guidance and support for instructional and curricular design and curricular design

Content Specific Sections: Content Specific Sections:

Address elements specific to a subject Address elements specific to a subject areaarea

Common MisconceptionsCommon Misconceptions22

Content Elaborations

Expectations for Learning

Visions into Practice

Cognitive Demand

Visions into Practice: Classroom Examples This section provides examples of tasks that students may perform; this includes guidance for developing classroom performance tasks. It is not an all-inclusive checklist of what should be done, but is a springboard for generating innovative ideas.

Designing Technological/ Engineering Solutions using

Science Concepts Demonstrating Science Knowledge Interpreting and Communicating

Science Concepts Recalling Accurate Science

Research cloning in the food industry. Select one practice and determine whether or not it is an environmentally healthy practice. Justify your position with scientific evidence.

Examine offspring in plants that are produced sexually. Note and record variations that appear. Determine how the variations may help an organism to survive if the environment should change (e.g., warmer or cooler temperatures, increase or decrease in precipitation).

Explain why genetic variation is a survival advantage.

Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring.

Instructional Strategies and Resources This section provides additional support and information for educators. These are strategies for actively engaging students with the topic and for providing hands-on, minds-on observation and exploration of the topic, including authentic data resources for scientific inquiry, experimentation and problem-based tasks that incorporate technology and technological and engineering design. Resources selected are printed or Web-based materials that directly relate to the particular Content Statement. It is not intended to be a prescriptive list of lessons.

Teachers’ Domain: Reproduction is an online activity in which students explore the various ways that organisms reproduce. Teachers’ Domain: Reproduction and Genetics is a two-session course that explores the cellular processes that organisms use to develop, reproduce

and pass traits from one generation to the next.

Common Misconceptions

Weber State University provides a list for misconceptions in biology. Scroll down to Standard IV to address misconceptions about reproduction.

Diverse Learners Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.

Classroom Portals These are windows into the classroom through webcasts, podcasts or video clips to exemplify and model classroom methods of teaching science using inquiry. A Harvard case study on improving the teaching of science in real classrooms is available at http://www.learner.org/resources/series21.html?pop=yes&pid=1050. Nancy, an eighth-grade teacher, encourages students to work and think more on their own in her science class. This encourages true scientific inquiry and investigation at the student level.

Back to the INDEX

Instructional Strategies and Resources

21st Century Skills

Instructional Strategies and Resources This section provides additional support and information for educators. These are strategies for actively engaging students with the topic and for providing hands-on, minds-on observation and exploration of the topic, including authentic data resources for scientific inquiry, experimentation and problem-based tasks that incorporate technology and technological and engineering design. Resources selected are printed or Web-based materials that directly relate to the particular Content Statement. It is not intended to be a prescriptive list of lessons.

Making Objects Move from NetLinks provides a strategy that emphasizes an inquiry approach to teaching and learning about different motions of objects. Science in Focus: Forces and Energy produced by Annenberg, is part of a series of videos on demand to help teachers improve their content knowledge

about forces and energy. This particular segment focuses on forces and how they are related to, yet different from, work and energy. While children do not study work and energy until later, knowledge of these concepts can help teachers avoid perpetuating misconceptions.

Magnets and Springs is an interactive simulation from BBC Schools that demonstrates two important concepts: change in motion depends on the amount of force, and some objects are attracted by magnets and others are not. The size of the magnet, the rotation of the magnet and the types of objects exposed to the magnet and the force that puts the magnet in motion can all be changed.

Pushes and Pulls is an interactive simulation from BBC Schools in which children can investigate the effects of pushes and pulls on motion. The subsequent quiz is not aligned to the content statement.

Observe attractions and repulsions involved with electrical (e.g., static electricity on a balloon or sweater) and magnetic forces (e.g., compass or bar magnet).

Common Misconceptions

The only natural motion is for an object to be at rest. If an object is at rest, no forces are acting on the object. Only animate objects can exert a force. Thus, if an object is at rest on a table, no forces are acting on it. Force is a property of an object. An object has force and when it runs out of force, it stops moving. A force is needed to keep an object moving with a constant speed. Gravity only acts on things when they are falling. Only animate things (people, animals) exert forces; passive ones (tables, floors) do not exert forces.

Diverse Learners Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.

Common Misconceptions

Theme/Theme/Course Course

DescriptionDescription

TopicsTopics

Content Content StatementStatement

ss

Content Content ElaboratiElaborati

onon

Visions Visions into into

PracticePracticeCognitive Cognitive DemandDemand

Now you tryNow you try

1.1. Use the Grade 4 Model Curriculum or Use the Grade 4 Model Curriculum or the HS Biology Curriculum to list at the HS Biology Curriculum to list at least 3 teaching insights that the least 3 teaching insights that the Model Curriculum provides to Model Curriculum provides to teachers teachers

2.2. Discuss:Discuss:

a.a. What are the strengths of the Model What are the strengths of the Model Curriculum? Curriculum?

b.b. What are the limitations?What are the limitations?

c.c. How could you use the Model How could you use the Model Curriculum in your work?Curriculum in your work?

Now you tryNow you try

1.1. Log in the computer and follow the Log in the computer and follow the directions to access the standards directions to access the standards and model curriculumand model curriculum

2.2. Navigate through the documents to Navigate through the documents to find the grade level/subject area that find the grade level/subject area that you currently teachyou currently teach

3.3. Compare the 2002 standards book Compare the 2002 standards book and the online newly revised and the online newly revised standards/curriculum. standards/curriculum.

4.4. Jot down your thoughts and be ready Jot down your thoughts and be ready to share to share

2011

2014

2002 Standar

ds

2010 Standar

ds

Transition

Start Smart

Too Slow, Too Fast, Too Too Slow, Too Fast, Too LittleLittle

Mistake Problem

Too Slow

Ignore the standards…maybe they will go away!

2nd grade—1st to take 5th grade test5th grade—1st to take 8th grade test6th and 7th grade—1st to take End of Course HS exams

Too Fast

Adopt new resources that are ‘aligned’ to the newly revised standards

Really…how much has the new edition changed???

Too Little

Checklist the standards, shuffle units from one grade level to another, and continue as is

• New Assessments will have Multiple Choice, SA/ER, Computer Enhanced, and Performance Items

• Not only new content, but new ways of assessing = new instructional requirements

What can be done Short Term?

•Become familiar with the revised standards and model curriculum

•Use the Comparative Analysis to highlight areas to emphasize, de-emphasize, drop, or modify

•Try some of the model curriculum Instructional Strategies or Visions into the Classroom that align with what is currently being taught

•Teach science at depth, through inquiry

Comparative Analysis

Now you tryNow you try

Use the Comparative Analysis to fine Use the Comparative Analysis to fine tune your findings from the online tune your findings from the online investigation that you did earlier.investigation that you did earlier.

Discuss: What are the differences Discuss: What are the differences between the 2002 standards and the between the 2002 standards and the newly revised standards? What is the newly revised standards? What is the same?same?

Tasks for DistrictsTasks for DistrictsPreparation for Revised StandardsPreparation for Revised Standards

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Long Term SuggestionsLong Term Suggestions

Implementation matters--Implementation matters--Adoption of standards, programs, or textbooks Adoption of standards, programs, or textbooks

merely merely opens the dooropens the doorTime to consider, construct, collaborate, etc.Time to consider, construct, collaborate, etc.

High-quality professional development should--High-quality professional development should--Focus on the content the teachers are teachingFocus on the content the teachers are teachingFocus on the ways students are being instructed Focus on the ways students are being instructed Draw on curricular materials teachers are usingDraw on curricular materials teachers are using Involve constructing formative assessments and Involve constructing formative assessments and

analyzing student workanalyzing student workTake the necessary time…Pay it ForwardTake the necessary time…Pay it Forward

Preview of Next MonthPreview of Next Month

Assessment of the Newly Revised StandardsAssessment of the Newly Revised Standards

What can we learn from the Model Curriculum What can we learn from the Model Curriculum to uncover how students will be assessed within to uncover how students will be assessed within the new system?the new system?

What types of questions will the students What types of questions will the students encounter within the new system?encounter within the new system?

How can we prepare students for the How can we prepare students for the increased expectations of the new increased expectations of the new assessments?assessments?

Model Curricula: March

2011

Aligned System of

Assessments: 2014-15

Common Core and

State Revised

Standards: June 2010

What?

Aligned System of Aligned System of AssessmentAssessment

Assessment TimelineAssessment Timeline

20112011 20122012 2015201520132013 20142014

State Board Adopts Model

CurriculumMarch, 2011March, 2011

State Board Adopts

StandardsJune, 2010 June, 2010

First Assessment Administrati

on2014-20152014-2015

Transition:•Test development•Field Testing•Standards Setting 2012 - 20142012 - 2014