01/21/07 Jan McLaughlin [email protected] 1 Science Curriculum Update Winter 2007.

01/21/07 Jan McLaughlin [email protected]

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Science Curriculum Update

Winter 2007


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District Wide Impact


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Old Picture ( generalization)


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New Picture of Science Education


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Horizontal Coherence

All students in the same grade should have the opportunity to learn the same science content.

No More SWISS CHEESE science


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Vertical Coherence

There needs to be a coherent plan for getting all students from Kindergarten to Graduation with clear goals and expectations for achieving science literacy.

If you don’t know how “what your teaching” fits –

WHY are you teaching it?


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Science Literacy for ALL

All of our students – no matter what their intended career path – need to be scientifically literate.

Our society is BASED on science and technology…so our students need to be well versed in science and technology…


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Science Literacy for ALL

All students should…Have a understanding of science concepts

in all Science DomainsBe able to THINKBe able to EVALUATE EVIDENCE for BIAS

and relevanceLook at and understand DATA presentedBe able to DEFEND his/her point of viewBe able to CRITIQUE the work of others


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NH Frameworks for Science Literacy K-12

Approved June 2006

Update of the January 1995 NH Science Curriculum Frameworks


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Compare Old to New

Developed before national standards were finalized

Had 6 strands

End of Grade 6, end of Grade 10 expectations

Content only focus Difficult to read

Based on NSES and Atlas for Science Literacy

3 Content Strands, 1 Skills Strand

K-2, 3-4, 5-6, 7-8, 9-12 expectations

Content and skills More accessible

language


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Compare Old to New

Inquiry, Science Technology & Society and Unifying Themes separate from content

Listed all of the possible science content

No indication of sequence to reach end of grade expectations

No, or limited, pedagogical information

Basis for NHEIAP Assessment

Nature of Science and Technology ideas included in Domains and skills

Content has been included only when appropriate for group.

Clear pathway for developing content ideas

Pedagogical information included

NECAP Science Assessment information included but not the only FOCUS


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Science is a way of knowing…

Our classrooms SHOULD BE FILLED WITH…

Wonder InquiryExperience ExplorationCollaboration Discussion


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Science is a way of knowing…

Our classrooms should have LESS…

Unrelated topics, units or themesMemorization of facts Vocabulary and DefinitionsLecture


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Grade Span Expectations

Have been developed for the following Grade Spans: K-4 (grades K-2 and 3-4)5-8 (grades 5-6 and 7-8)9-12 (grades 9-11* and 11 & 12)

*all students


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Grade Span Expectations

NECAP targets (assessment expectations) are clearly indicated in the Grade Span Expectations (GSE’s)

Other expectations need to be part of your local assessment system


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K to 4 (Elementary Science)

It should be about things they can touch, handle or explore with senses – no dinosaurs, rainforests, solar system

More emphasis on skill development.Less emphasis on unrelated topics.Not just a spelling or reading opportunity.Students should collect and evaluate

data.


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5 to 8 (Middle Level Science)

Should be about comparing their view of how the world works with what we know

Collaboration ComparisonEvidenceExperienceExperimentation

Students should collect and evaluate data


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9 to 12 (High School Science)

In-depth content knowledge Collaboration and evidenceResearch and replicationCritiquing work of othersDefending points of view Does not END at grade 10Students should collect, compare,

analyze and evaluate data.


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Changes by Science Domain

Grade Span

K to 4


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Science Process Skills K to 4

Making observations Measurement (in metric by grade 4) Asking questions Making predictions What makes a “fair test”? Following simple procedures Designing a simple experiment Classifying things using observable traits Information and Communication Technology

(ICT)


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Earth Space Science K-4

Observations of Earth, Sun and Moon Seasons (no projective science) Changes year to year Weather using tools Patterns of weather Experience with various earth materials Rocks and minerals (basics)


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Gone from Earth Space Science K-4

No phases of the Moon No solar system No universe No hardness scale of rocks No volcanoes (baking soda + vinegar ones)

No earthquakes No plate tectonics


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Life Science Focus K-4

About senses More observation Classification using observable traits Using classification keys Living vs. non-living Plant vs. animals Comparing life spans or cycles (2 different animals

or plant and animal, complete metamorphosis only; no memorizing stages)


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GONE from Life Science K-4

No cells or cell organelles No human body systems No dinosaurs No rain forests No predator/prey relationships No food chains


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Physical Science Focus K-4

Push and pull instead of force Experience and observation Light and sound through observation State of matter Magnetism


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GONE from Physical Science K-4

No simple machines (except when related to force and motion OR engineering)

No atoms No chemical equations


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Grade Span

5 to 8


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Science Process Skills 5 to 8

Making detailed observations Making accurate metric measurements Making predictions Following multi-step directions Identifying variables in experiments Can Identify a testable “hypothesis” Designing experiments with 1 variable Classifying things/ dichotomous key Information and Communication Technology

(ICT)


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Earth Space Science 5-8

Solar system – compare + contrast planets Rock cycle (basic rock types and formation) Observation of Earth from space Comparing and sharing data Phases of the Moon (observations only) Various landforms as evidence of moving

Earth Atmosphere and weather connections Weathering and erosion


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GONE from Earth Space Science 5-8

The theory of plate tectonics Volcanoes (baking soda and vinegar ones)

Life cycles of stars Geologic time-periods


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Life Science Focus 5-8

Cells, tissues, organs, organ systems Body systems and comparative anatomy Human reproduction and development Observing living things More habitats and environmental study –

trophic levels including energy flow Make and use keys and classification systems Compare/contrast asexual and sexual

reproduction


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GONE from Life Science 5-8

No cell organelles (except maybe nucleus and chloroplast)

NO DNA or RNA No food chains No photosynthesis (by formula) No Punnet squares No capture, kill, pin collections of

animals (even insects)


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Physical Science focus 5-8

Speed, force, work (no acceleration) Elements, compounds, mixtures No sub atomic structures Use periodic table – patterns of

organization (not memorization) Electromagnetic spectrum Electricity (basics) Density


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GONE from Physical Science 5-8

No acceleration No sub atomic structures No Bohr Models No memorizing Periodic Table No simple machines (except as tool for

learning force and motion, engineering/design or

calculating work and mechanical advantage).


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Grade Span

9 to 11 (basic – all students)


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Science Process Skills 9 to 12

Extensive work in collaborative groups Accuracy in measurements Accuracy using complex tools Replicating and critiquing works of others

including bias Defending points of view citing evidence and

eliminating irrelevant or flawed information Actual scientific research Information and Communication Technology

(ICT Literacy)


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Earth Space Science 9-12

Present at high school Climate, weather patterns (local and global)

Geologic time (various methods not memorizing charts)

Plate Tectonics + Big Bang Theory Exploration of the Universe Nuclear reactions and radioactive decay Life cycle of stars (HR Diagram) Blue shift + red shift of stars and galaxies Development of theories and ideas (all domains)


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Gone from Earth Space Science 9-12

Hard to say

what should NOT be here

since it is often missing

from the

high school…


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Life Science Focus 9-12

Sub-cellular – organelles (location/function/cell types)

Molecular components: DNA; RNA Transcription and replication Genetics, pedigrees, family trees, genetic

disorders Disease and endocrine system (because of the chemical

nature of this system)

Population dynamics Compare/contrast Development of theories and ideas (all domains)


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GONE from Life Science 9-12

No memorizing stages of Mitosis and Meiosis No Krebs Cycle – memorizing stages No capture, kill, pin collections of animals

(even insects!) No memorizing parts of the nitrogen and

carbon cycles – should know they exist. Comparative anatomy among animal groups


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Physical Science focus 9-11

Acceleration Multiple forces Atomic structure (no sub-orbitals)

Chemical bonding Periodic table (understanding relationships)

Research and presentation Development of theories and ideas (all

domains)


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NECAP Science Assessment


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Collaborative effort with Rhode Island and Vermont.

Based on common content found in all three states.

Used “Big Ideas of Science” and domains of science as organizing foundations.


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On demand assessmentGiven at END of grades 4, 8, and 11Always a Springtime assessmentPilot May of 2007 (May 14 – 25)

No results calculated for students or districtsOnly 2 sessions for Pilot

1st Operational Test May 20083 test sessions


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Less about “what you can remember”More about “what you can do with the

information”

With this change in focus, test preparation rests on entire grade span (K-4; 5-8; 9-11)


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What will be Tested?

Assessment Targets can be found in the “NH Framework for Science Literacy K-12”

Grade Span Expectations (GSE’s) include NECAP Assessment Targets for each grade tested.

Expectations in boxes are NECAP Targets

-


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NECAP Science Pilot Test

Test Window:

May 14 to May 24, 2007


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Pilot Test – General Information

All students in Grades 4, 8, and 11 will take part in the NECAP Science Pilot.

Pilot Test will have 2 sessions: 1 multiple choice and constructed response and 1 Inquiry Task.

Each session will last about 90 minutesNO student, school or district information

will be gathered.


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Pilot Test – Session 1

Each student will get multiple-choice and constructed response questions from only ONE Science Domain (Earth Space Science, Life Science or Physical Science)

All domains will be mixed across school.

Test Booklet and Answer Booklet will be separate documents (all grades).


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Pilot Test – Session 2 (This will be like session 3 of the NECAP Science operational test.)

This session will be an Inquiry Task. All materials needed will be provided.One Assessment Target with an INQ

code will be the basis of the task.There will be a scenario (story) that

gives context to the activity.

(see information on session 3 in operational test)


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NECAP ScienceOperational Test May 2008


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Sessions 1 & 2

First two sessions – similar to NHEIAP and NECAP assessments:Multiple choice and constructed responseContent domains clustered

All targets will have questions on the assessment.

All Grades: Separate Test Booklet and Answer Sheet


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Session 3 – Inquiry Task

Third session will be a “performance” assessment - looking at Inquiry and science process.

One target with an INQ code will be focus of the Inquiry Task.

Scenario (story) driven.Time for work in pairs at beginning of

session – then answer questions on own.


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Session 3 - Inquiry Task

Grade 4 – ALWAYS hands-on “design an experiment”

Grade 8 – SOMETIMES hands-on “design an experiment” other times NOT (more like grade 11)

Grade 11 – NEVER a hands-on experiment. Students will be given data from field studies or other experiments or individual results and research


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Grade 4 & Grade 8 –

will have questions developed from columns 1-4 of the Inquiry Constructs.


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Grade 11 –

will focus mostly on Column 4 (“Developing and Evaluating Explanations”) but may have questions from any column.


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Students will receive a “Science Proficiency” level

Students will also receive sub scores for:Earth Space ScienceLife SciencePhysical ScienceInquiry


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Science and AYP?

Currently – only part as “participation”

May be mandated federally – if it is we will comply…stay tuned.


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More Information?

About Science Curriculum or



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More information?

Department Website: www.ed.state.nh.us

Then select:

►Programs►S►Science in NH Schools

Call Lisa Kaim @ 271-7450 Email Lisa: [email protected] Email me: [email protected]

01/21/07 Jan McLaughlin [email protected] 1 Science Curriculum Update Winter 2007.

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