michigan high school science companion documents kevin j. richard massp february 19, 2008...

Michigan High School Science Companion Documents

Kevin J. Richard

MASSP February 19, 2008 Presentation

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Goals for This Session

• Become familiar with the development of the science companion documents

• Learn how to use the documents to their full potential in the classroom and for state assessment

• See how the middle school expectations align with high school

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HS Science Companion Documents

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• Organized by discipline and units

• Intended to provide science educators and assessment developers with a clearer understanding of the breadth and depth of the HSCE.

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• 4 documents; one for each discipline: Biology

Chemistry Earth science Physics

• MSLA work group• Teacher leaders and writers

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• Organized by units within each discipline– Units developed by state organizations

• Each unit is organized around a big idea

• Each discipline has 12 units – 3 weeks each teach time; guidelines, not the

rule

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Companion / Clarification Documents

• Each document starts with a listing of all the discipline expectations– Cross-referenced to the unit in which they

appear and are clarified.– Cross-referenced to specific instructional

examples

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• Each unit begins with the big idea and list of standards and content statements linked to the unit expectations.

• Immediately following is a list of all the expectations in that unit with clarification statements where necessary.

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• All essential and core expectations are clarified when necessary and are included in the units– Recommended are listed but not clarified and

do not appear in the units.– Prerequisites are no longer needed and not

included.

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Science• Vocabulary

– from NAEP & Marzano

• Real-world context– Connections for students

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• Instruments, Measurements, and Representations– Representations, instruments/tools, units of measurement, and formulae required for understanding the unit.

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• Assessment information throughout the document for state assessments

• What is assessable?– All CEs and Clarifications – Vocabulary – including vocabulary found within

CE, standards and statements– Instruments, Measurements and

Representations • What is not assessable?

– Real World Context– Instructional examples

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Science• Instructional Examples

– 5 types• Inquiry• Reflection• General• Intervention• Enrichment

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• Instructional Examples – Organized by type and address cluster of

expectations– Meant to provide ideas for classroom activities

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• Instructional Examples – Give suggestions for intervention and

enrichment for the unit.

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High School Companion Document Links

http://mi-science-chemistry-companion.wikispaces.com/

http://mi-science-biology-companion.wikispaces.com/

http://mi-science-earth-companion.wikispaces.com/

http://mi-science-physics-companion.wikispaces.com/

orhttp://www.michigan.gov/mde/0,1607,7-140-28753_38684_28760-171474--,00.html

or

www.michigan.gov/science ,

then click on high school companion document link

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New Middle School GLCE Document

How does middle school affect high school?

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OrganizationDiscipline

Standard

Content Statement

Content Expectation

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

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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

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Prerequisites

• NAEP middle school based

• Led to specific high school

• With K-7 finished, no longer needed

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High School

Prerequisite

Middle School

Expecation

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.

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“Less is more”

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 30Earth 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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Questions?

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For more information:

Kevin Richard

[email protected]

www.michigan.gov/science

michigan high school science companion documents kevin j. richard massp february 19, 2008...

Documents

science educators

rule slide

presentation slide

high school slide

unit expectations

discipline units

discipline expectations

units of measurement