week 7 pa science standards and anchors; district curriculum and scope & sequence; pssa science...

Week 7

PA Science Standards and Anchors; District Curriculum and Scope & Sequence; PSSA Science Exam

Learning Objectives

1. TSWBAT to distinguish the various terms used in the presentation including: standards, anchors, eligible content, etc.

2. TSWBAT illustrate through a Venn diagram the relationship between the PA standards, PA anchors, PSSA, and district curriculum for science.

Learning Objectives (continued)3. When given a standards and/or anchor, TSWBAT

create a learning objective and assessment for that benchmark at three levels of Bloom’s taxonomy (i.e., knowledge, comprehension, application, analysis, synthesis, evaluation).

4. Given an assessment item, TSWBAT correlate the item to the appropriate standard/anchor and its taxonomic level of learning.

5. TSWBAT evaluate the effectiveness of a K-12 scope and sequence for a school district in light of its 2009 PSSA Science results. (graded assessment)

Standards PDE: Pennsylvania Department of Education

http://www.pde.state.pa.us/

Standards: Those benchmarks adopted by PA January 5, 2002, which are available as two documents: Science and Technology Standards (S&T) Environment and Ecology Standards (E&E) PA science teachers are responsible for

BOTH sets of standards. New standards are in draft form before the

PDE/legislature.

State (PA) Standards

“The state academic standards are benchmark measures that define what students should know and be able to do at specified grade levels beginning in grade 3.” PDE

“The standards are promulgated as state regulations. As such they must be used as the basis for curriculum and instruction in Pennsylvania’s public schools.” PDE

The standards are currently under revision. Handout

The Pennsylvania Academic Standards for Science

Science & Technology 3.1 Unifying Themes 3.2 Inquiry and Design 3.3 Biological Sciences 3.4 Physical Science, Chemistry,

and Physics 3.5 Earth Sciences 3.6 Technology Education 3.7 Technological Devises 3.8 Science, Technology and

Human Endeavors

Environment & Ecology 4.1 Watersheds and Wetlands 4.2 Renewable and Nonrenewable

Resources 4.3 Environmental Health 4.4 Agriculture and Society 4.5 Integrated Pest Management 4.6 Ecosystems and their

Interactions 4.7 Threatened, Endangered and

Extinct Species 4.8 Humans and the Environment 4.9 Environmental Laws and

Regulations

Anchors

Anchors: Descriptors written in 2005 which form a content umbrella over the S&T and E&E standards.

Eligible content: Material which the state uses in its construction of the statewide standardized test.

Interpreting an Anchor

S.11.A.2.1

Science

GradeLevel Reporting

Category

Anchor

State (PA) Anchors (aka Power Standards) The Assessment Anchor is the broad category. It

has standards referenced within it. The Eligible Content is the content and skills

associated with each anchor. It can be either from S&T or E&E standards. The notation “e.g.” means the list includes possible topics

for testing, but the list is not exhaustive. Example S11.A.1.1.

The notation “i.e.” means the topic will specifically be included on the assessment. Example S11.B.2.2.

Relationship Between Anchors and Standards in

ScienceReportingCategories

Related Standards

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

A. The Nature of Science

X X X X X X X X X

B. Biological Sciences

X X X X X X

C. Physical Sciences

X X X

D.Earth and

Space Sciences

X X X X X X

District Level Curriculum

Curriculum: The content and skills a local school district has adopted for its course of instruction at a given grade level or for a given course. Many districts are moving to electronic, time-based

curricula known as curriculum mapping. Scope and Sequence: The K-12 plan of a local

district for providing instruction. Handout

Note: In some states, the state dictates the district-level curriculum.

SciencePSSA’s

PA Anchors

PA Standards

District Curriculum

Venn Diagram

PSSA’s

PSSA (Pennsylvania System of School Assessment): The standardized exam currently administered to all public school students in the commonwealth. Math and Reading: Grades 3-8, 11 Writing: Grades 5, 8, 11 Science: Grades 4, 8, & 11

Science PSSA’s

Statewide test administered in Grades 4, 8, and 11.

Students scored as “Advanced” or “Proficient” are considered to have “Passed.”

Handout from 2008 PSSA Technical Report for Science: Grades 4, 8, and 11, page E-2 and E-3. http://www.able.state.pa.us/a_and_t/lib/a_and_t/

2008_Science_Technical_Report.pdf

Test Composition

50% Inquiry

A. Nature of Science

50% Content, evenly divided

B. Biological Sciences

C. Physical Science

D. Earth and Space Sciences

Handout of next two slides

2009 Test BlueprintReporting Reporting CategoryCategory

Grade 4Grade 4 Grade 8Grade 8 Grade 11Grade 11

The Nature of The Nature of ScienceScience 50%50% 50%50% 50%50%

Biological Biological SciencesSciences 17.6%17.6% 17.6%17.6% 17.6%17.6%

Physical Physical SciencesSciences 16.2%16.2% 16.2%16.2% 16.2%16.2%

Earth and Earth and Space SciencesSpace Sciences 16.2%16.2% 16.2%16.2% 16.2%16.2%

Total PointsTotal Points 68 points68 points 68 points68 points 74 points74 points

2009 PSSA Science Test Format2009 PSSA Science Test Format

Total Number of Multiple Choice Total Number of Multiple Choice Items per StudentItems per Student

Total Number of Open-Ended Items Total Number of Open-Ended Items per Studentper Student

Total Total Number Number of points of points

(Common (Common Items Items Only)Only)

GradeGradeApprox.LApprox.L

engthengthCommon Common

ItemsItems

Common Common Scenario Scenario

ItemsItems

EquatingEquating

Block Block ItemsItems

Field Field Test Test ItemsItems

Common Common Items Items

(2 points (2 points each)each)

Common Common Scenario Scenario

ItemsItems

(4 points (4 points each)each)

EquatingEquating

Block Block ItemsItems

Field Test Field Test ItemsItems

Number of Number of Score Points Score Points per Studentper Student

44

100-105 100-105 Minutes Minutes

2 2 SectionsSections

5858 00 22 88 55 00 00 115858++1010==

6868

88



5454 44 22 1010 55 00 00 115858++1010==

6868

1111



3838 1212 22 1010 66 33 00 225050++1212++

1212==7474

PSSA Sample Test Items

Science Item and Scoring Sampler http://www.able.state.pa.us/a_and_t/cwp/

view.asp?a=108&Q=73314&a_and_tNav=|680|&a_and_tNav=|

Can you determine which standard(s) and anchor(s) are being assessed? Respond to the questions on the following

slides by using the response devices. You will need to reference the handouts

regarding standards and anchors.

Objects in the Solar System

Which object is a meteor? The question addresses Anchor S8.D.3.1

eligible content… 1 2 3

Object What is made of Location where seen

1 Gases and dust Orbiting the Sun

2 Rock Orbiting the Sun

3 Rock Entering a planet’s atmosphere

4 Rock Lying in a hole in a field

A sunfish population was introduced into a lake 10 years ago. Biologists have been monitoring the population since then. The graph shows their data. What is the carrying capacity for sunfish in this lake?

Sunfish Population

year

This question assesses eligible content in which 11th grade anchor?

1. A.2.12. A.3.23. B.3.2

A. 10 sunfishB. 45 sunfishC. 50 sunfishD. Not yet

determined

302 300 298

Time (mya)

fern

snail

The diagram shows information about two types of organisms that formed fossils. Based on the timeline, which statement is correct?

A. The ferns adapted quickly to a different habitat.B. The environment became more suitable for snails.C. The consumers in the area ate more snails than ferns.D. The snails were protected from predators by their shells.

The question assesses eligible content in 8th grade reporting categories A and D. The content is…

1. A.1.1.3 and D.1.1.12. A.1.3.2 and D.1.1.43. A.1.1.3 and D.1.1.4

The timeline question on the preceding page assesses all of the following standards except

1. Watersheds and wetlands

2. Inquiry and design

3. Earth sciences

4. Agriculture and society

Which statement describes the pattern of inheritance that produces 100% red-flowered first-generation offspring?

A. Red is dominant and white is recessive.

B. Red is recessive and white is dominant.

C. Both red and white are recessive.

D. Both red and white are dominant.

This question assesses an 11th grade anchor in reporting category B. What standard is addressed?

1. Explain the structural and functional similarities and differences

among living things.

2. Describe and explain the chemical and structural basis of living

things.

3. Describe how genetic information is inherited and expressed.

4. Explain the mechanisms of the theory of evolution.

If you were writing an assessment question to address Anchor S11.D.1.3.3, what key terms might you include?

Nutrient loading, turbidity, rate of flow, rate of deposition, biological diversity, water quality.

Keystone Exams

Keystone exams: End-of-course examinations used to demonstrate proficiency for graduation beginning with the Class of 2015 (7th graders in 2009-2010). Keystone exams may be used by districts as final course

exams. They will be developed in literature (reading), English composition, algebra I, geometry, algebra II, biology, and American history and will count for 1/3 of the student’s course grade.

In 2016-2017, chemistry and world history will be added. Ultimately, it is the Pennsylvania Department of

Education’s (PDE) plan to have the Keystone exams replace the 11th grade PSSA to meet the federal requirements of No Child Left Behind (NCLB).

Keystone Exams

The development of end-of-year exams by course indicates our state is moving toward a more standardized curriculum.

For more information, see Standards Aligned Systems on the PDE website. http://www.portal.state.pa.us/portal/server.pt/

community/standards_aligned_system/4228 The Curriculum Framework portion is particularly

well-developed.

NCLB

No Child Left Behind (NCLB): An act of Congress, signed into law by President G.W. Bush 01/08/2002, which requires all children to be proficient by 2014. To meet this goal, the states are required to set up

percentage proficiency goals to meet each year that puts them on target to meet 100% by 2014.

Currently, schools are held accountable to NCLB and these state targets in Reading and Math.

Adequate Yearly Progress (AYP) is the term used for meeting this proficiency percentage. Schools who do not meet overall targets or in some sub-group

is placed in a status called “Warning.” Schools can be placed on an “Improvement Plan” on its 3rd

year of “warning” which means it is taken over by the state and run by state-appointed representatives.

ASSIGNMENT:Analyzing a District’s Scope & Sequence and Its 2008 PSSA Science Results Science PSSA Results are Public

Information: http://www.able.state.pa.us/a_and_t/cwp/

view.asp?A=3&Q=150034 Handout

Instructional Objectives

Performance-based Observable behavior (envision how you will

observe = assessment) Three domains

Cognitive (recognition, recall, comprehension, problem-solving)

Affective (attitudes, interests, beliefs, values) Psychomotor (motor skills, eye-hand coordination)

Instructional Objectives

The ABCD’s Audience (Who? TSWBAT…) Behavior (content or skill displayed) Conditions (Calculator? Periodic Table?

Specimen? Any special provisions?) Degree (minimum level of performance)

Focus on student outcomes, not learning activities. Specify the content and/or skill.

Instructional Objectives - Focus Example: TSWBAT

participate in building a model of DNA. Focuses on activity

Example: TSWBAT display the essential features of DNA including base pairing, phosphodiester linkages, and double stranding with a helical nature. Focuses on learning the

student will demonstrate

Instructional Objectives – DomainA = Cognitive, B = Affective, C = Psychomotor1. TSWBAT perform

decantation and filtration with at least 90% recovery of the solid.

2. TSWBAT evaluate a scientific experiment for flaws in deductive reasoning.

3. TSWBAT list the eight planets in order from the sun.

4. TSWBAT summarize three ways in which science has made a positive impact in society.

Bloom’s Taxonomy:

old revised

Instructional Objectives-Bloom’s Taxonomy in the Cognitive DomainA = Knowledge B = Comprehension C = ApplicationD = Analysis E = Synthesis F = Evaluation5. TSWBAT compare and

contrast mitosis and meiosis, using at least two similarities and differences.

6. TSWBAT list the three premises of the cell theory.

7. TSWBAT explain how earthquakes occur using plate tectonics terminology.

8. TSWBAT write an essay (PSSA 5 paragraph) summarizing and defending their position on stem cell research.

9. TSWBAT design an experiment to separate the components of a mixture such as sand, sugar, and iron filings.

10. TSWBAT focus a microscope on a prepared slide using proper protocol within 30 seconds.

11. TSWBAT interpret a rock cycle diagram to predict the type of rock that will form under certain weather, pressure, and temperature conditions.

Write 3 learning objectives and 3 assessment items for the following anchors:

Physical Science Group:

Anchor S11.C.1.1

Life Science Group:

Anchor S11.B.3.1

week 7 pa science standards and anchors; district curriculum and scope & sequence; pssa science...

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