Science Alignment & Testing Teaching & Learning January 15, 2010 Cari Jo Kiffmeyer.

Science Alignment & TestingTeaching & Learning

January 15, 2010Cari Jo Kiffmeyer

Organization of the Standards

2009 Standards 2004 Standards

I. Nature of Science and Engineering

1. The Practice of Science

2. The Practice of Engineering

3. Interactions Among Science, Technology, Engineering, Math (STEM) and Society

I. History and Nature of Science

A. Scientific World View

B. Scientific Inquiry

C. Scientific Enterprise

D. Historic Perspectives

Organization of the Standards

2009 Standards 2004 Standards

II. Physical Science

1. Matter

2. Motion

3. Energy

4. Human Interactions…

II. Physical Science

A. Structure of MatterB. Chemical Reactions

C. Energy Transformations

D. Motion

E. Forces of Nature

Organization of the Standards

2009 Standards 2004 Standards

III. Earth & Space Science

1. Earth Structure and

Processes

2. Interdependence within

the Earth System

3. The Universe

4. Human Interactions…

III. Earth & Space ScienceA. Earth Structure and

Processes

B. The Water Cycle, Weather and Climate

C. The Universe

Organization of the Standards

2009 Standards 2004 Standards

IV. Life Science

1. Structure & Function in

Living Systems

2. Interdependence Among

Living Systems

3. Evolution in Living

Systems

4. Human Interactions with

Living Systems

IV. Life Science

A. Cells

B. Diversity of Organisms

C. Interdependence of Life

D. Heredity

E. Biological Populations Changes Over Time

F. Flow of Matter and Energy

G. Human Organism

2004 vs. 2009 Benchmarks K - 5

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5

10

15

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35

NSE PS ESS LS

20042009

Graphic from MDE – John Olson

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2004 vs. 2009 Benchmarks Middle School 6-8

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5

10

15

20

25

30

35

NSE PS ESS LS

20042009

Graphic from MDE – John Olson

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2004 vs 2009 BenchmarksHigh School - Biology

0

5

10

15

20

25

30

35

NSE PS ESS LS Chem Phys

20042009

Graphic from MDE – John Olson

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Biggest Change - No Banding

Why grade specific standards?

What considerations should be made?

Notable Differences K - 5

K-2- No extinction- Grade 1 – animals only- Grade 2 – plants onlyGrades 3-4- No Solar System (old standards) - Changed to

Sun, Moon & Stars- No weather/clouds (old standards)Grade 5- Weakest alignment (w/ FOSS)

Notable Differences 6-8

Grade 6- No static Electricity- Addition of Waves and Sound

Grade 7- Addition of Physical Science (Matter)

Grade 8 - Addition of Physical Science (6 benchmarks,

2 standards)

Changes for Wayzata

Moving kits from grades 1 to 2, 3 to 4

New Plants – Insects, Earth Materials Addition of 2 new kits:

Matter and Energy – grade 4

Sun Moon and Stars – grade 3 Kits moved to “Optional”

Ideas and Inventions

Human Body

Engineering Standards

What is difference between engineering and scientific method/process skills?

How do we teach the engineering standards?

How does FOSS handle engineering?

Engineering Standards - FOSS

Implicit in some units Will require classroom teachers to identify and then

supplement to teach No specific direction for teachers in teacher guide Not supplemented well in science stories

A SuggestionDevelop something more than what is currently in

FOSS either with Clearly identified supplemental material Incorporate parts of all of EIE –Engineeering is

Elem curriculum for grade

What is engineering?

Science: A body of knowledge Seeks to describe and understand the

natural world and its physical properties

Scientific knowledge can be used to make predictions

Science uses a process--the scientific method--to generate knowledge

Engineering: Design under constraint Seeks solutions for societal problems

and needs Aims to produce the best solution

given resources and constraints Engineering uses a process--the

engineering design process--to produce solutions and technologies

Technology: The body of knowledge, processes,

and artifacts that result from engineering

Almost everything made by humans to solve a need is a technology

Examples of technology include pencils, shoes, cell phones, and processes to treat water

http://www.mos.org/eie/

Engineering Design Process

ASK What is the problem? What have others done? What are the constraints? IMAGINE What are some solutions? Brainstorm ideas. Choose the best one. PLAN Draw a diagram. Make lists of materials you will

need. CREATE Follow your plan and create it. Test it out! IMPROVE Talk about what works, what

doesn't, and what could work better.

Modify your design to make it better.

Test it out!

http://www.mos.org/eie/

Comparison of typical processes

Observation and form a question

Hypothesis & procedure

Conduct an experiment

Refine hypothesis and experiment again

Form a conclusion and communicate it

Result: Facts & theories

Define the problem and the resources available

Develop a design

Test the design

Modify the design and test again

Analyze the design and use or market it

Result: Products & processes

Science Inquiry Engineering Design

from MDE – John Olson

FOSS Correlation

Foss Correlation FOSS Recommended Alignment

Files available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing

Sample Alignment

Wayzata’s Alignment FOSS Correlation to that alignment Sample Unit Document

Files available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing

Key to Success

Science NotebooksTraining available through FOSS

EIE Engineering is Elementary

http://www.mos.org/eie/

How to use EIE…

In conjunction with FOSS.

EIE coorelation

File available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing

MCA III Science TestingTeaching & Learning

January 15, 2010Cari Jo Kiffmeyer

MCA III Science

No release of item type information

thoughts that there will be short constructed response that is computer scored

Cognitive Level Changes/Comparison Operational Form Comparisons

Cognitive Level Comparison

MCA III

MCA II

Cognitive Level Comparison

MCA III Based on Norman

Well’s Depth of Knowledge Levels

Level 1 - recall

Level 2 – skill/concept

Level 3 – strategic thinking

MCA II Follows Bloom’s

Taxonomy

Level A = Knowledge

Level B = Understanding

Level C = Application,

Analysis,

Synthesis,

Evaluation

MCA III Grade 5 comparison

Taken from Test Specs 2009 and 2004

MCA III Grade 5 by substrand

Taken from Test Specs 2009

MCA III Grade 8 comparison

Taken from Test Specs 2009 and 2004

MCA III Grade 8 by substrand

Taken from Test Specs 2009

MCA III High School comparison

Taken from Test Specs 2009 and 2004

MCA III Grade 9-12

Taken from Test Specs 2009

Looking at new standard requirements

File available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing