New Direction for Science in Ohio Ohio Revised Standards and Model Curriculum 101

New Direction for Science in Ohio

Ohio Revised Standards and

Model Curriculum 101

Vision for Science EducationBy the end of the 12th grade, students should have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to be able to continue to learn about science throughout their lives. They should recognize that our current scientific understanding of the world is the result of hundreds of years of creative human endeavor. And these are goals for all of the nation’s students, not just those who pursue higher education or careers in science, engineering, or technology.

~The National Academies of Science

Ohio is one of 20 states that has been selected to lead an important effort to improve science

education for all students.

What should students proficient in science be

expected to do? *

Know, use, and interpret scientific explanations of the natural world

Generate and evaluate scientific evidence and explanations

Understand the nature and development of scientific knowledge

Participate productively in scientific practices and discourse

*http://www.ostp.gov/galleries/PCAST/Alberts.pdf

ACT, “The Conditions of College & Career Readiness, Class of 2010: Ohio.”

Are Ohio Students Ready for College?

0%

30%

60%

90%

28%

72%48% 58%

34%

Percent of Ohio Students Ready for College-Level Coursework (according to ACT

benchmarks)

Jobs Will Require More Education & Training

72%

28%

1973

38%

62%

2018

NO COLLEGE REQUIREDCOLLEGE REQUIRED

Source: Georgetown Center on Education and the Workforce, 2010.

Ohio Core and ScienceAm. Sub. S. B. Section 331.603 Subsection (C) (5)

• Physical sciences, one unit• Life sciences, one unit• Advanced study in one or more of

following sciences, one unit:– Chemistry, physics or other physical science– Advanced biology or other life science– Astronomy, physical geology or other Earth

or space science– Effects graduates of the Class of 2014

Ohio Core and ScienceAm. Sub. S. B. Section 331.603 Subsection (C) (5)

Science, three units with inquiry-based laboratory experience that engages students in asking valid scientific questions and gathering and analyzing information which shall include the following or their equivalent:

Highly Rated Lessons

0 27

44

0

10

20

30

40

50

Neither Hands-on/Laboratory

Activity Only

Lecture/Discussion

Only

Both

Perc

en

t o

f Le

sso

ns

explain…extend…evaluate

evaluate…engage…explore…

Science Practices and the Learning Cycle

Communicate results with graphs, charts, tables

Research books, other sources to gather

known information

Plan and investigate

Use appropriate mathematics, technology

tools to gather, interpret data

Organize, evaluate,interpret observations,

measurements, other data

Use evidence, scientific knowledge to develop

explanations

Identify, ask valid and testable question

Science Contentbased on natural world, evidence

Incorporating Science Practices in the Classroom

SCIENCE PRACTICESAsk Questions

Dat

a A

nal

ysis

Evidence-Based Conclusions

Relationships

Techniques

Design InvestigationsScientific Models

Too

ls

Critical Thinking

Technology

Inquiry

Engineering

PendulumsWhat do you know

about pendulums?

Pendulum Inquiry

What will happen to the motion of both pendulums when you pull one pendulum back and start it swinging?

Brainstorm

Things I could

change or vary

in the system:

Brainstorm

Things I could change or vary:• Weight of pendulum• Length of string on pendulum• Distance between pendulums• Distance pendulum is pulled back• Material on end of pendulum• Type of string used

Brainstorm

Things I could

measure or observe:

Brainstorm

Things I could measure or observe:• Speed of swing• Distance away from center of swing• Time for one period

Variables

I will change ____________________________.

(Independent Variable)

 I will measure __________________________.

(Dependent Variable)

Variables

I will change ____length of string __.

(Independent Variable)

 I will measure ___time for one period.

(Dependent Variable)

Control

I will keep these factors the same:

Control

I will keep these factors the same:• Weight of pendulum• Type of string• Distance pendulum pulled back• Distance between pendulums• Type of pendulums

Question

When I change __________________,

(independent variable)

what will happen to ______________________?

(dependent variable)

Question

When I change the length of the string,

(independent variable)

 what will happen to the period of the swing?

(dependent variable)

Hypothesis

If _______________________ then _________________________.

IV

DVDV

DV

IVIV

OR OR

HypothesisWhen the string of the pendulum is longer,

the period will be shorter.

Length of string

Period

Diagram

Share

Please tell the whole group the following:• Your question• Your hypothesis

RERUN

Recall: Summarize what you did in the lab.

Explain: Explain the purpose of the lab.

Results: Describe the results of the lab and what they mean.

Uncertainties: Describe what you are still unsure about.

New: Write at least two new things that you learned from this lab.

http://www.online-stopwatch.com/full-screen-stopwatch/

Group Share

Please tell the whole group the following:• Your question• Your hypothesis• Your results• Your explanation of the coupled pendulum

movement with supporting evidence.

As the groups are presenting, please focus on similarities and differences between groups and the evidence each group cites.

RERUN

Recall

Explain:

Results

Uncertainties

New:

Results and Explanations

What is similar among the results and explanations?

What is different among the results and explanations?

Why might the differences exist?

The most effective learning activities . . .

often raise more questions than they answer.

Explanations from Physicists

TRANSFER AND

CONSERVATION OF

ENERGY?RESONANCE?

Same length?

Different lengths?

Where can this fit in the curriculum?

Grade 7 Physical Science

Energy can be transformed or transferred but

is never lost.

Extension for traditional pendulum activities

SCIENCE PRACTICESAsk Questions

Dat

a A

nal

ysis

Evidence-Based Conclusions

Relationships

Techniques

Design InvestigationsScientific Models

Too

ls

Critical Thinking

Technology

Inquiry

Engineering

Teaching Physics with TOYS, EASYGuide™ Edition

Teaching Students to be Scientists

Transform instructional practices to:

Goals of the Revised Standards and Model Curricula

Engage students through problem-based or project-based learning.

Prepare students for distributive and performance-based assessments.

One piece of an integrated whole:

Model Curricula:

March 2011

Aligned System of

Assessments: 2014

Revised Academic Content

Standards: June 2010

Let’s Take A Closer Look

Model Curriculum

Ohio’s Revised Science Standards & Model Curriculum

Graphic from: http://www.pbs.org/wgbh/nova/volcanocity/anat-08.html

An example of how to use the 2011 Revised Standards and Model Curriculum Document.

ftp://ftp.ode.state.oh.us/odemediaweb/Curriculum/125_Grade_7_Science_Standards/125_Grade_7 _Science_Standards_large.mp4

Where Can Teachers Go For More

Information?

Content that is new to 4th Grade Content that is still included at 4th Grade, but may be modified or at a greater depth

Content that is no longer a focus at 4th Grade

Physical Science: Matter is conserved (formerly in 7th grade).

Physical Science: Heat and electrical energy can be transferred and transformed; electricity and magnetism are related (formerly in 5th grade).

Life Science: Environmental changes can be positive, neutral or detrimental (formerly in 5th grade).

Earth and Space Sciences: Geologic processes that affect the surface of Earth, including landform formation.

Life Science: Fossils, the environment, and extinction.

Physical Science: The temperature of objects can be changed.

Earth and Space Sciences: Weather changes that occur over a period of time (now in grades K-2).

Life Science: Life cycles of plants (now in 3rd grade).

Life Science: Plant structures, classification, and function (now in 3rd grade).

Physical Science: Changes can be classified as chemical or physical.

Physical Science. Objects can be described by the properties of materials from which they are made (now in Kindergarten and 1st grade).

Physical Science: Matter has different states with different properties (now in 3rd grade).

4thGrade

Comparative Analysis

The Revised Science Standards and Model Curriculum:

•Contain content statements, content limits, elaborations, expectations for learning with cognitive levels;

•Embed science practices, engineering and technological design with content;

•Provide teaching strategies and resourcesto encourage a strong connection tothe real world and teaching throughinquiry.

What can be done in the short term?

•Become familiar with the revised standards and model curriculum

•Try some of the model curriculum strategies or examples that align with what is currently being taught

•Teach science at depth, using science practices

•Connect science to the real world

SCIENCE RESOURCE MATERIALS FILTER

Tool to determine alignment addressing the following:• Content identified in State and National documents• Supports Scientific Inquiry and Investigation• Grade level appropriateness• Accuracy and Reliability• Depth of Knowledge•