Al Cos Sci for Systems 6 12

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Alabama Department of Education

2005 Summer Workshops

Regional Inservice Centers

MEGA Conference

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• Minimum Required Content

• Process and Application Skills

• Awareness of Vertical Alignment

• Impact and Influence of Defined

Position Statements

• Impact of Curriculum Planning

• Attainment of Goal: Scientific

Literacy for All Alabama Students

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• Work cooperatively.

• Have an open mind.

• Adhere to time constraints.

• Share with the entire group.

• Silence cell phones and

pagers.

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1. Do you want to understand and be familiar with the new Alabama Course of Study: Science?

2. Have you ever wondered how to interpret and implement the academic standards in the Alabama Course of Study: Science?

3. Is it important for you to be a part of improving scientific literacy in Alabama?

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Enhances Students’ Ability to:

• Observe Perceptively

• Reflect Thoughtfully upon Ideas and

Observations

• Make Informed Decisions

• Comprehend and Analyze Offered

Explanations and Alternate Views

• Deal Intelligently with Local and Global

Problems

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Science for

Every Student

in Every Grade

Every Day?

Yes!

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A Curriculum Document:

• Containing the Minimum Required

Content of a Subject Area for All

Alabama Public Schools

• Specifying What Students Should Know

and be Able to Do in a Particular

Subject Area by the End of Each

Course and Grade Level (K-12)

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• The State Board of Education … shall prescribe the minimum contents of courses

of study for all public, elementary, and high schools in the state… (Code of

Alabama, 1975, §16-35-4 and §16-6b-2f)

• … the county (city) superintendent of education shall prescribe courses of study for

schools of the county (city) and submit for approval and adoption by the county

(city) board of education…Printed copies shall be supplied to every teacher and

interested citizen. (Code of Alabama, 1975, §16-9-21and §16-12-9)

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• § 200.1 State responsibilities for developing challenging academic standards.– Academic standards in general. A State must develop

challenging academic content and student academic achievement standards that will be used by the State, its local educational agencies (LEAs), and its schools…

• § 200.2 State responsibilities for assessment.– Assessments must “... be aligned with the State’s challenging

academic content and student academic achievement standards…”

Federal Register/Volume 67, No. 129/Friday, July 5, 2002/Rules and Regulations

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• Standards apply to all students.

• Standards are not repeated.

• Standards are clear and measurable at the state level.

• Mastery is expected at each grade level.

• Content standards are fewer in number.

• Bullets are related content that must be taught.

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A Content Standard:

● Is Foundational

● Defines Content

● Is Developmentally Appropriate

● Is Reasonable

● Is Clearly Written

● Is Measurable

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A Course of Study Committee Selected as Follows:

• 1 Elementary Teacher (K-6) and 1 Secondary

Teacher (7-12) from each of the Seven Congressional

Districts

• 4 Members from the State At-Large in a

Supervisory or Administrative Capacity

• 3 Members Who are Employees of State Institutions

of Higher Learning and Specialists in the Course of

Study Areas to be Revised

• 7 Additional Members Appointed by the Governor

(One From Each of the Seven Congressional

Districts; Not Employed in the Field of Education)

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2005-2006 LOCAL

TEXTBOOK ADOPTION

COMMITTEES MEET

2005-2006 LOCAL

SYSTEMS DESIGN

CURRICULA

FALL 2005-

OPTIONAL

IMPLEMENTATION

2004-2005 ALABAMA COURSE

OF STUDY: SCIENCE

REVISIONS AND ADOPTION

FALL 2006 FULL

IMPLEMENTATION

2005 STATE TEXTBOOK

COMMITTEE MEETS

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2001 2005

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2001 Course of Study 2005 Course of Study

Measurability:

Content Standards and Verbs

Sometimes too Broad or General to

Assess at State Level

Measurability:

Content Standards Clear and

Assessable at State Level

Grade-Level Narratives:

Included Only for Courses in

Grades 9-12

Grade-Level Narratives:

Included for Each Grade K-8 and

for Each Course 9-12

Number of Content Standards:

Ranges from 23 in Grade 1 to 48 in

Geology

Number of Content Standards:

Ranges from 9 in Zoology to 16 in

Biology

Process and Application Skills:

Stated at Each Grade Level

Process and Application Skills:

Included in Narratives, Chart, and

Standards

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Basic

Observing

Communicating

Classifying

Measuring

Predicting

Inferring

Advanced

Controlling Variables

Defining Operationally

Formulating Hypotheses

Experimenting (Controlled)

Analyzing Data

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Composition of a Content Standard:

Stem—contains minimum required content

to be mastered at the end of a grade level or

course

Bullet (as needed)—additional minimum

required content that provides further

specificity for the content standard that it

follows

Example (as needed)—clarifies the content

standard that it follows

Composition of Minimum Required

Content:

Content Standard—statement that defines

what students should know and be able to

do at the conclusion of a course or grade

Bullet (as needed)—denotes content that is

related to the standard and required for

instruction; identifies additional minimum

required content

Example (as needed)—clarifies certain

components of a content standard or bullet;

illustrative but not exhaustive

Repetition of Content:

Occurs Throughout Standards in Grades

K-12

Repetition of Content:

Does Not Occur in Standards From Grade

to Grade

Content/Organizational Strands:

Life Science, Physical Science, Earth and

Space Science

Content/Organizational Strands:

Life Science, Physical Science, Earth and

Space Science

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Grades K-5: Coordinated Science

Grades 6-8: Coordinated Science

Grades 9-12: Four Cores

Physical Science, Biology, Chemistry,

Physics

Ten Elective Cores

Anatomy and Physiology

Aquascience

Astronomy

Botany

Earth and Space Science

Environmental Science

Genetics

Geology

Marine Biology

Zoology

Grades K-5: Coordinated Science

Grades 6-8: Courses Covering Three

Separate Domains

Grade 6 – Earth and Space Science

Grade 7 – Life Science

Grade 8 – Physical Science

Grades 9-12: Four Cores

Physical Science, Biology, Chemistry,

Physics

Ten Elective Cores

Human Anatomy and Physiology

Aquascience

Forensic Science

Botany


Environmental Science

Genetics

Geology

Marine Science

Zoology

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Content standards:

• Define what students should know and be able to do at the conclusion of a course or grade

• Identify minimum required content

Bullets:

• Contain additional related and requiredcontent

Examples:

• Clarify certain components of content standards or bullets

• Are illustrative but not exhaustive

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Describe ways energy from the sun is

used.

Examples: plant growth, light, heat

● Identifying fossil fuels as a source

of energy

(Grade 3, Standard 3)

Content Standard

Example

Bullet

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• Preface

• Acknowledgments

• Introduction to the

Document

• Conceptual Framework

• Position Statements

• Minimum Required Content

• Appendices

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Benchmarks for Science Literacy

National Science Education Standards

Science for All Americans

Third International Math and Science Study (TIMSS)

Documents From Other States

The No Child Left Behind Act of 2001

Alabama Course of Study: Science, Bulletin 2001,No. 20

Public and Professional Input

State and National Assessments

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Life Scien

ce

Phys

ical

Scien

ce

Earth & Space Science

Application& Process

Skills

Life Scien

ce

Phys

ical

Scien

ce


Process andApplication

Skills

Life Scien

ce

Phys

ical

Scien

ce

Earth & Space Science

Application& Process

Skills

Life Scien

ce

Phys

ical Sci

ence


Process and

Application

Skills

Scientific Literacy

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• Classroom Environment

• Laboratory Emphasis

• Scientific Writing

• Safety

• Connections

• Integration of Technology

• 5-E Instructional Model

• Assessment

• Cultural Diversity in Science

• Scientific Process and Application Skills

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• Scientific Journals

• Science Notebooks

• Charts

• Open-Ended Essays

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• Alabama’s Safety CD

• Alabama’s Eye Protection

Law (Code of Alabama,

1975, §16-1-7)

• A Written Science Safety Plan

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• Grades K-2

• Grades 3-5

• Grades 6-8

• Grades 9-12

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Content Standards—

Grades K-2

Grade Physical Science Life ScienceEarth and

Space Science

K

• Sound

• Motion

• Magnetism

• Shadows

• Two (2) States of Matter

• Basic Needs of

Living Things

• Parents and

Offspring

• The Five Senses

• Features of Earth

• Seasons

• Objects in Day Sky

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• Properties of Objects

• Effects of Forces on

Objects

• Tools Needed for Data

Collection

• Survival Traits

• Classification

• Human Anatomy

• Extinction of

Animals

• Weather

• Earth’s Resources

• Recycling

• Components of

Earth’s Surface

2

• Three (3) States of Matter

• Sound

• Light

• Simple Machines

• Plants

• Animals

• Geological Features

• Erosion

• Water Cycle

• Weather

• Solar System

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Grades 3-5Grade Physical

ScienceLife Science

Earth and Space

Science

3

• Changes of Matter

• Force and Motion

• Simple Machines

• Energy from Sun

• Body Systems (2)

• Life Cycle of Plants

• Classification (2)

• Habitat Conditions

• Layers of Earth

• Weather

• Natural Resources

• Earth and Its Moon

• Classification of Rocks

4

• Electricity

• Sound

• Light

• Friction

• Life Cycle of Animals

• Food Chains

• Hierarchy of Life

• Classification (6)

• Features of Earth

• Space Exploration

• Eclipses

• Solar System

5

• Chemical Changes

• Definition of Atom

• Density

• Types, Forms, and

Transfer of Energy

• The Cell

• Body Systems (4)

• Food Chains/Webs

• Symbiosis

• Earth’s Spheres

• The Rock Cycle

• Planet Comparison

• Space Technology

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Grades 6-8

Grade Physical Science Life Science Earth and Space Science

6

Global Atmospheric Patterns

Changes to Earth’s Surface

Biogeochemical Cycles

Earth’s Biomes

Components of Universe

Plate Tectonic Theory

7

Characteristics of Life

Cell Theory

Mitosis

Body Systems (7)

Photosynthesis/Respiration

Genetics

Ecosystems

8

Structure of Atoms

Solutions

Newton’s Laws

Simple Machines

Energy

Waves

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Grades 9-12

Physical Science Biology

• Periodic Trends of Elements

• Solutions

• Atomic Bonding

• Law of Conservation of Matter

• Changes in Matter

• Newton’s Laws of Motion

• Force

• Nuclear Energy

• Waves

• Electricity and Magnetism

• Structure of Cell

• Homeostasis

• Biochemistry

• Cell Division

• Mendelian Genetics

• Patterns of Inheritance

• Classification

• Diversity of Life

• Ecology

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Kindergarten Classify objects as solids or liquids.(Content Standard 1, Page 14)

Grade 2

Identify states of matter as solids, liquids, and gases.• Describing objects according to physical

properties, including hardness, color, and flexibility

• Describing changes between states of matterExamples: solid to liquid – melting,

gas to liquid – condensing,liquid to gas – evaporating,liquid to solid – freezing

• Measuring quantities of solids and liquids

(Content Standard 1, Page 18)

Grade 8

Describe states of matter based on kinetic energy of particles in matter.

(Content Standard 7, Page 33)

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• What They DO

– Describe Students’ Overall Performance on All Science Standards in a Grade

– Define Several Distinct Levels of

Performance

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Level 4 – ExceedsStandards

Level 3 - Meets

Standards

Level 2 - Partially

Meets Standards

Above the Content Standard

Aligned to the Content

Standard

Below the Content Standard

Level 1 - Does Not Meet Standards

Below Partially Meets

Standards

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Level III (Proficient)

Third-grade students performing at Level III can classify substances as soluble or

insoluble. These students can identify physical and chemical changes of matter. They

can describe ways energy from the sun is used. Level III students can define force

and motion. These students can identify the relationship of simple machines to

compound machines. They can identify the structures and functions of the muscular

and skeletal systems of the human body. Level III students can describe the life cycle

of plants, including seed, seed germination, growth, and reproduction. They can

identify how organisms are classified in the Animalia and Plantae kingdoms. These

students can describe how fossils provide evidence of prehistoric plant life. Level III

students can determine habitat conditions that support plant growth and survival.

They can describe the layers of Earth, including the inner and outer cores, mantle,

and crust. These students can identify the conditions that result in specific weather

phenomena, including thunderstorms, tornadoes, and hurricanes. Level III students

can describe ways to sustain natural resources, including recycling, reusing,

conserving, and protecting the environment. They can describe the position of Earth,

the moon, and the sun during the course of a day or month.

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• Content standards and related content included in bullets in this document are minimum and required.

• Examples are fundamental and specific but not exhaustive.

• In developing local curriculum, school systems may include:

– Additional Content Standards to Reflect

Local Philosophies

– Implementation Guidelines

– Resources

– Activities

– Pacing Guides