Honors Level Course Implementation Guide

Science

I. Curriculum Content

How is the honors level course adapted and differentiated for advanced learners? How does the honors level curriculum support vertical alignment for college and career readiness?

Honors Level Course Portfolio Evidence must include:

1. Teacher Rationale for Curriculum Content (intentional reflection & philosophy)

2. Standards and Objectives

3. Curriculum Plan (Pacing guides, course syllabus & sequence, curriculum maps, etc.)

I. Curriculum Content Portfolio Section

1. Teacher Rationale for Curriculum Content

• Must Include:– The teacher’s explanation of content extensions and/or

additional topic objectives selected for the course and listed in Section I.2 – Standards and Objectives.

– Justification based on vertical alignment for college and career readiness

• Resources (Section I.2) • Examples

Resources (Section I.2)

• The ACT College Readiness Standards

• Science College Board Standards for College Success TM

• AP Central Course Descriptions

• AP Course Home Page Index

Alignment Examples

• Honors Biology might include the structure and function of cytoskeleton, cytosol, Golgi complex and endoplasmic reticulum as an extension to Clarifying Objective Bio.1.1.1. This recommendation is based on Science College Board Standards for College Success Objective LS.2.2 (p. 59) and AP Biology Essential Knowledge 4.A.2 (p. 82-83).

• Honors Physics might include motion in a vertical as well as horizontal circle as an extension of Phy.1.2.5. This recommendation is based on AP Physics Course Description, objective I.E.1.d (p. 22).

• Honors Earth/Environmental Science might include a unit on Astronomy based on ACT Science College Readiness Standards (Connecting College Readiness Standards to the Classroom for Science Teachers, p. 11).

I. Curriculum Content Portfolio Section

2. Standards and Objectives• Must Include:

– A list of clarifying objectives with extensions.

– A list of clarifying objectives added to the course for new topics.

• Resources

• Examples

Standards and ObjectivesExtension Example

Example: Honors ChemistryChm.2.2 Analyze chemical reactions in terms of quantities, product formation, and energy.

Chm.2.2.3 Analyze the law of conservation of matter and how it applies to various types of chemical equations (synthesis, decomposition, single replacement, double replacement and combustion) Honors Extension to include balancing oxidation-reduction reactions.

 

Standards and ObjectivesAddition Example

Example: Honors Earth/Environmental Science

EEn.1.1 Explain the Earth’s role as a body in Space Added Clarifying Objectives:

EEn.1.1.5 Explain the currently accepted scientific theory for the origin of the universe.

EEn.1.1.6 Analyze information collected using current technologies to explore the universe.

I. Curriculum Content Portfolio Section

3. Curriculum Plan (pacing guides, course syllabus, scope & sequence, curriculum maps, etc.)

• Must include:– Outline or overview of course content identifying targeted

objectives for specified time intervals (e.g., days, weeks, grading periods, etc.)

– All items identified in Section I.2 – Standards and Objectives, clearly identified.

• Support the additional quality point credit that the course awards

Science Expanded Rubric is posted on the Science Wiki.

II. Instructional Materials and Methods

How is the honors level course taught?

Honors Level Course Portfolio Evidence must include:

1. Teacher Rationale for Instructional Materials and Methods

2. Instructional Materials and Methods (instructional resources, methods, strategies, equipment, and technology)

3. Sample Units, Lesson(s), and Assignments

4. Student Work Samples

II. Instructional Materials and Methods Portfolio Section

1. Teacher Rationale for Instructional Materials and Methods for Advanced Learners• Must include:

− A reflective narrative explaining the choice of instructional materials and methods utilized in the honors course

− Focus on the differentiated content objectives

• Link content objectives to identified Instructional Materials and Methods listed in section II.2

II. Instructional Materials and Methods Portfolio Section

2. Instructional Materials and Methods (instructional resources, methods, strategies, equipment, and technology)

• Must include:

− A list of instructional materials used to differentiate the honors course.

− A list of instructional methods used to differentiate the honors course.

− References to units, lessons, and assignments submitted in the following section (II.3 Sample Units, Lesson(s), and Assignments).

II. Instructional Materials and Methods Portfolio Section

3. Sample Units, Lesson(s), and Assignments• Must include:

− One instructional unit that includes either an additional topic or objective extension

− Two additional lessons with assignments

4. Student Work Samples• Must include:

− Two or more work samples from the submitted instructional unit

− Two or more work samples from each submitted lesson

Science Expanded Rubric is posted on the Science Wiki.

III. Assessment

How is the Honors Level Course assessed?

Honors Level Course Portfolio Evidence must include:

1. Teacher Rationale for Assessment Practices

2. Assessment Practices (grading practices, use of rubrics and/or scoring guides, use of formative and summative assessment)

3. Assessment Samples (pre-assessment, description of formative assessment, and summative assessment)

4. Student Work Assessment Samples

III. Assessment Portfolio Section

1. Teacher Rationale for Assessment Practices for Advanced LearnersShould provide a reflective narrative explaining the teacher’s choice of assessment practices and must include:– Course grading criteria and how it is communicated to students.– How laboratory work is assessed.– The use of pre-assessment for mastery learning.– The use of formative assessment and how formative data is used.– Summative assessment types.– How ongoing feedback between teacher and student is

maintained throughout the course.

III. Assessment Portfolio Section

2. Assessment Practices (grading practices, use of rubrics and/or scoring guides, use of formative and summative assessment)

Must include:– Course grading criteria– A list of non-graded assessment practices (e.g., pre-assessment,

formative assessment, self- and peer-assessment)– A list of summative assessment practices (e.g., quizzes,

authentic/performance tasks with rubrics/scoring guides, written test item types: multiple choice, extended response questions, etc.)

III. Assessment Portfolio Section

3. Assessment Samples (pre-assessment, description of formative assessment, and summative assessment)

Must include:– Pre-assessment, formative assessment plan, and summative

assessment(s) from the submitted sample unit in Section II.3– Formative and summative assessment plan for the two lessons

submitted in Section II.3– Identify the targeted objective(s) and reference submitted student

work samples in Section III.4

III. Assessment Portfolio Section

4. Student Work Assessment Samples Must include:– The practices listed in Section III.2.– Grading for summative assessments or student feedback for

formative assessments.– Three actual student work samples from each assessment

sample submitted in Section III.3 that exemplify varied proficiency levels for the assignment.

– No student names.

Science Expanded Rubric is posted on the Science Wiki.

Closure

North Carolina Honors Course Implementation Guide and Rubric• State-wide framework• Local flexibility• Guidelines for rigor required for

honors credit weighting

Contact Information

• Jami Inman Jami.Inman@dpi.nc.gov (919) 807-3607

• Ragan Spain Ragan.Spain@dpi.nc.gov (919) 807-3950

• Benita Tipton Benita.Tipton@dpi.nc.gov (919) 807-3933