MSDE Presentation on Science, MSEA 2013 Convention
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MSDE Presentation on Science, MSEA 2013 Convention

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  • On our website under curriculum resources we have
  • This tab includes links to Model Units developed by teams of teachers from around the statePractice Modules aligned to the Common CoreMSDE Framework Crosswalk between the old Core Learning goals and the Common CoreAnd Professional Development Resources
  • The next tab includes modules, resources, and activities for teachers to integrate into their classroom instruction. In addition, there is information about the HSA courses and adolescent literary
  • The Common Core Resources tab includes publications from MSDE about PARCC and the common core regarding the history, development, and policies.
  • The final tab links to resources for parents including the top 10 things parents need to know about the common core and the next generation of assessments.
  • As Maryland continues the transition to full implementation of the Common Core, it is important to remember the resources available from our partner ship with 21 other states.The best way to stay abreast of the changes is to sign up for PARCC updates on the PARCC website. Located in different sections, you can also find -the prototypes -a modification manual-the sample texts -the rubrics Upcoming anticipated items include the speaking and listening standards this Fall and student samples after field testing in the Spring.

MSDE Presentation on Science, MSEA 2013 Convention MSDE Presentation on Science, MSEA 2013 Convention Presentation Transcript

  • Mary M. Thurlow Coordinator for Science mthurlow@msde.state.md.us
  • Phase I Phase II 1990s 1990s-2009 7/2011 – April 9, 2013 1/2010 - 7/2011
  • What’s Different about the Next Generation Science Standards?
  • 1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. 2. The Next Generation Science Standards are student performance expectations – NOT curriculum. 3. The science concepts build coherently from K-12. 4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 5. Science and Engineering are Integrated in the NGSS from K–12. 6. NGSS content is focused on preparing students for the next generation workforce. 7. The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.
  • Inquiry Standards a. b. c. d. e. f. g. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. Students will use standard safety practices for all classroom laboratory and field investigations. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. Students will communicate scientific ideas and activities clearly. Students will question scientific claims and arguments effectively. Content Standards a. b. c. d. e. f. g. Distinguish between atoms and molecules. Describe the difference between pure substances (elements and compounds) and mixtures. Describe the movement of particles in solids, liquids, gases, and plasmas states. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color). Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements. Identify and demonstrate the Law of Conservation of Matter.
  • Current State Middle School Science Standard a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures. c. Describe the movement of particles in solids, liquids, gases, and plasmas states. d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color). f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements. g. Identify and demonstrate the Law of Conservation of Matter.
  • Current State Middle School Science Standard a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures. c. Describe the movement of particles in solids, liquids, gases, and plasmas states. d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color). f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements. g. Identify and demonstrate the Law of Conservation of Matter.
  • NGSS Middle School Sample a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*
  • NGSS Middle School Sample a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*
  • • • • • Model Units Practice Modules MSDE Framework Crosswalk Professional Development Resources
  • • http://www.parcconline.org/parcc-assessment -prototypes -modification manual -sample texts -rubrics -updates -speaking and listening (Coming Soon) -student samples (Coming Soon)
  • Donna Watts dwatts@msde.state.md.us Brianna Creed bcreed@msde.state.md.us Mary M. Thurlow mthurlow@msde.state.md.us