Science Framework Overview Mary Wroten

Mary Wroten, Science Specialist 2010 Mississippi Science Framework

What are the goals of the new framework?

Embrace the national promotion of science

Initiate bold steps to improve science education in Mississippi

Implement research-based development of science standards

Provide improved guidance and direction for planning instruction

Research-based Foundations for the Changes

Reviewed by instructors of Institutions of Higher Learning

Aligned to 2009 NAEP Science Framework

Aligned to National Science Standards

Referenced AAAS Benchmarks for Science Literacy

Addressed ACT goals in Biology, Chemistry, & Physics

Considered recommendations from the State of State Science Standards (Fordham Report)

Utilized reviews and suggestions of external experts (including Dr. Norman Webb)

NAEP 2005 Grade 4 Science National Average - 149

Top 10 States

New Hampshire 161

Virginia 161

North Dakota 160

Massachusetts 160

Maine 160

Montana 160

Vermont 160

South Dakota 158

Missouri 158

Kentucky 158

Bottom 10 States

36. Arkansas 147

37. Rhode Island 146

38. Louisiana 143

39. Alabama 142

40. Hawaii 142

41. New Mexico 141

42. Nevada 140

43. Arizona 139

44. California 137

Mississippi 133

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Science Assessment.

NAEP 2005 Grade 8 Science National Average - 147

Top 10 States

North Dakota 163

Montana 162

Vermont 162

New Hampshire 162

South Dakota 161

Massachusetts 161

DoDEA 160

Wyoming 159

Minnesota 158

Wisconsin 158

Bottom 10 States

36. Texas 143

37. Florida 141

38. Arizona 140

39. Louisiana 138

40. Nevada 138

41. New Mexico 138

42. Alabama 138

43. Hawaii 136

44. California 136

Mississippi 132

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Science Assessment.

What makes the framework different and more challenging?

Every grade/course has an inquiry strand.

The Science Process Skills are embedded in many of the objectives.

There is a focus on critical thinking skills, problem-solving, and understanding through real-world connections.

Fewer objectives allow for more in-depth conceptual development.

Vertically aligned objectives contribute to scaffolding and “spiraling” of the framework.

Objectives are measurable and identified with DOK levels. Grade 5 Example:

2001 Framework: Explore and explain biological adaptations in a particular environment.

2010 Framework: Compare and contrast the diversity of organisms due to adaptations to show how organisms have evolved as a result of environmental changes.

(DOK 2)

Diversity based on kingdoms, phyla, and classes (e.g., internal/external structure, body temperature, size, shape)

Adaptations that increase an organism’s chances to survive and reproduce in a particular habitat (e.g., cacti needles/leaves, fur/scales)

Format changes allow for more concise objectives.

Course: Grade: 5

Strand: Earth and Space Science

Competency 4: Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky.

Objective 4f: Summarize how weather changes. (DOK 2)

Weather changes from day to day and over the seasons

Tools by which weather is observed, recorded, and predicted

Format changes provide better assessment clarity. Grade 8 Example

2001: Interpret information given on the periodic table to predict reactions between elements.

2010: Predict the properties and interactions of given elements using the Periodic Table. (DOK 2)

Metals and nonmetals

Acids and bases

Chemical changes in matter (e.g., rusting [slow oxidation], combustion [fast oxidation], and food spoilage)

Increased Rigor Through Inquiry Grade 8 Examples

Analyze evidence that is used to form explanations and draw conclusions. (DOK 3)

Analyze different ideas and accept the skepticism of others as part of the scientific process in considering alternative conclusions. (DOK 3)

h. Develop a logical argument to explain why perfectly designed solutions do not exist. (DOK 3)

Why is new framework spiraled?

Provides continuity in developing “the big picture.”

Prevents gaps in learning.

Focuses on building upon previous knowledge.

Scaffolds and deliberately sequences understanding of “essential questions.”

Content is developmentally appropriate.

NAEP Content Statements are “spiraled.”

Distribution of Content 2001 8 7 6 5 4 3 2 1 K 13 17 10 11 7 10 8 8 15 Life 12 12 6 7 14 6 11 12 12 Earth Weather Weather Weather Motion and Forces Motion and Forces; Transfer of Energy Motion and Forces Motion and Forces Gaps (NAEP) 9 13 11 9 9 7 7 11 10 Physical

Distribution of Content 2010 8 8 7 7 7 7 6 7 6 Earth Gaps (NAEP) 8 6 8 8 5 6 8 7 5 7 8 6 5 7 8 5 6 7 7 4 6 7 6 3 5 7 6 2 6 7 6 1 5 5 5 K Life Physical Inquiry

Conceptual Development through Vertical Alignment Fourth Grade Investigate and draw conclusions about the relationship between the rate of vibrating objects and the pitch of the sound. (DOK 3) Third Grade Differentiate the movement of vibrations in waves (e.g., sound and seismic waves), and cite examples to explain that vibrations move through different materials at different speeds. (DOK 1) Second Grade Identify vibration as the source of sound and categorize different types of media (e.g., wood, plastics, water, air, metal, glass) according to how easily vibrations travel. (DOK 2)

Real-World Connections Grade 8 Example

Justify why an imaginary hurricane might or might not hit a particular area, using important technological resources including (but not limited to) the following: (DOK 2)

NASA Space Center in Hancock County

Stennis Space Center Applied Research and Technology Project Office

National Oceanic and Atmospheric Administration (NOAA)

The National Weather Service

Technology Connections Grade 7 Examples

Evaluate how health care technology has improved the quality of human life (e.g., computerized tomography [CT], artificial organs, magnetic resonance imaging [MRI], and ultrasound).

(DOK 3)

Explain how science and technology are reciprocal. (DOK 1)

Mississippi Connections Grade 8 Example

Develop a logical argument for or against research

conducted in selective breeding and genetic

engineering, including (but not limited to) research

conducted in Mississippi. Examples from Mississippi

include the following: (DOK 3)

 The Animal Functional Genomics Laboratory at Mississippi

State University

 The Stoneville Pedigreed Seed Company in Stoneville, MS

 Catfish Genetics Research Unit at the Thad Cochran

National Warm water Aquaculture Center in Stoneville, MS

Literacy and Research Connections

Biology I: Research and summarize the contributions of scientists, (including Darwin, Malthus, Wallace, Lamarck, and Lyell) whose work led to the development of the theory of evolution. (DOK 2)

Grade 6: Research and cite evidence of current resources in Earth’s systems. (DOK 3)

Resources such as fuels, metals, fresh water, wetlands, and farmlands

Methods being used to extend the use of Earth’s resources through recycling, reuse, and renewal

Factors that contribute to and result from runoff (e.g., water cycle, groundwater, runoff, drainage basin (watershed).

Use of the “E” Word Grade 4 Example

Grade 4: Describe the cause and effect relationships that explain the diversity and evolution of organisms over time. (DOK 2)

Observable traits due to inherited or environmental adaptations

Variations in environment (over time and from place to place)

Variations in species as exemplified by fossils

Extinction of a species due to insufficient adaptive capability in the face of environmental changes

K-8 DOK Averages DOK Average 1.45 1.58 1.68 1.67 1.71 1.85 2.07 2.14 2.28 # of Objectives 22 26 25 27 28 27 30 29 29 Grade K 1 2 3 4 5 6 7 8

9-12 DOK Averages DOK Average 2.09 2.13 2.26 2.19 2.04 2.23 # of Objectives 23 30 27 26 23 26 Course Intro to Bio Bio I Bio II Chemistry Physical Sci Physics

Success depends upon rigorous instruction at all grade levels.

Grade 8 Example from NAEP

All of the following would be helpful in separating a mixture of sand and salt EXCEPT

A) a magnet

B) a glass cup

C) a filter paper and funnel

D) water

--http://nces.ed.gov/nationsreportcard/itemmaps/

Grade 5 objective:

2b. Differentiate between elements, compounds, and mixtures and between chemical and physical changes (e.g., gas evolves, color, temperature). (DOK 2)

Expectations for 2008-2010