Mary Wroten, Science Specialist 2010 Mississippi Science Framework
What are the goals of the new framework? <ul><li>Embrace the national promotion of science </li></ul><ul><li>Initiate bold...
Research-based  Foundations for the Changes <ul><li>Reviewed by instructors of Institutions of Higher Learning  </li></ul>...
NAEP 2005 Grade  4  Science National Average - 149 <ul><li>Top 10 States </li></ul><ul><li>New Hampshire  161 </li></ul><u...
NAEP 2005 Grade  8  Science National Average - 147 <ul><li>Top 10 States </li></ul><ul><li>North Dakota  163 </li></ul><ul...
What makes the framework  different and more challenging?   <ul><li>Every grade/course has an  inquiry  strand. </li></ul>...
Objectives are measurable and  identified with DOK levels.  Grade 5 Example: <ul><li>2001 Framework:   Explore and explain...
Format changes allow for more concise objectives. <ul><li>Course:  Grade:  5  </li></ul><ul><li>Strand:   Earth and Space ...
Format changes provide better assessment clarity. Grade 8 Example <ul><li>2001:   Interpret information given on the perio...
Increased Rigor Through Inquiry Grade 8 Examples <ul><li>Analyze evidence that is used to form explanations and draw concl...
Why is new framework spiraled? <ul><li>Provides continuity in developing “the big picture.” </li></ul><ul><li>Prevents gap...
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 ...
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...
Conceptual Development through Vertical Alignment Fourth Grade   Investigate and  draw conclusions  about the  relationshi...
Real-World Connections   Grade 8 Example   <ul><li>Justify why an imaginary hurricane might or might not hit a particular ...
Technology Connections   Grade 7 Examples   <ul><li>Evaluate how health care technology has  improved the quality of human...
Mississippi Connections Grade 8 Example   <ul><li>Develop a logical argument for or against research  </li></ul><ul><li>co...
Literacy and Research Connections <ul><li>Biology I:   Research and summarize the contributions of scientists, (including ...
Use of the “E” Word   Grade 4 Example <ul><li>Grade 4:  Describe the cause and effect relationships that explain the diver...
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...
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 B...
Success depends upon rigorous instruction at all grade levels. <ul><li>Grade 8 Example from NAEP  </li></ul><ul><li>All of...
Expectations for 2008-2010 <ul><li>The framework will be piloted (2008-2010). </li></ul><ul><li>PLD’s and Test Item Specif...
Questions? <ul><li>Contact Information: </li></ul><ul><li>Mary Wroten, Science Specialist </li></ul><ul><li>Office of Curr...
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Science Framework Overview Mary Wroten

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2010 Science Framework Overview by
Mary Wroten, Science Specialist

Office of Curriculum and Instruction
P.O. Box 771
Jackson, MS 39205-0771

601-359-2586

mwroten@mde.k12.ms.us

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Science Framework Overview Mary Wroten

  1. 1. Mary Wroten, Science Specialist 2010 Mississippi Science Framework
  2. 2. What are the goals of the new framework? <ul><li>Embrace the national promotion of science </li></ul><ul><li>Initiate bold steps to improve science education in Mississippi </li></ul><ul><li>Implement research-based development of science standards </li></ul><ul><li>Provide improved guidance and direction for planning instruction </li></ul>
  3. 3. Research-based Foundations for the Changes <ul><li>Reviewed by instructors of Institutions of Higher Learning </li></ul><ul><li>Aligned to 2009 NAEP Science Framework </li></ul><ul><li>Aligned to National Science Standards </li></ul><ul><li>Referenced AAAS Benchmarks for Science Literacy </li></ul><ul><li>Addressed ACT goals in Biology, Chemistry, & Physics </li></ul><ul><li>Considered recommendations from the State of State Science Standards (Fordham Report) </li></ul><ul><li>Utilized reviews and suggestions of external experts (including Dr. Norman Webb) </li></ul>
  4. 4. NAEP 2005 Grade 4 Science National Average - 149 <ul><li>Top 10 States </li></ul><ul><li>New Hampshire 161 </li></ul><ul><li>Virginia 161 </li></ul><ul><li>North Dakota 160 </li></ul><ul><li>Massachusetts 160 </li></ul><ul><li>Maine 160 </li></ul><ul><li>Montana 160 </li></ul><ul><li>Vermont 160 </li></ul><ul><li>South Dakota 158 </li></ul><ul><li>Missouri 158 </li></ul><ul><li>Kentucky 158 </li></ul><ul><li>Bottom 10 States </li></ul><ul><li>36. Arkansas 147 </li></ul><ul><li>37. Rhode Island 146 </li></ul><ul><li>38. Louisiana 143 </li></ul><ul><li>39. Alabama 142 </li></ul><ul><li>40. Hawaii 142 </li></ul><ul><li>41. New Mexico 141 </li></ul><ul><li>42. Nevada 140 </li></ul><ul><li>43. Arizona 139 </li></ul><ul><li>44. California 137 </li></ul><ul><li>Mississippi 133 </li></ul>SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Science Assessment.
  5. 5. NAEP 2005 Grade 8 Science National Average - 147 <ul><li>Top 10 States </li></ul><ul><li>North Dakota 163 </li></ul><ul><li>Montana 162 </li></ul><ul><li>Vermont 162 </li></ul><ul><li>New Hampshire 162 </li></ul><ul><li>South Dakota 161 </li></ul><ul><li>Massachusetts 161 </li></ul><ul><li>DoDEA 160 </li></ul><ul><li>Wyoming 159 </li></ul><ul><li>Minnesota 158 </li></ul><ul><li>Wisconsin 158 </li></ul><ul><li>Bottom 10 States </li></ul><ul><li>36. Texas 143 </li></ul><ul><li>37. Florida 141 </li></ul><ul><li>38. Arizona 140 </li></ul><ul><li>39. Louisiana 138 </li></ul><ul><li>40. Nevada 138 </li></ul><ul><li>41. New Mexico 138 </li></ul><ul><li>42. Alabama 138 </li></ul><ul><li>43. Hawaii 136 </li></ul><ul><li>44. California 136 </li></ul><ul><li>Mississippi 132 </li></ul>SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Science Assessment.
  6. 6. What makes the framework different and more challenging? <ul><li>Every grade/course has an inquiry strand. </li></ul><ul><li>The Science Process Skills are embedded in many of the objectives. </li></ul><ul><li>There is a focus on critical thinking skills, problem-solving, and understanding through real-world connections. </li></ul><ul><li>Fewer objectives allow for more in-depth conceptual development. </li></ul><ul><li>Vertically aligned objectives contribute to scaffolding and “spiraling” of the framework. </li></ul>
  7. 7. Objectives are measurable and identified with DOK levels. Grade 5 Example: <ul><li>2001 Framework: Explore and explain biological adaptations in a particular environment. </li></ul><ul><li>2010 Framework: Compare and contrast the diversity of organisms due to adaptations to show how organisms have evolved as a result of environmental changes. </li></ul><ul><li>(DOK 2) </li></ul><ul><ul><li>Diversity based on kingdoms, phyla, and classes (e.g., internal/external structure, body temperature, size, shape) </li></ul></ul><ul><ul><li>Adaptations that increase an organism’s chances to survive and reproduce in a particular habitat (e.g., cacti needles/leaves, fur/scales) </li></ul></ul>
  8. 8. Format changes allow for more concise objectives. <ul><li>Course: Grade: 5 </li></ul><ul><li>Strand: Earth and Space Science </li></ul><ul><li>Competency 4: Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. </li></ul><ul><li>Objective 4f: Summarize how weather changes. (DOK 2) </li></ul><ul><ul><ul><li>Weather changes from day to day and over the seasons </li></ul></ul></ul><ul><ul><ul><li>Tools by which weather is observed, recorded, and predicted </li></ul></ul></ul>
  9. 9. Format changes provide better assessment clarity. Grade 8 Example <ul><li>2001: Interpret information given on the periodic table to predict reactions between elements. </li></ul><ul><li>2010: Predict the properties and interactions of given elements using the Periodic Table. (DOK 2) </li></ul><ul><ul><li>Metals and nonmetals </li></ul></ul><ul><ul><li>Acids and bases </li></ul></ul><ul><ul><li>Chemical changes in matter (e.g., rusting [slow oxidation], combustion [fast oxidation], and food spoilage) </li></ul></ul>
  10. 10. Increased Rigor Through Inquiry Grade 8 Examples <ul><li>Analyze evidence that is used to form explanations and draw conclusions. (DOK 3) </li></ul><ul><li>Analyze different ideas and accept the skepticism of others as part of the scientific process in considering alternative conclusions. (DOK 3) </li></ul><ul><li>h. Develop a logical argument to explain why perfectly designed solutions do not exist. (DOK 3) </li></ul>
  11. 11. Why is new framework spiraled? <ul><li>Provides continuity in developing “the big picture.” </li></ul><ul><li>Prevents gaps in learning. </li></ul><ul><li>Focuses on building upon previous knowledge. </li></ul><ul><li>Scaffolds and deliberately sequences understanding of “essential questions.” </li></ul><ul><li>Content is developmentally appropriate. </li></ul><ul><li>NAEP Content Statements are “spiraled.” </li></ul>
  12. 12. 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
  13. 13. 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
  14. 14. 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)
  15. 15. Real-World Connections Grade 8 Example <ul><li>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) </li></ul><ul><ul><li>NASA Space Center in Hancock County </li></ul></ul><ul><ul><li>Stennis Space Center Applied Research and Technology Project Office </li></ul></ul><ul><ul><li>National Oceanic and Atmospheric Administration (NOAA) </li></ul></ul><ul><ul><li>The National Weather Service </li></ul></ul>
  16. 16. Technology Connections Grade 7 Examples <ul><li>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). </li></ul><ul><li>(DOK 3) </li></ul><ul><li>Explain how science and technology are reciprocal. (DOK 1) </li></ul>
  17. 17. Mississippi Connections Grade 8 Example <ul><li>Develop a logical argument for or against research </li></ul><ul><li>conducted in selective breeding and genetic </li></ul><ul><li>engineering, including (but not limited to) research </li></ul><ul><li>conducted in Mississippi. Examples from Mississippi </li></ul><ul><li>include the following: (DOK 3) </li></ul><ul><ul><li>       The Animal Functional Genomics Laboratory at Mississippi </li></ul></ul><ul><ul><li>State University </li></ul></ul><ul><ul><li>       The Stoneville Pedigreed Seed Company in Stoneville, MS </li></ul></ul><ul><ul><li>       Catfish Genetics Research Unit at the Thad Cochran </li></ul></ul><ul><ul><li> National Warm water Aquaculture Center in Stoneville, MS </li></ul></ul>
  18. 18. Literacy and Research Connections <ul><li>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) </li></ul><ul><li>Grade 6: Research and cite evidence of current resources in Earth’s systems. (DOK 3) </li></ul><ul><ul><ul><li>Resources such as fuels, metals, fresh water, wetlands, and farmlands </li></ul></ul></ul><ul><ul><ul><li>Methods being used to extend the use of Earth’s resources through recycling, reuse, and renewal </li></ul></ul></ul><ul><ul><ul><li>Factors that contribute to and result from runoff (e.g., water cycle, groundwater, runoff, drainage basin (watershed). </li></ul></ul></ul>
  19. 19. Use of the “E” Word Grade 4 Example <ul><li>Grade 4: Describe the cause and effect relationships that explain the diversity and evolution of organisms over time. (DOK 2) </li></ul><ul><ul><li>Observable traits due to inherited or environmental adaptations </li></ul></ul><ul><ul><li>Variations in environment (over time and from place to place) </li></ul></ul><ul><ul><li>Variations in species as exemplified by fossils </li></ul></ul><ul><ul><li>Extinction of a species due to insufficient adaptive capability in the face of environmental changes </li></ul></ul>
  20. 20. 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
  21. 21. 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
  22. 22. Success depends upon rigorous instruction at all grade levels. <ul><li>Grade 8 Example from NAEP </li></ul><ul><li>All of the following would be helpful in separating a mixture of sand and salt EXCEPT </li></ul><ul><li>  A)  a magnet </li></ul><ul><li>B)  a glass cup </li></ul><ul><li>C)  a filter paper and funnel </li></ul><ul><li>D)  water </li></ul><ul><li>--http://nces.ed.gov/nationsreportcard/itemmaps/ </li></ul><ul><li>  Grade 5 objective: </li></ul><ul><li>2b. Differentiate between elements, compounds, and mixtures and between chemical and physical changes (e.g., gas evolves, color, temperature). (DOK 2) </li></ul>Copyright 2008 Mississippi Department of Education
  23. 23. Expectations for 2008-2010 <ul><li>The framework will be piloted (2008-2010). </li></ul><ul><li>PLD’s and Test Item Specifications will be finalized (Fall 2008). </li></ul><ul><li>Teaching strategies/resources will be developed (2008-2009). </li></ul><ul><li>New assessment items will be field tested (Spring 2010). </li></ul><ul><li>Practice tests will be developed (Summer 2010). </li></ul><ul><li>Textbooks will be adopted (2009 Adoption). </li></ul>
  24. 24. Questions? <ul><li>Contact Information: </li></ul><ul><li>Mary Wroten, Science Specialist </li></ul><ul><li>Office of Curriculum and Instruction </li></ul><ul><li>P.O. Box 771 </li></ul><ul><li>Jackson, MS 39205-0771 </li></ul><ul><li>601-359-2586 </li></ul><ul><li>mwroten @ mde .k12.ms.us </li></ul>Copyright 2008 Mississippi Department of Education

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