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May 11, 2010 Stan W. Heffner Associate Superintendent Center for Curriculum and Assessment History and Process of Revision Common Core Understanding the Science and Social Studies Revisions Cottage industry Pre-1983 A Nation at Risk 1983 Competency-based education 1983 State level model competency-based program 1994 Governor's Commission for Student Success 2000 Academic content standards adopted: English language arts and math 2001 Science and social studies 2002 Foreign language, fine arts, and technology 2003 2001, 2002 Adoption “A” in Standards, Assessments and Accountability, Edweek 2010 Quality Counts Aligned with Board of Regents Expectations, 2006 High performing countries Three lenses Standards Teacher Effects Learning conditions What fits best for Ohio? Ohio: “mile-wide and inch deep” Need improved articulation from grade to grade Other countries have a seamless transition between standards and curriculum Not later than June 30, 2010…the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies. ORC §3301.079(A)(1) College and career readiness Content and skills Coherence, focus, rigor Aligned model curriculum …allow each student to be prepared for postsecondary instruction and the workplace for success in the twentyfirst century… ORC §3301.079(A) Creativity and innovation Critical thinking and problem solving Communication and collaboration Technology literacy Personal management Productivity and accountability Leadership and responsibility Interdisciplinary and project-based learning Coherence Focus Rigor A reflection of the structure of the discipline being taught Coherence Focus Rigor Limiting the number of items included in a curriculum to allow for deeper exploration of the subject matter Coherence Focus Rigor More challenging and demanding when compared to international standards …the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor. ORC §3301.079(B) Content specific focus groups involving 200 teachers Meeting with 55 professional organizations Over 800 individual responses to online survey Too many standards Not easily managed No time to teach in depth Some need clarity Technical correction Common Core Mathematics English language arts Ohio Revised Standards Science Social Studies Core standards in: English language arts Mathematics State-led and developed 48 states, D.C., 2 territories Common Core standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. NGA & CCSSO, 2010 Memorandum of Agreement , April 2009 Draft college- and career-readiness standards, Sept 2009 Draft K-12 standards/learning progressions, March 2010 Revisions underway Adoption required for Race to the Top Fewer, clearer, and higher Aligned with college and work expectations Internationally benchmarked Include rigorous content and application of highorder skills Build upon strengths and lessons of current state standards Evidence – and/or research-based Describes the work of mathematically proficient students: Descriptions of Mathematical Practice Examples: reasoning, problem-solving Standards include: Concepts Skills English Language Arts and Literacy Strands Reading Writing Speaking and Listening Language Standard include: Knowledge and skills leading to college and career readiness Progressions of learning across the grades Literacy Standards for History/Social Studies and Science Common Core • Five ODE sponsored regional meetings • Responses from 75 teacher groups in Ohio (more than any other state) • 9,600 comments received nationally In light of stakeholder input Social Studies • 681 online survey responses • 65 Discussion groups: 607 participants • Five regional meetings across the state Science • 892 online survey responses • 103 focus groups: 1184 participants • Five regional meetings across the state Social Studies • American history • Clarity regarding skills • Middle school content load Science • Emphasis on skills • Scientific inquiry • Technological design • Model curricula Social Studies Three units of social studies American history—1/2 unit American government— 1/2 unit Integration of economics and financial literacy Observances Veterans Day Constitution Day: September 17 each year Documents The Declaration of Independence The United States Constitution The Constitution of the State of Ohio Basic instruction in Geography Social problems These MUST be studied United States history United States government Ohio local government Economics Foreign affairs United Nations Before these World government Socialism and communism ORC §3313.60 Strands: History Geography Government Economics Inquiry-based teaching and learning Skills: Historical thinking Spatial thinking Civic participation Economic decision making Financial literacy Not enough American history Need clarity regarding skills Amount of middle school content April 19,2010 Historical thinking Spatial thinking Civic participation Economic decision-making Financial literacy Science Three units with inquiry-based laboratory experience 1. Physical sciences 2. Life sciences 3. One advanced science course Strands: Earth and space science Physical science Life science Skills: Science inquiry Applications Emphasis on skills Scientific inquiry Technological design Uncertainty that things not addressed directly in the standards will be addressed through model curricula The Physical Setting Earth and Space Science Themes Observations of The Environment This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. P Observations of nonliving things Observation of living things Living and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter. Daily and seasonal changes 1 Life Science Observations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences. Observations of Earth & Sky K Physical Science The Living Environment Physical properties of everyday materials Observations of living things vs. nonliving things Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc. Sun, energy, and weather Sources of energy Basic needs of living things Science Inquiry and Applications During the years of PreK to 4th grade, all students must develop the ability to: • observe and ask questions about the natural environment, • plan and conduct simple investigations, • employ simple equipment and tools to gather data and extend the senses, • use appropriate mathematics with data to construct reasonable explanations, • communicate about observations, investigations and explanations, • review and ask questions about the observations and explanations of others. Interconnections within Systems This theme focuses on helping students recognize the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry. Science Inquiry and Application During the years of grades 5-8 all students must use the following scientific processes to construct their knowledge and understanding in all science content areas: Identify questions that can be answered through scientific investigations; Design and conduct a scientific investigation; Use appropriate mathematics, tools and techniques to gather data and information; Analyze and interpret data; Develop descriptions, models, explanations and predictions; Think critically and logically to connect evidence and explanations; Recognize and analyze alternative explanations and predications; and Communicate scientific procedures and explanations. Strands Strand Connections: Cycles on Earth, such as those occurring in ecosystems, in the solar system, and in the movement of light and sound result in describable patterns. Speed is a measurement of movement that is related to force and weight. The transfer of energy drives changes in systems, including ecosystems and physical systems. SBOE Draft Document April 2010 Page 13 of 25 Scientific Inquiry: A process for exploring science Technological Design: Application of scientific principles to solve a human problem The Physical Setting Earth and Space Science Themes Observations of The Environment This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. P Observations of nonliving things Observation of living things Living and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter. Daily and seasonal changes 1 Added to second Physical Science revision Life Science Observations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences. Observations of Earth & Sky K The Living Environment Physical properties of everyday materials Observations of living things vs. nonliving things Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc. Sun, energy, and weather Sources of energy Basic needs of living things Science Inquiry and Applications During the years of PreK to 4th grade, all students must develop the ability to: • observe and ask questions about the natural environment, • plan and conduct simple investigations, • employ simple equipment and tools to gather data and extend the senses, • use appropriate mathematics with data to construct reasonable explanations, • communicate about observations, investigations and explanations, • review and ask questions about the observations and explanations of others. Scientific Inquiry Design and conduct a scientific investigation to analyze soil samples collected from school property. Evaluate Technological and discuss the differences between samples. Design Generate and test solutions for preventing soil from flowing into a stream in a flood plain area using a nearby stream/floodplain area or a model. Document and discuss results and post on a data collection website for peer review. Scientific Inquiry: Standards and Model Curriculum Technological Curriculum Design: Model Academic Content Standards K-12 Technology Standard 6: Design Students apply a number of problemsolving strategies demonstrating the nature of design, the role of engineering and the role of assessment. Theme Strand Grade Level Model Curriculum: Instructional Strategies Science Grade 6 Structure of Matter: All matter is made up of atoms. Theme: Order and Organization This theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems. Science Science Inquiry and Application Earth and Space During the years of grades 5-8 all students must use the following scientific processes to construct their knowledge and Themes Life Science Inquiry and understanding in all science content areas: Physical Science Science Identify questions that can be answered through scientific investigations; matterand canconduct be classified into two broad categories, pure substances and mixtures. Mixtures can be Applications either homogeneous, or AllDesign a scientific investigation; During the years of Observations heterogeneous. A homogeneous sample of matter is the same, or uniform throughout. A heterogeneous sample is composed of tools physical of both living data and nonliving things in local Use appropriateObservations mathematics, andproperties techniques to gather and information; th grade, all PreK to 4 particlesand thatinterpret retain their even though in aand mixture with other materials surroundings. This includes water,combined the sun, rocks soil, human-made materials,–not uniformed throughout. ofofThe Analyze data;identity students must Environment and living organisms. This is to encourage students to examine their environment, its chemically Atoms combine to make molecules. Elements (representatives of single types of atoms) combine to make Develop descriptions, models, explanations and predictions; develop the ability to: similarities and differences. compounds Think critically and to its connect evidence and explanations; which arelogically classified as pure substances. These materials can then combine to make mixtures (homogeneous, or This theme Recognize and analyze alternative explanations and predications; and heterogeneous). observe and ask Observations of Observations of Observation of living •questions focuses on Communicate scientific procedures and explanations. about the helping students natural environment, Earth & Sky nonliving things things develop the • Differentiate between and elements, molecules, pure substances, and mixtures. • plan and conduct Livingatoms and nonliving things have specific compounds, physical properties. These physical skills for investigations, Strandsdifferentiating atoms, molecules, puresimple • Provide examplesproperties from experiences to illustrate their knowledge substances and mixtures. can change. Physical properties can be used to sort and classify living and • employ systematic Strand Connections: All matter is made of small particles called atoms. The properties of matter are based on the order andsimple organization of Participate in an investigation that requires of pure substance and mixtures. nonliving things. The physical properties of air water are presented as they apply equipment and tools to discovery to molecules. atoms and Cells, minerals, rocks and soildifferentiation are all examples ofand matter. to weather. Liquids and solids are introduced as preparation for learning about states gather data extend Provide evidence for understanding the structure of matter using specific examples of atoms vs. molecules, andand compounds vs understand the Earth and Space of Science Physical Science Life Science the senses, matter. sciencemixtures of the found in real-world situations. • use appropriate Topic: Matter and Motion Topic: Cellular to Multicellular Topic: Rocks, Minerals and Soil physical world mathematics with data . around them in Physical properties Observations of living to construct reasonable greater depth by Content Statements Daily and seasonal th explanations, of everyday things vs. nonliving using scientific • communicate about Minerals have specific, is made upNASA of small Cells are theand fundamental unit changes ThisAll http://connect.larc.nasa.gov/index.html is amatter portal is produced by the LaRC Office of Education is where teachers can find inquiry. observations, materials things quantifiable properties. particles called atoms. of life. program material that supports content being taught in class. Books, periodicals, pamphlets, and web sites mayinvestigations provide teachers and and students with background information and extensions. Inclusion of a resource does not constitute an endorsement, either expressed or implied, explanations, Energy comes fromAdministration. many sources and is needed for living and nonliving things to by the National Aeronautics and Space • review and ask function. The sun is a primary energy source. Energy can also be obtained from food, questions about the Theme Content Elaborations: Skills P Strands Learning Expectations: TopicContent K Statements Instructional Resources: Inquiry and/or PreK-8 Gradetechnological design based resources Overview Topic Skills Content StatementModel Curriculum: Instructional Strategies Science Grade 6 Structure of Matter: All matter is made up of atoms. Model Curricula include All matter can be classified into two broad categories, pure substances and mixtures. Mixtures can be either homogeneous, or content elaborations and heterogeneous. A homogeneous sample of matter is the same, or uniform throughout. A heterogeneous sample is composed of particles that retain their identity even though combined in a mixture with other materials –not uniformed throughout. learning expectations Atoms combine to make molecules. Elements (representatives of single types of atoms) combine chemically to make which compounds which are classified as pure substances. These materials can then combine to make mixtures (homogeneous, or are necessary for developing heterogeneous). assessments. Learning Expectations: Content Elaborations: • Differentiate between atoms and elements, molecules, compounds, pure substances, and mixtures. • Provide examples from experiences to illustrate their knowledge differentiating atoms, molecules, pure substances and mixtures. Participate in an investigation that requires differentiation of pure substance and mixtures. Provide evidence for understanding the structure of matter using specific examples of atoms vs. molecules, and compounds vs mixtures found in real-world situations. Instructional Resources: Inquiry and/or technological design based resources http://connect.larc.nasa.gov/index.html This is a portal is produced by the NASA LaRC Office of Education and is where teachers can find program material that supports content being taught in class. Books, periodicals, pamphlets, and web sites may provide teachers and students with background information and extensions. Inclusion of a resource does not constitute an endorsement, either expressed or implied, by the National Aeronautics and Space Administration. Phase I: Standards Content Skills Phase II: Model Curricula Content Elaborations Learning Expectations Instructional Strategies Resources Concerns about lack of Social Studies test Graduation requirements in Ohio Core: World history course not required for graduation Earth science not required for graduation ½ credit government ½ credit American history Transition: State Board Adopts Standards State Board Adopts Model Curriculum • Teacher development • Local curriculum revision • Test development Transition Complete Questions?