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Mary Wroten, Science Specialist

2010 Mississippi Science Framework

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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

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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)

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NAEP 2005 Grade 4 ScienceNational Average - 149

Top 10 States1. New Hampshire 1612. Virginia 1613. North Dakota 1604. Massachusetts 1605. Maine 1606. Montana 1607. Vermont 1608. South Dakota 1589. Missouri 15810. Kentucky 158

Bottom 10 States36. Arkansas 14737. Rhode Island 14638. Louisiana 14339. Alabama 14240. Hawaii 14241. New Mexico 14142. Nevada 14043. Arizona 13944. California 13745. 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.

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NAEP 2005 Grade 8 ScienceNational Average - 147

Top 10 States1. North Dakota 1632. Montana 1623. Vermont 1624. New Hampshire1625. South Dakota 1616. Massachusetts 1617. DoDEA 1608. Wyoming 1599. Minnesota 15810. Wisconsin 158

Bottom 10 States36. Texas 14337. Florida 14138. Arizona 14039. Louisiana

13840. Nevada

13841. New Mexico 13842. Alabama

13843. Hawaii 13644. California

13645. 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.

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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.

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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)

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Format changes allow for more concise objectives.

Course: Grade: 5 Strand: Earth and Space ScienceCompetency 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

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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)

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Increased Rigor Through InquiryGrade 8 Examples

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

g. 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)

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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.”

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Distribution of Content2001

Physical

Life Earth Gaps (NAEP)

K 9 15 12

1 10 8 12 Motion and Forces

2 11 8 11 Motion and Forces

3 7 10 6 Motion and Forces; Transfer of Energy

4 7 7 14 Motion and Forces

5 9 11 7 Weather

6 9 10 6 Weather

7 11 17 12 Weather

8 13 13 12

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Distribution of Content2010

Inquiry Physical Life Earth Gaps (NAEP)

K 5 5 5 6

1 6 7 6 7

2 6 7 5 6

3 6 7 6 7

4 7 7 6 7

5 8 7 5 7

6 8 7 5 7

7 8 6 5 8

8 8 6 8 8

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Conceptual Development through Vertical Alignment

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)

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)

 

Fourth Grade

Investigate and draw conclusions about the relationship between the rate of vibrating objects and the pitch of the sound. (DOK 3)

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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

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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)

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Mississippi ConnectionsGrade 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

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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).

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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

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K-8 DOK Averages

Grade

K

1

2

3

4

5

6

7

8

# of Objectives

22

26

25

27

28

27

30

29

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DOK Average

1.45

1.58

1.68

1.67

1.71

1.85

2.07

2.14

2.28

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9-12 DOK Averages

Course

Intro to Bio

Bio I

Bio II

Chemistry

Physical Sci

Physics

# of Objectives

23

30

27

26

23

26

DOK Average

2.09

2.13

2.26

2.19

2.04

2.23

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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)

Copyright 2008 Mississippi Department of Education

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Expectations for 2008-2010

• The framework will be piloted (2008-2010).

• PLD’s and Test Item Specifications will be finalized (Fall 2008).

• Teaching strategies/resources will be developed (2008-2009).

• New assessment items will be field tested (Spring 2010).

• Practice tests will be developed (Summer 2010).

• Textbooks will be adopted (2009 Adoption).

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Questions?

Contact Information:

Mary Wroten, Science Specialist

Office of Curriculum and InstructionP.O. Box 771

Jackson, MS 39205-0771

601-359-2586

mwroten@mde.k12.ms.us

Copyright 2008 Mississippi Department of Education