alabama course of study: science

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Alabama Department of Education 2005 Summer Workshops

Regional Inservice Centers

MEGA Conference

Alabama Department of Education 2005 Summer Workshops

Regional Inservice Centers

MEGA Conference

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• Minimum Required Content • Process and Application Skills• Awareness of Vertical Alignment• Impact and Influence of Defined Position Statements

• Impact of Curriculum Planning• Attainment of Goal: Scientific Literacy for All Alabama Students

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•Work cooperatively.• Have an open mind.• Adhere to time constraints.• Share with the entire group.• Silence cell phones and

pagers.

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•

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1. Do you want to understand and be familiar with the new Alabama Course of Study: Science?

2. Have you ever wondered how to interpret and implement the academic standards in the Alabama Course of Study: Science?

3. Is it important for you to be a part of improving scientific literacy in Alabama?

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Enhances Students’ Ability to:

• Observe Perceptively• Reflect Thoughtfully upon Ideas and

Observations• Make Informed Decisions• Comprehend and Analyze Offered

Explanations and Alternate Views• Deal Intelligently with Local and Global

Problems

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Science for

Every Student

in Every Grade

Every Day?

Yes!!

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A Curriculum Document:

• Containing the Minimum Required Content of a Subject Area for All Alabama Public Schools

• Specifying What Students Should Know and be Able to Do in a Particular Subject Area by the End of Each Course and Grade Level (K-12)

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• The State Board of Education … shall prescribe the minimum contents of courses of study for all public, elementary, and high schools in the state… (Code of Alabama, 1975, §16-35-4 and §16-6b-2f)

• … the county (city) superintendent of education shall prescribe courses of study for schools of the county (city) and submit for approval and adoption by the county (city) board of education…Printed copies shall be supplied to every teacher and interested citizen. (Code of Alabama, 1975, §16-9-21and §16-12-9)

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• § 200.1 State responsibilities for developing challenging academic standards.– Academic standards in general. A State must develop

challenging academic content and student academic achievement standards that will be used by the State, its local educational agencies (LEAs), and its schools…

• § 200.2 State responsibilities for assessment.– Assessments must “... be aligned with the State’s challenging

academic content and student academic achievement standards…”

Federal Register/Volume 67, No. 129/Friday, July 5, 2002/Rules and Regulations

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• Standards apply to all students.• Standards are not repeated.• Standards are clear and measurable at

the state level.• Mastery is expected at each grade level.• Content standards are fewer in number.• Bullets are related content that must be

taught.

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A Content Standard:

● Is Foundational

● Defines Content

● Is Developmentally Appropriate

● Is Reasonable

● Is Clearly Written

● Is Measurable

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A Course of Study Committee Selected as Follows:

• 1 Elementary Teacher (K-6) and 1 Secondary Teacher (7-12) from each of the Seven Congressional Districts

• 4 Members from the State At-Large in a Supervisory or Administrative Capacity

• 3 Members Who are Employees of State Institutions of Higher Learning and Specialists in the Course of Study Areas to be Revised

• 7 Additional Members Appointed by the Governor (One From Each of the Seven Congressional

Districts; Not Employed in the Field of Education)

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2005-2006 LOCAL TEXTBOOK ADOPTION

COMMITTEES MEET

2005-2006 LOCAL SYSTEMS DESIGN

CURRICULA

FALL 2005-OPTIONAL

IMPLEMENTATION

2004-2005 ALABAMA COURSE OF STUDY: SCIENCE

REVISIONS AND ADOPTION

FALL 2006 FULL IMPLEMENTATION

2005 STATE TEXTBOOK COMMITTEE MEETS

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2001 2005

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2001 Course of Study 2005 Course of Study

Measurability:Content Standards and Verbs Sometimes too Broad or General to Assess at State Level

Measurability: Content Standards Clear and Assessable at State Level

Grade-Level Narratives:Included Only for Courses in Grades 9-12

Grade-Level Narratives:Included for Each Grade K-8 and for Each Course 9-12

Number of Content Standards:Ranges from 23 in Grade 1 to 48 in Geology

Number of Content Standards:Ranges from 9 in Zoology to 16 in Biology

Process and Application Skills:Stated at Each Grade Level

Process and Application Skills:Included in Narratives, Chart, and Standards

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Basic

Observing

Communicating

Classifying

Measuring

Predicting

Inferring

Advanced

Controlling Variables

Defining Operationally

Formulating Hypotheses

Experimenting (Controlled)

Analyzing Data

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Composition of a Content Standard:

Stem—contains minimum required content to be mastered at the end of a grade level or course

Bullet (as needed)—additional minimum required content that provides further specificity for the content standard that it follows

Example (as needed)—clarifies the content standard that it follows

Composition of Minimum Required Content:

Content Standard—statement that defines what students should know and be able to do at the conclusion of a course or grade

Bullet (as needed)—denotes content that is related to the standard and required for instruction; identifies additional minimum required content

Example (as needed)—clarifies certain components of a content standard or bullet; illustrative but not exhaustive

Repetition of Content:Occurs Throughout Standards in Grades K-12

Repetition of Content:Does Not Occur in Standards From Grade to Grade

Content/Organizational Strands:Life Science, Physical Science, Earth and Space Science

Content/Organizational Strands:Life Science, Physical Science, Earth and Space Science

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Grades K-5: Coordinated ScienceGrades 6-8: Coordinated Science

Grades 9-12: Four Cores Physical Science, Biology, Chemistry, PhysicsTen Elective Cores Anatomy and Physiology Aquascience Astronomy Botany Earth and Space Science Environmental Science Genetics Geology Marine Biology Zoology

Grades K-5: Coordinated ScienceGrades 6-8: Courses Covering Three

Separate Domains Grade 6 – Earth and Space Science Grade 7 – Life Science Grade 8 – Physical Science

Grades 9-12: Four Cores Physical Science, Biology, Chemistry, PhysicsTen Elective Cores Human Anatomy and Physiology Aquascience Forensic Science Botany Earth and Space Science Environmental Science Genetics Geology Marine Science Zoology

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Content standards: • Define what students should know and be

able to do at the conclusion of a course or grade

• Identify minimum required contentBullets: • Contain additional related and required

contentExamples: • Clarify certain components of content

standards or bullets • Are illustrative but not exhaustive

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Describe ways energy from the sun is used. Examples: plant growth, light, heat ● Identifying fossil fuels as a source

of energy

(Grade 3, Standard 3)

Content Standard

Example

Bullet

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• Preface• Acknowledgments• Introduction to the Document• Conceptual Framework• Position Statements• Minimum Required Content• Appendices

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Benchmarks for Science Literacy

National Science Education Standards

Science for All Americans

Third International Math and Science Study (TIMSS)

Documents From Other States

The No Child Left Behind Act of 2001

Alabama Course of Study: Science, Bulletin 2001, No. 20

Public and Professional Input

State and National Assessments

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Earth & Space Science

Application& Process

Skills

Earth and Space Science

Process andApplication

Skills

Earth & Space Science

Application& Process

Skills

Earth and Space Science

Process and Application

Skills

Scientific Literacy

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• Classroom Environment• Laboratory Emphasis• Scientific Writing• Safety• Connections• Integration of Technology• 5-E Instructional Model• Assessment• Cultural Diversity in Science• Scientific Process and Application Skills

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• Scientific Journals

• Science Notebooks

• Charts

• Open-Ended Essays

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•Alabama’s Safety CD

• Alabama’s Eye Protection Law (Code of Alabama, 1975, §16-1-7)

•A Written Science Safety Plan

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• Grades K-2

• Grades 3-5

• Grades 6-8

• Grades 9-12

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Content Standards—Grades K-2

Grade Physical Science Life ScienceEarth and

Space Science

K

• Sound• Motion• Magnetism• Shadows• Two (2) States of Matter

• Basic Needs of Living Things

• Parents and Offspring

• The Five Senses

• Features of Earth• Seasons• Objects in Day Sky

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• Properties of Objects• Effects of Forces on

Objects• Tools Needed for Data

Collection

• Survival Traits• Classification• Human Anatomy• Extinction of

Animals

• Weather• Earth’s Resources• Recycling• Components of

Earth’s Surface

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• Three (3) States of Matter• Sound• Light• Simple Machines

• Plants• Animals

• Geological Features• Erosion• Water Cycle• Weather• Solar System

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Content Standards—Grades 3-5

Grade Physical Science

Life ScienceEarth and Space

Science

3

• Changes of Matter• Force and Motion• Simple Machines• Energy from Sun

• Body Systems (2)• Life Cycle of Plants• Classification (2)• Habitat Conditions

• Layers of Earth• Weather• Natural Resources• Earth and Its Moon• Classification of Rocks

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• Electricity• Sound• Light• Friction

• Life Cycle of Animals• Food Chains• Hierarchy of Life• Classification (6)

• Features of Earth• Space Exploration• Eclipses• Solar System

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• Chemical Changes• Definition of Atom• Density• Types, Forms, and

Transfer of Energy

• The Cell• Body Systems (4)• Food Chains/Webs• Symbiosis

• Earth’s Spheres• The Rock Cycle• Planet Comparison• Space Technology

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Grade Physical Science Life Science Earth and Space Science

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Global Atmospheric Patterns

Changes to Earth’s Surface

Biogeochemical Cycles

Earth’s Biomes

Components of Universe

Plate Tectonic Theory

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Characteristics of Life

Cell Theory

Mitosis

Body Systems (7)

Photosynthesis/Respiration

Genetics

Ecosystems

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Structure of Atoms

Solutions

Newton’s Laws

Simple Machines

Energy

Waves

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Physical Science Biology

• Periodic Trends of Elements• Solutions• Atomic Bonding• Law of Conservation of Matter• Changes in Matter• Newton’s Laws of Motion• Force• Nuclear Energy• Waves• Electricity and Magnetism

• Structure of Cell• Homeostasis• Biochemistry • Cell Division• Mendelian Genetics• Patterns of Inheritance• Classification• Diversity of Life• Ecology

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Kindergarten Classify objects as solids or liquids.

(Content Standard 1, Page 14)

Grade 2

Identify states of matter as solids, liquids, and gases.

• Describing objects according to physical properties, including hardness, color, and flexibility

• Describing changes between states of matter

Examples: solid to liquid – melting, gas to liquid – condensing,

liquid to gas – evaporating, liquid to solid – freezing

• Measuring quantities of solids and liquids


Grade 8

Describe states of matter based on kinetic energy of particles in matter.


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• What They DODO– Describe Students’ Overall Overall

PerformancePerformance on All Science Standards in a Grade

– Define Several Distinct Levels ofLevels of PerformancePerformance

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Level 4 – Exceeds Standards

Level 3 - Meets Standards

Level 2 - Partially Meets Standards

Above the Content Standard

Aligned to the Content Standard

Below the Content Standard

Level 1 - Does Not Meet Standards

Below Partially Meets Standards

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Level III (Proficient)

Third-grade students performing at Level III can classify substances as soluble or insoluble. These students can identify physical and chemical changes of matter. They can describe ways energy from the sun is used. Level III students can define force and motion. These students can identify the relationship of simple machines to compound machines. They can identify the structures and functions of the muscular and skeletal systems of the human body. Level III students can describe the life cycle of plants, including seed, seed germination, growth, and reproduction. They can identify how organisms are classified in the Animalia and Plantae kingdoms. These students can describe how fossils provide evidence of prehistoric plant life. Level III students can determine habitat conditions that support plant growth and survival. They can describe the layers of Earth, including the inner and outer cores, mantle, and crust. These students can identify the conditions that result in specific weather phenomena, including thunderstorms, tornadoes, and hurricanes. Level III students can describe ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment. They can describe the position of Earth, the moon, and the sun during the course of a day or month.

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• Content standards and related content included in bullets in this document are minimum and required.

• Examples are fundamental and specific but not exhaustive.

• In developing local curriculum, school systems may include:– Additional Content Standards to Reflect

Local Philosophies – Implementation Guidelines– Resources– Activities– Pacing Guides