Council of State Science Supervisors - National Conference
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1 Council of State Science Supervisors - National Conference Christopher C. Lazzaro, Associate Director of Science Education clazzaro@collegeboard.org
2 Provide an overview of the Science College Board Standards for College Success (CBSCS) Discuss the development process Key goals behind the development of the standards Explain the organizational structure and key components of the framework Discuss how our standards relate to the redesigned Advanced Placement courses Q&A 2
3 The College Board Standards for College Success were created with the goal of increasing the number and diversity of students who are prepared to succeed in college. The College Board has developed college readiness standards in English Language Arts, Mathematics, and Science. These Standards were developed to provide teachers, schools and states with clear definitions of college readiness to help students successfully transition into Advanced Placement (AP) and college-level courses. 3
4 Key goals: Define college readiness in science to better prepare students for readiness in introductory level science courses. Provide teachers, schools, districts, and states with a model set of standards to support NCLB focus on science standards, assessments, and accountability. Articulate a way of understanding science that will better prepare students for college-level work as well as AP courses. 4
5 Knowledge & Skills Model Set of Standards Define the knowledge and skills students need to be successful in AP and first year college coursework. Provide a model set of standards for rigorous middle school and high school courses that lead to college readiness. Increases Rigor Provide teachers, districts, and states with tools for increasing the rigor and alignment of courses across grades 6-12 to college. Assists Teachers Offer valuable insight and guidance to teachers by describing how students are expected to use and build their knowledge, while at the same time allowing for curriculum to be tailored to the specific needs of students at the local or district level. 5
6 6 College Board AP Science Redesign and Course Frameworks Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993) National Science Education Standards (National Research Council [NRC], 1996) ICT Literacy Map Science (Partnership for 21st Century Skills, 2004) Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006 (Organisation for Economic Co-Operation and Development [OECD], 2006) Science Framework for the 2009 National Assessment of Educational Progress (NAEP) (National Assessment Governing Board [NAGB], 2008) Trends in International Math and Science Study (TIMSS) 2003 National Center for Educational Statistics
7 Science Advisory Committees : Learning Specialists Chemistry Physics Earth Science Biology Advisory Committee Composition: Middle School Teachers High School Teachers Scientists Professors of Science Professors of Science Education National Professional Organizations External Reviewers: Achieve Inc. Science Academic Advisory Panel High School Teachers Middle School Teachers Two former Presidents from the NSTA Scientists Professors of Science Professors of Science Education National Professional Organizations 7
8 The Science CBSCS target college readiness as the end goal as opposed to general scientific literacy. Science Literacy is a very broad goal. Students can only be considered more or less developed in their scientific literacy, but a bar can be set for college readiness. The Science CBSCS outline clear and interdisciplinary scientific practices that all students should engage in how to approach science as a scientist. 8
9 Grades 6-8 Earth Science Life Science Physical Science Grades 9-12 Earth Science Life Science Chemistry Physics Science Collegelevel Work AP Environmental Science AP Biology AP Chemistry AP Physics 9
10 Standards represent the core, overarching ideas of each discipline. Each standard has its own unique code or letter/number combination with the letter(s) representing the relevant discipline. Objectives describe the target understanding for college readiness; they explain specific learning goals that relate to the corresponding standard. Performance expectations (PEs) specify what students should know, understand, and be able to do in order to be successful in college. They also illustrate how students engage in science practices to develop a better understanding of the essential knowledge statements and the objective. Essential knowledge (EK) statements describe conceptual targets for student learning that support the corresponding objective. They provide language and boundaries of the performance expectations. 10
11
12 Standard LS.4 Matter and Energy Standards: represent the core, overarching ideas of each discipline. Each standard has its own unique code or letter/ number combination with the letter(s) representing the relevant discipline. A key word or phrase accompanies each standard to indicate the content covered. A more indepth description follows each standard. Biological systems utilize energy and molecular building blocks to carry out life s essential functions. Students recognize that the interactions between organisms and their environment are dynamic in nature. The processes that define being alive involve chemical reactions that require the input of energy and that result in the rearrangement of atoms. Energy, which is ultimately derived from the Sun and transformed into chemical energy, is needed to maintain the activity of an organism. The matter that is involved in these dynamic processes is constantly recycled between the organisms and their environment. 12
13 Objectives: describe the target understanding for college readiness; they explain specific learning goals that relate to the corresponding standard. Like the standards, each objective has a unique code as well as a corresponding key word or phrase. Boundary statements: provide instructional guidance by restricting the scope of the content. Objective LS.4.1 Matter Cycling Students understand that matter is continuously recycled within the biological system and between the biological (biotic) and physical (abiotic) components of an ecosystem. [BOUNDARY: At the 6 8 grade band, matter is treated as being made of atoms and molecules. Chemical reactions are presented as the rearrangement of atoms in molecules. Chemical reactions in terms of subatomic structures of atoms are not appropriate.] Suggested Connections Within Life Science: Living Systems and the Physical Environment (LS.3.1); Interactions of Living Systems (LS.3.2); Ecosystem Stability (LS.3.3) Between Life Science and Other Disciplines: Atmosphere as a System (ES.2.1); Oceans as a System (ES.2.2); Lithosphere as a System (ES.2.3); Water Cycle (ES.4.1); Carbon Cycle (ES.4.2); Humans and the Environment (ES.5.3); Properties of Matter (PS.2.1); Particulate Nature of Matter (PS.2.3); Conservation of Matter (PS.3.1); Physical and Chemical Changes of Matter (PS.3.2); Electric Circuit Interactions (PS.4.2). Suggested connections: are provided to show how the content of a given objective links to the content of other objectives within a discipline and across disciplines. 13
14 Note: For Objective LS.4.1, there are no performance expectations or essential knowledge statements for grades PERFORMANCE EXPECTATIONS (6 8) Ways in which students know and use, as well as engage with, the essential knowledge in order to understand, or enhance their understanding of, the objective: LSM-PE Create a representation to describe the cycling of a carbon atom from the physical (abiotic) environment through the molecules of the biological (biotic) components of an ecosystem back to the physical (abiotic) environment. [BOUNDARY: The chemical structure of any of the molecules is not appropriate.] LSM-PE Make and justify a claim concerning whether a particular molecule of oxygen inhaled today could be made of the same atoms of oxygen inhaled by someone a hundred years ago. Make and justify a claim concerning whether a particular molecule of water consumed today could be made of the same atoms of hydrogen and oxygen consumed by someone a hundred years ago. LSM-PE Predict and justify what might happen to an ecosystem if there were no bacteria or fungi present. Prediction and justification are based on ideas about matter recycling between the biological (biotic) and physical (abiotic) parts of an ecosystem. Performance expectations (PEs) specify what students should know, understand and be able to do in order to be successful in college. They also illustrate how students engage in science practices to develop a better understanding of the essential knowledge statements and the objective.
15 ESSENTIAL KNOWLEDGE (6 8) Students apply, as well as engage and reason with, the following concepts in the performance expectations: Matter is transferred among organisms in an ecosystem when organisms eat, or when they are eaten by others for food. Molecules from food react with oxygen to provide energy that is needed to carry out essential life functions, become incorporated into the body structures of organisms, or are stored for later use. Although matter is transformed in these processes as the atoms of molecules are rearranged, the matter is neither created nor destroyed. Matter moves within individual organisms through a series of chemical reactions in which molecules are rearranged to form new molecules. These chemical reactions enable organisms to carry out essential life processes and to build body structures. All the molecules that make up the food in an ecosystem once existed as other molecules in the physical (abiotic) environment and were transformed and incorporated into the biological (biotic) components of the ecosystem primarily via photosynthesis. Organisms that produce this food from molecules in the physical (abiotic) environment (through the process of photosynthesis) are called producers. Essential knowledge (EK) statements describe conceptual targets for student learning that support the corresponding objective. They provide language and boundaries of the performance expectations. 15
16 STANDARD SP.1 Asking scientific questions that can be tested empirically and structuring these questions in the form of testable predictions OBJECTIVES: SP.1.1 Scientific Questions SP.1.2 Predictions STANDARD SP.2 Collecting data to address scientific questions and to support predictions OBJECTIVES: SP.2.1 Data Collection SP.2.2 Evaluating Data for Evidence STANDARD SP.3 Searching for regularities and patterns in observations and measurements (i.e., data analysis) OBJECTIVE: SP.3.1 Analyzing Data for Patterns STANDARD SP.4 Using evidence and science knowledge to construct scientific explanations, models, and representations OBJECTIVES: SP.4.1 Constructing Explanations SP.4.2 Models and Representations SP4.3 Evaluating Explanations STANDARD SP.5 Using mathematical reasoning and quantitative applications to interpret and analyze data to solve problems OBJECTIVES: SP.5.1 Proportionality Between Variables SP.5.2 Patterns of Bivariate Relationships 16
17 STANDARD SP.4 Using evidence and science knowledge to construct scientific explanations, models, and representations OBJECTIVES: SP.4.1 Constructing Explanations SP.4.2 Models and Representations SP4.3 Evaluating Explanations SP.4.2 Models and Representations Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation.
18 STANDARD PS.1 Changes in the natural and designed world are caused by interactions of an object with other objects can be described by forces that can cause a change in motion of one or both interacting objects OBJECTIVES: PS.1.1 Patterns of Straight-Line Motion PS.1.2 Forces and Motion PS.1.3 Interactions and Forces PS.1.4 Gravitational Force PS.1.5 Magnetic and Electrical Charge Interactions STANDARD PS.3 Matter can be transformed by a change of state or by undergoing chemical reactions, but it can never be created or destroyed OBJECTIVE: PS.3.1 Conservation of Matter PS.3.2 Physical and Chemical Changes of Matter STANDARD PS.2 Matter has mass and volume and can exist as a solid, liquid, or gas. All pure substances have their own unique set of physical and chemical properties that can be used to identify them OBJECTIVES: PS.2.1 Properties of Matter PS.2.2 States of Matter PS.2.3 Particulate Nature and Matter STANDARD PS.4 When any change occurs, energy is transferred and/or transformed, but it is never lost OBJECTIVES: PS.4.1 Mechanical Energy Transfer (Work) and Energy Change PS.4.2 Electric Circuit Interactions PS.4.3 Mechanical Wave Interactions PS.4.4 Conservat6ion of Energy PS.4.5 Thermal Energy 17
19 For more information on the Science College Board Standards for College Success please contact: Christopher C. Lazzaro Associate Director of Science Education Research & Development The College Board 45 Columbus Avenue New York, NY p: f:
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