Michigan High School Science Companion Documents Kevin J. Richard MASSP February 19, 2008 Presentation

2 Goals for This Session Become familiar with the development of the science companion documents Learn how to use the documents to their full potential in the classroom and for state assessment See how the middle school expectations align with high school

3 HS Science Companion Documents

4 Organized by discipline and units Intended to provide science educators and assessment developers with a clearer understanding of the breadth and depth of the HSCE.

5 HS Science Companion Documents 4 documents; one for each discipline: Biology Chemistry Earth science Physics MSLA work group Teacher leaders and writers

6 HS Science Companion Documents Organized by units within each discipline –Units developed by state organizations Each unit is organized around a big idea Each discipline has 12 units –3 weeks each teach time; guidelines, not the rule

7 Companion / Clarification Documents Each document starts with a listing of all the discipline expectations –Cross-referenced to the unit in which they appear and are clarified. –Cross-referenced to specific instructional examples

8 HS Science Companion Documents

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10 HS Science Companion Documents Each unit begins with the big idea and list of standards and content statements linked to the unit expectations. Immediately following is a list of all the expectations in that unit with clarification statements where necessary.

11 HS Science Companion Documents

12 HS Science Companion Documents All essential and core expectations are clarified when necessary and are included in the units –Recommended are listed but not clarified and do not appear in the units. –Prerequisites are no longer needed and not included.

13 HS Science Companion Documents Science Vocabulary –from NAEP & Marzano Real-world context –Connections for students

14 HS Science Companion Documents Instruments, Measurements, and Representations – Representations, instruments/tools, units of measurement, and formulae required for understanding the unit.

15 HS Science Companion Documents Assessment information throughout the document for state assessments What is assessable? –All CEs and Clarifications –Vocabulary – including vocabulary found within CE, standards and statements –Instruments, Measurements and Representations What is not assessable? –Real World Context –Instructional examples

16 HS Science Companion Documents Science Instructional Examples –5 types Inquiry Reflection General Intervention Enrichment

17 HS Science Companion Documents Instructional Examples –Organized by type and address cluster of expectations –Meant to provide ideas for classroom activities

18 HS Science Companion Documents Instructional Examples –Give suggestions for intervention and enrichment for the unit.

19 HS Science Companion Documents High School Companion Document Links or or then click on high school companion document link

20 New Middle School GLCE Document How does middle school affect high school?

21 New Middle School GLCE Document Organization Discipline Standard Content Statement Content Expectation P.PM Discipline Standard (Grade Level) Statement Expectation

22 New Middle School GLCE Document What about 8 th Grade? Since 1991 (MEGOSE, page 8) Assessment in fall…what after? Math/ELA required 8 th grade Social Studies test in 9 th grade High School requirements allow flexibility Creates communication across physical sites

23 New Middle School GLCE Document Prerequisites NAEP middle school based Led to specific high school With K-7 finished, no longer needed

24 New Middle School GLCE Document High School Prerequisite Middle School Expecation Comment E4.p3A: Describe how glaciers have affected the Michigan landscape and how the resulting landforms impact our state economy. NoneNot in NAEP (National Standards) E3.p1B: Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments E.SE Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments Same E4.p2E: Describe conditions associated with frontal boundaries (cold, warm, stationary, and occluded). E.ES Describe weather conditions associated with frontal boundaries (cold, warm, stationary, and occluded) and the movement of major air masses and the jet stream across North America using a weather map. Combined E4.p2F: Describe the characteristics and movement across North America of the major air masses and the jet stream.

25 New Middle School GLCE Document “Less is more” Kdg 1 st 2 nd 3 rd 4 th Total 5 th 6 th 7 th Total Physical Life Earth Total

26 New Middle School GLCE Document Questions?

27 HS Science Companion Documents For more information: Kevin Richard