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Science Alignment & Testing. Teaching & Learning January 15, 2010 Cari Jo Kiffmeyer. Organization of the Standards. Organization of the Standards. Organization of the Standards. Organization of the Standards. 2004 vs. 2009 Benchmarks K - 5. Number of Benchmarks.

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Science Alignment & Testing

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Science Alignment & Testing

Teaching & Learning

January 15, 2010

Cari Jo Kiffmeyer


Organization of the Standards


Organization of the Standards


Organization of the Standards


Organization of the Standards


2004 vs. 2009 Benchmarks K - 5

Number of Benchmarks

Graphic from MDE – John Olson


2004 vs. 2009 Benchmarks Middle School 6-8

Number of Benchmarks

Graphic from MDE – John Olson


2004 vs 2009 BenchmarksHigh School - Biology

Number of Benchmarks

Graphic from MDE – John Olson


Biggest Change - No Banding

  • Why grade specific standards?

  • What considerations should be made?


Notable Differences K - 5

K-2

  • No extinction

  • Grade 1 – animals only

  • Grade 2 – plants only

    Grades 3-4

    - No Solar System (old standards) - Changed to Sun, Moon & Stars

  • No weather/clouds (old standards)

    Grade 5

    - Weakest alignment (w/ FOSS)


Notable Differences 6-8

Grade 6

  • No static Electricity

  • Addition of Waves and Sound

    Grade 7

  • Addition of Physical Science (Matter)

    Grade 8

  • Addition of Physical Science (6 benchmarks, 2 standards)


Changes for Wayzata

  • Moving kits from grades 1 to 2, 3 to 4

    New Plants – Insects, Earth Materials

  • Addition of 2 new kits:

    Matter and Energy – grade 4

    Sun Moon and Stars – grade 3

  • Kits moved to “Optional”

    Ideas and Inventions

    Human Body


Engineering Standards

  • What is difference between engineering and scientific method/process skills?

  • How do we teach the engineering standards?

  • How does FOSS handle engineering?


Engineering Standards - FOSS

  • Implicit in some units

  • Will require classroom teachers to identify and then supplement to teach

  • No specific direction for teachers in teacher guide

  • Not supplemented well in science stories

    A Suggestion

    Develop something more than what is currently in FOSS either with

  • Clearly identified supplemental material

  • Incorporate parts of all of EIE –Engineeering is Elem curriculum for grade


What is engineering?

Science:

  • A body of knowledge

  • Seeks to describe and understand the natural world and its physical properties

  • Scientific knowledge can be used to make predictions

  • Science uses a process--the scientific method--to generate knowledge

    Engineering:

  • Design under constraint

  • Seeks solutions for societal problems and needs

  • Aims to produce the best solution given resources and constraints

  • Engineering uses a process--the engineering design process--to produce solutions and technologies

    Technology:

  • The body of knowledge, processes, and artifacts that result from engineering

  • Almost everything made by humans to solve a need is a technology

  • Examples of technology include pencils, shoes, cell phones, and processes to treat water

http://www.mos.org/eie/


Engineering Design Process

ASK

  • What is the problem?

  • What have others done?

  • What are the constraints?

    IMAGINE

  • What are some solutions?

  • Brainstorm ideas.

  • Choose the best one.

    PLAN

  • Draw a diagram.

  • Make lists of materials you will need.

    CREATE

  • Follow your plan and create it.

  • Test it out!

    IMPROVE

  • Talk about what works, what doesn't, and what could work better.

  • Modify your design to make it better.

  • Test it out!

http://www.mos.org/eie/


Comparison of typical processes

Observation and form a question

Hypothesis & procedure

Conduct an experiment

Refine hypothesis and experiment again

Form a conclusion and communicate it

Result: Facts & theories

Define the problem and the resources available

Develop a design

Test the design

Modify the design and test again

Analyze the design and use or market it

Result: Products & processes

Science Inquiry Engineering Design

from MDE – John Olson


FOSS Correlation

  • Foss Correlation

  • FOSS Recommended Alignment

Files available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing


Sample Alignment

  • Wayzata’s Alignment

  • FOSS Correlation to that alignment

  • Sample Unit Document

Files available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing


Key to Success

  • Science Notebooks

    Training available through FOSS


EIE Engineering is Elementary

http://www.mos.org/eie/


How to use EIE…

  • In conjunction with FOSS.

    EIE coorelation

File available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing


MCA III Science Testing

Teaching & Learning

January 15, 2010

Cari Jo Kiffmeyer


MCA III Science

  • No release of item type information

    thoughts that there will be short constructed response that is computer scored

  • Cognitive Level Changes/Comparison

  • Operational Form Comparisons


Cognitive Level Comparison

MCA III

MCA II


MCA III

Based on Norman Well’s Depth of Knowledge Levels

Level 1 - recall

Level 2 – skill/concept

Level 3 – strategic thinking

MCA II

Follows Bloom’s Taxonomy

Level A = Knowledge

Level B = Understanding

Level C = Application,

Analysis,

Synthesis,

Evaluation

Cognitive Level Comparison


MCA III Grade 5 comparison

Taken from Test Specs 2009 and 2004


MCA III Grade 5 by substrand

Taken from Test Specs 2009


MCA III Grade 8 comparison

Taken from Test Specs 2009 and 2004


MCA III Grade 8 by substrand

Taken from Test Specs 2009


MCA III High School comparison

Taken from Test Specs 2009 and 2004


MCA III Grade 9-12

Taken from Test Specs 2009


  • Looking at new standard requirements

File available at http://www.grantsandresearchhelp.us/trends.asp under 2009-2010 Science: Science Alignment and Testing


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