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Michigan High School Science Content Expectations October 2006 Become familiar with HS Science Content Expectations Practices of Scientific Literacy Levels of expectations Coding Participate in group activities to Better understand how to use the documents

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goals for this session
Become familiar with

HS Science Content Expectations

Practices of Scientific Literacy

Levels of expectations


Participate in group activities to

Better understand how to use the documents

Plan implementation in your district

Goals for This Session
two documents
Two Documents
  • High School Content Expectations


  • Michigan Merit Curriculum

Course/Credit Requirements


four disciplines of science
FourDisciplinesof Science
  • Physics
  • Chemistry
  • Earth Science
  • Biology

No order implied

built from naep 2009 framework
NAEP Content


Early in the history of the universe, matter, primarily the light atoms hydrogen and helium, clumped together by gravitational attraction to form countless trillions of stars and billions of galaxies. (E12.2)

Built from NAEP 2009 Framework

HSCE Content


Early in the history of the universe, matter clumped together by gravitational attraction to form stars and galaxies.(E5.1)

four practices of scientific literacy
FourPracticesof Scientific Literacy
  • Identifying
    • Recall, define, relate, represent basic principles
  • Using
    • Make sense of the natural world, predict and explain observations
  • Inquiry
    • Identify and explain patterns, habits of mind
  • Reflecting
    • Critique and justify strengths and weaknesses of scientific knowledge
four levels of expectations
FourLevelsof Expectations
  • Prerequisite
    • Knowledge needed when entering high school
    • Recommendations to K-7 committee
  • Essential
    • Critical knowledge regardless of course
    • Aligned to large-scale assessment (MME, NAEP)
  • Core
    • Specific to the discipline (course)
    • Required for credit in required areas (Biology, and Chemistry or Physics)
    • Preparation for advanced study
  • Recommended
    • Appropriate for rigorous college preparation courses







Credit for high school Earth Science, Biology, Physics, and Chemistry will be defined as meeting BOTH essential and core subject area content expectations.

Represents required for graduation

organizational structure
Organizational Structure



Content Statement

Content Expectation

content expectations
Content Expectations

Earth Science

  • 5 Standards
  • 17 Content Statements
  • 65 Essential Expectations
  • 43 Core Expectations

Biology (Required for All)

  • 5 Standards
  • 20 Content Statements
  • 57 Essential Expectations
  • 65 Core Expectations

Physics (Choice)

  • 4 Standards
  • 25 Content Statements
  • 62 Essential Expectations
  • 62 Core Expectations

Chemistry (Choice)

  • 5 Standards
  • 29 Content Statements
  • 42 Essential Expectations
  • 89 Core Expectations
example of structure
Example of Structure


Standard C5: Changes in Matter

Students will analyze a chemical change phenomenon from the point of view of what is the same and what is not the same

Content Statement C5.4 Phase Change/Diagrams

Changes of state require a transfer of energy. Water has unusually high-energy changes associated with its changes of state.

C5.4A Compare the energy required to raise the temperature of one gram of aluminum and one gram of water the same number of degrees.

C5.4BMeasure, plot, and interpret the graph of the temperature versus time of an ice-water mixture, under slow heating, through melting and boiling

  • Four High School Disciplines
    • Chemistry (C)
    • Physics (P)
    • Earth (E)
    • Biology (B)
  • Three Middle School Disciplines
    • Life (L)
    • Physical (P)
    • Earth (E)
content statement coding
  • Two digits to the left of the decimal indicatediscipline and standard
  • Four or five standards for each discipline


B3.2 Ecosystems

B indicates the discipline of Biology

3 indicates Standard 3 in the

discipline of Biology

content statement coding19
  • One or two digits to the right of decimal point indicate level of content statement
  • The number is the content statement sequence in the standard
  • “x” in content statement indicates

all core expectations

  • “p” in content statement indicates

all prerequisite expectations

content statement coding20


B3.2 Ecosystems

B indicates the discipline of Biology

3 indicates Standard 3 in the discipline of Biology

2 indicates Content Statement 2 in Standard B3

(this content statement may contain both essential and core expectations)

content statement coding21
Content StatementCoding


B3.4x Human Impact

B indicates the discipline of Biology

3 indicates Standard 3 in the discipline of Biology

4x indicates the allcore Content Statement 4 in Standard B3

(content statement contains only core expectations)

content statement coding22


L3.p1 Populations, Communities, & Ecosystems (prerequisite)

L indicates the discipline of Life (MS)

3 indicates Standard 3 in the discipline of Biology

p1 indicates a prerequisite Content Statement 1 in Standard L3

(prerequisites are coded by their MS discipline)

content expectation coding
Content ExpectationCoding
  • Two digits to the left of the decimal indicatediscipline and standard
  • Four or five standards for each discipline


B3.2A Identify how energy is stored in an ecosystem.

B indicates the discipline of Biology

3 indicates Standard 3 in the discipline of Biology

content expectation coding24
  • The number to the right of the decimal is the content statement number sequence.
  • The letter following this number designates the expectation sequence.
  • Capital letters indicate essential content expectations; lower case letters represent core content expectations.


content expectation coding25


B2.4h Describe the structures of viruses and bacteria.

B indicates the discipline Biology

2 indicates Standard 2

4 indicates Content Statement 4

h indicates Content Expectation 8

(lower case means core expectation)

content expectation coding26

IF there is a letter preceding this number to the right of the decimal, it represents the expectation level as prerequisite or recommended



Which brings us back to levels of expectations…

coding levels of expectations
CodingLevelsof Expectations
  • Prerequisite:

“p” first letter to the right of decimal in Content Statement and Content Expectation codes (e.g., L3.p4, L3.p4A)

  • Essential:
    • No extra letters in Content Statement codes (e.g., B3.4)
    • Capital letters in Content Expectation codes (e.g., B3.4A)
coding levels of expectations28
CodingLevelsof Expectations
  • Core:
    • “x” in Content Statement codes (e.g., B3.4x)
    • Lower case in Content Expectation codes (e.g., B3.4c)
  • Recommended:

“r” first letter to the right of decimal in Content Statement and Content Expectation codes (e.g., B4.r5x, B4.r5a)

document walk through
Document Walk Through
  • The Course/Credit Requirement documents will eventually contain the most, but not all, of the information in HSCE.
  • We will use HSCE for today’s activities.
document scavenger hunt
Document Scavenger Hunt
  • Activity 1 – Document Scavenger Hunt
  • Find C3.4g.
document scavenger hunt31
Document Scavenger Hunt

How did you know where to look?

  • Describe your searching process to your neighbor. Did you use the same process?
  • How did you know to look under C3.4x?
document scavenger hunt32
Document Scavenger Hunt
  • Find an expectation that addresses changing the variables. Record the expectation code.

Did everyone at your table find the same expectation?

document scavenger hunt33
Document Scavenger Hunt
  • Open Earth Science to page 11.
  • Suppose you want to design a climate unit.
  • By yourself, find applicable expectations and list them.
  • Share with your table and record on a poster.
document scavenger hunt34
Document Scavenger Hunt

NOTE: Your climate unit utilized and addressed several content expectations that were not listed together in the document.

The documents are NOT organized by units of instruction.

Teachers will create their own units of instruction as part of their district curriculum development.

district schedule
District Schedule
  • Activity 2 – Analyze current course offerings
  • Discuss possible schedules that will offer opportunities for meeting these expectations
district schedule36
District Schedule
  • Individually, think of your own district with respect to science. How do you offer courses to students? What doyou offer?
  • Thinking of your district, break your classes and other opportunities into the possible sequences for a student’s career. What courses do you currently offer? Write them down on activity sheet 2. (5 minutes)
district schedule37
District Schedule
  • As a table, discuss and write on the chart paper at least three unique sequencing options.
  • Do the options meet both NCLB and state high school requirements?
district schedule38
District Schedule

As a group, look at the sequencing options listed, walk around to review the sequences posted on the wall. (5 min)


  • Did you see any new options that fit your district’s needs?
  • Did you include 8th grade?
  • Do you offer alternate opportunities for earning credit?
  • How will the new graduation requirements affect your district?
course sequence options
Course Sequence Options
  • Example 1 Traditional
course sequence options40
Course Sequence Options
  • Example 2 – Essential in 8th Grade
course sequence options41
Course Sequence Options
  • Example 3 – Physics First – 8th Grade
course sequence options42
Course Sequence Options
  • Example 4 – Integrated Approach
course sequence options43
Course Sequence Options
  • Example 5 – Trimesters
course sequence options44
Course Sequence Options
  • Example 6 – Outside Feeder School
course sequence options45
Course Sequence Options
  • Example 7 – Semester Classes
district curriculum
District Curriculum
  • Points to consider for discussion
    • HSCE vs. Graduation Requirements
    • Credit vs. Carnegie
    • 8th Grade
    • Online options
    • CTE
    • Other
district curriculum alignment
District Curriculum Alignment
  • Alignment Record (in Tool Kit)
  • Tool for analyzing and aligning current district curriculum
  • ACT alignment tool found at
  • http://www.act.org/standard/instruct/pdf/ CurriculumReviewWorksheets.pdf
act and inquiry
ACT and Inquiry
  • Activity 3 – “ACT and be a student”
  • Experience ACT practice sample

(subset of ACT sample test)

act science timed test
ACT Science Timed Test
  • Do not turn the page until instructed. You have 3.5 minutes to complete the 5 items.
  • There is one passage on this test. This passage is followed by five questions. After reading the passage, choose the best answer to each question.
  • You are NOT permitted to use a calculator on this test.
how did you do
How did you do?
  • Tier I Answers

36 H

37 D

38 G

39 C

40 J

act sample test
ACT Sample Test
  • Complete ACT sample test


  • Additional ACT online tests


  • Other standardized tests (ACT and State/National)http://www.macombschools.org/scienceassessment/
act reflections
ACT Reflections
  • List 3 revelations you have about the test.
  • Share with your table and pick the top three new “important facts to know.”
  • Share with entire group.
act performance
ACT Performance
  • How much content knowledge is necessary?
  • What will students need to know?
  • Is this being taught in your district?
act performance55
ACT Performance
  • Online College Readiness Standards


  • ACT College Readiness Standards

(Extended Version in Tool Kit)

next steps
Next Steps
  • Tier II Rollouts
  • Elementary and Middle School Science GLCE Development
  • High School Science Companion/ Clarification Documents
tier ii rollouts
Tier II Rollouts
  • Audience – teachers and administrators
  • Focused on curriculum alignment and instructional practice
  • Nine sessions at Math/Science Centers
  • Schedule and agenda included in Tool Kit
tier ii rollouts msc
Tier II Rollouts – MSC

October 20 Eastern U.P. ISD

October 31 Oakland ISD

November 1 Grand Valley State University

November 3 Manistee Math/Science Center (Wexford-Missaukee ISD)

November 15 Macomb ISD

November 15 Wayne RESA

November 21 Kalamazoo Math/Science Center

December 8 SEE-North MSC (Indian River)

December 15 Saginaw Valley State University

elementary and middle school science glce
Elementary and Middle School Science GLCE
  • In process of development
  • Assistance from MSTA and

MS Network

  • Drafts for web/public review

Spring 2007

hs companion documents
HS Companion Documents
  • Identify specific constraints and boundaries
    • Phenomena, examples, or observations
    • Representations, instruments, units of measurement, and categories for classification
    • Technical vocabulary
    • Clarifications of intent
  • Content-specific inquiry and reflection examples
  • Parent and Student Guides
  • Model Unit Development
before leaving
Before Leaving …
  • Evaluation
  • Needs Survey
find information on web
Find Information on Web

ACT.org (POLICY MAKERS)On Course for Success


ACT.org (POLICY MAKERS) Reading Between the Lines


Understanding University Success


Resources from High Schools That Work

(including Making Middle Schools Work)


Understanding by Design Resources

(unit development resources)


find information on web63
Find Information on Web

Michigan.gov/highschool (with link to HSCE site)




Michigan.gov/oeaa (MME/ACT information)


Michigan.gov/science (science resources)


mde contact information
MDE Contact Information

High School Content Expectations

Susan Codere Kelly CodereS@michigan.gov

Science HS Content Expectations

Kevin RichardRichardKE@michigan.gov

Content Expectations

Gale SharpeSharpeG@michigan.gov