1
Alabama Department of Education
2005 Summer Workshops
Regional Inservice Centers
MEGA Conference
2
• 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
3
• Work cooperatively.
• Have an open mind.
• Adhere to time constraints.
• Share with the entire group.
• Silence cell phones and
pagers.
4
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?
5
6
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
7
Science for
Every Student
in Every Grade
Every Day?
Yes!
8
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)
9
• 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)
10
• § 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
11
• 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.
12
A Content Standard:
● Is Foundational
● Defines Content
● Is Developmentally Appropriate
● Is Reasonable
● Is Clearly Written
● Is Measurable
13
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)
14
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
15
2001 2005
16
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
17
Basic
Observing
Communicating
Classifying
Measuring
Predicting
Inferring
Advanced
Controlling Variables
Defining Operationally
Formulating Hypotheses
Experimenting (Controlled)
Analyzing Data
18
2001 Course of Study 2005 Course of Study
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
19
2001 Course of Study 2005 Course of Study
Grades K-5: Coordinated Science
Grades 6-8: Coordinated Science
Grades 9-12: Four Cores
Physical Science, Biology, Chemistry,
Physics
Ten Elective Cores
Anatomy and Physiology
Aquascience
Astronomy
Botany
Earth and Space Science
Environmental Science
Genetics
Geology
Marine Biology
Zoology
Grades K-5: Coordinated Science
Grades 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,
Physics
Ten Elective Cores
Human Anatomy and Physiology
Aquascience
Forensic Science
Botany
Earth and Space Science
Environmental Science
Genetics
Geology
Marine Science
Zoology
20
Content standards:
• Define what students should know and be able to do at the conclusion of a course or grade
• Identify minimum required content
Bullets:
• Contain additional related and requiredcontent
Examples:
• Clarify certain components of content standards or bullets
• Are illustrative but not exhaustive
21
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
22
• Preface
• Acknowledgments
• Introduction to the
Document
• Conceptual Framework
• Position Statements
• Minimum Required Content
• Appendices
23
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
24
Life Scien
ce
Phys
ical
Scien
ce
Earth & Space Science
Application& Process
Skills
Life Scien
ce
Phys
ical
Scien
ce
Earth and Space Science
Process andApplication
Skills
Life Scien
ce
Phys
ical
Scien
ce
Earth & Space Science
Application& Process
Skills
Life Scien
ce
Phys
ical Sci
ence
Earth and Space Science
Process and
Application
Skills
Scientific Literacy
25
• 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
26
• Scientific Journals
• Science Notebooks
• Charts
• Open-Ended Essays
27
• Alabama’s Safety CD
• Alabama’s Eye Protection
Law (Code of Alabama,
1975, §16-1-7)
• A Written Science Safety Plan
28
29
30
• Grades K-2
• Grades 3-5
• Grades 6-8
• Grades 9-12
31
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
1
• 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
2
• Three (3) States of Matter
• Sound
• Light
• Simple Machines
• Plants
• Animals
• Geological Features
• Erosion
• Water Cycle
• Weather
• Solar System
32
Content Standards—
Grades 3-5Grade Physical
ScienceLife Science
Earth 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
4
• Electricity
• Sound
• Light
• Friction
• Life Cycle of Animals
• Food Chains
• Hierarchy of Life
• Classification (6)
• Features of Earth
• Space Exploration
• Eclipses
• Solar System
5
• 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
33
Content Standards—
Grades 6-8
Grade Physical Science Life Science Earth and Space Science
6
Global Atmospheric Patterns
Changes to Earth’s Surface
Biogeochemical Cycles
Earth’s Biomes
Components of Universe
Plate Tectonic Theory
7
Characteristics of Life
Cell Theory
Mitosis
Body Systems (7)
Photosynthesis/Respiration
Genetics
Ecosystems
8
Structure of Atoms
Solutions
Newton’s Laws
Simple Machines
Energy
Waves
34
Content Standards—
Grades 9-12
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
35
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 matterExamples: solid to liquid – melting,
gas to liquid – condensing,liquid to gas – evaporating,liquid to solid – freezing
• Measuring quantities of solids and liquids
(Content Standard 1, Page 18)
Grade 8
Describe states of matter based on kinetic energy of particles in matter.
(Content Standard 7, Page 33)
36
• What They DO
– Describe Students’ Overall Performance on All Science Standards in a Grade
– Define Several Distinct Levels of
Performance
37
Level 4 – ExceedsStandards
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
38
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.
39
• 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