Fluent Essays

Teacher candidate will teach one explicit instruction lesson in ELA to support the use of assessment data to improve student outcomes. Students will choose the following standards to create their explicit instruction lesson plan to a 3rd or 6th grade class. CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. You are a 3rd or 6th grade teacher preparing to teach a reading lesson on fluency to a diverse group of students in an inclusion classroom. Remember you can use strategies from the articles on Student Engagement to come up with lesson activities. Harrison is one of your students, he has a specific learning disability in reading. Create your lesson plan and gather supplementary materials based on the fluency data in appendix B. The lesson plan should be created to forward Harrisons progress in fluency as stated in his IEP. Objective Teachers will integrate HLP #6 into a lesson they create. Then they will teach an explicit instruction lesson that incorporates evidence-based strategies that promote assessment data, analysis of instructional practices, and modifying instruction to improve student outcomes in the area of literacy. To hit this objective teacher candidate will: ·       Develop appropriate instructional goals based on existing student data. ·       Evaluate student data to adjust instruction. ·       Manage and engage ongoing data collection during the teaching of the lesson. ·       Utilize curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, and/or self-assessment of classroom instruction. ·       Facilitate discussions with key stakeholders (students, parents, etc.) ·       Set goals for own teaching based on valid hypotheses from instruction. Teacher created lesson plans & accompanying documents (i.e., graphic organizers, PowerPoint, etc.)   Lesson Plan Template  Teacher Name: ____________________Date: __________  LESSON TITLE:   Standards of Learning:  Grade level, student audience    Objective    Lesson Assessment           Opening    I Do    We Do    You Do    Closing    [Text Wrapping Break]  7 Miss Admin Code, Part 169 2 2018 Mississippi College- and Career-Readiness Standards for Science Carey M. Wright, Ed.D., State Superintendent of Education Kim S. Benton, Ed.D., Chief Academic Officer Jean Massey, Executive Director, Office of Secondary Education Nathan Oakley, Ph.D., Executive Director, Office of Elementary Education and Reading Wendy Clemons, Executive Director, Office of Professional Development Tenette Smith, Ed.D., Bureau Director, Office of Elementary Education and Reading Marla Davis, Ph.D., NBCT, Bureau Director, Office of Secondary Education Jackie Sampsell, Ed.D., Science Specialist, Office of Secondary Education 3 Mississippi Department of Education Post Office Box 771 Jackson, Mississippi 39205-0771 Office of Elementary Education and Reading Office of Secondary Education 601-359-2586 www.mde.k12.ms.us/ESE The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the above mentioned entities: Director, Office of Human Resources Mississippi Department of Education http://www.mde.k12.ms.us/ESE 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 4 Table of Contents Acknowledgements .............................................................................................................................. 6 Introduction .......................................................................................................................................... 9 2018 Mississippi College- and Career-Readiness Standards for Science Overview ........................... 10 Research and Background Information.............................................................................................. 11 Core Elements in the Use and Design of the MS CCRS for Science .................................................... 11 Content Strands and Disciplinary Core Ideas ..................................................................................... 13 Structure of the Standards Document ............................................................................................... 14 Safety in the Science Classroom ......................................................................................................... 15 Support Documents and Resources ................................................................................................... 15 References .......................................................................................................................................... 16 GRADES K-2 OVERVIEW ...................................................................................................................... 18 KINDERGARTEN .................................................................................................................................. 20 GRADE ONE ........................................................................................................................................ 24 GRADE TWO ....................................................................................................................................... 28 GRADES 3-5 OVERVIEW ...................................................................................................................... 32 GRADE THREE ..................................................................................................................................... 34 GRADE FOUR ...................................................................................................................................... 39 GRADE FIVE......................................................................................................................................... 43 GRADES 6-8 OVERVIEW ...................................................................................................................... 47 GRADE SIX ........................................................................................................................................... 49 GRADE SEVEN ..................................................................................................................................... 52 GRADE EIGHT ...................................................................................................................................... 56 GRADES 9-12 OVERVIEW .................................................................................................................... 61 BIOLOGY ............................................................................................................................................. 63 BOTANY .............................................................................................................................................. 69 CHEMISTRY ......................................................................................................................................... 74 EARTH AND SPACE SCIENCE ............................................................................................................... 81 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 5 ENVIRONMENTAL SCIENCE ................................................................................................................ 85 FOUNDATIONS OF BIOLOGY ............................................................................................................... 89 FOUNDATIONS OF SCIENCE LITERACY................................................................................................ 94 GENETICS ............................................................................................................................................ 98 HUMAN ANATOMY AND PHYSIOLOGY ............................................................................................ 102 MARINE AND AQUATIC SCIENCE I .................................................................................................... 110 MARINE AND AQUATIC SCIENCE II ................................................................................................... 110 PHYSICAL SCIENCE ............................................................................................................................ 116 PHYSICS ............................................................................................................................................. 122 ZOOLOGY I (Invertebrate) ................................................................................................................ 127 ZOOLOGY II (Vertebrate) .................................................................................................................. 127 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 6 Acknowledgements Acknowledgements The Mississippi Department of Education gratefully acknowledges the hard work of the following individuals for their involvement in developing the Mississippi College‐ and Career‐Readiness Standards for Science and the supporting documents. SCIENCE WRITING TASK FORCE COMMITTEE MEMBERS (2015-2017) Jennifer Bennett Calhoun County School District Tim Bermond Clinton Public School District Shani Bourn Hancock County School District Tammie Bright Yazoo County School District Kelly Cannan Pascagoula-Gautier School District Holly Carden Desoto County School District Peggy Carlisle Jackson Public Schools Tonya Carter Sunflower County Consolidated School District Renee Clary, Ph.D. Mississippi State University Department of Geosciences Gail Davis Lafayette County Schools Charronda Denis Pascagoula-Gautier School District Deborah Duncan Neshoba County School District (Retired) Tammie Franklin Grenada School District Kevin Gaylor Jackson Public School District Darcie Graham University of Southern Mississippi Gulf Coast Research Lab Tia Green Tupelo Public School District Brandi Herrington Starkville Oktibbeha Consolidated School District Jennifer Hood Amory School District Ann Huber Mississippi Delta Community College/MSTA President Whitney Jackson University of Mississippi Center for Mathematics and Science Education Deborah Jones Lafayette County Schools/Northwest Community College Tiffany Jones-Fisher Mississippi Gulf Coast Community College Myra Kinchen, Ed.D. Clinton Public School District Melissa Levy Madison County School District Jill Lipski Long Beach School District Sharman Lumpkin Pearl River County School District Heather Maness Forest Municipal School District Celeste Maugh Tunica County School District Angela McDaniel Pearl Public School District Crystina Moran Biloxi Public School District Jennifer Pannell Union County School District Maureen Pollitz Picayune School District Linda Posey Meridian Public School District Terry Rose Stone County School District Leslie Salter Pascagoula-Gautier School District Betsy Sullivan, Ph.D. Madison County School District Heather Sullivan Mississippi Museum of Natural Science Mary Swindell Meridian Public School District Kimberly Taylor-Gathings Columbus Municipal School District 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 7 Acknowledgements Jessica Tegt, Ph.D. Mississippi State University Dept. of Wildlife, Fisheries, and Aquaculture/Extension David Teske Louisville Public Schools (Retired) Julie Viguerie Lamar County School District Tina Wagner Mississippi School for Math and Science Ryan Walker, Ph.D. Mississippi State University Dept. of Curriculum, Instruction, and Special Education Tiffany Webb Gulfport School District Kristy Wheat Pass Christian School District Veronica Wylie Copiah County School District FINAL REVIEW COMMITTEE (March 2017) Cassie Barr Marion County School District Cindy Betancourt Petal Public School District Tammie Bright Yazoo County School District Brandon Cline Rankin County School District Deborah Duncan Neshoba County School District (Retired) Kasey Edwards Neshoba County School District Sharon Evans Petal Public School District Tia Green Tupelo Public School District Courtney Harris Clinton Public School District Jennifer Hite Pearl Public School District Myra Kinchen, Ed.D Clinton Public School District Bailey Kennedy South Tippah School District Elizabeth Knight Rankin County School District Jill Lipski Long Beach School District Heather Maness Forest Municipal School District Misti McDaniel Neshoba County School District Charlotte McNeese Madison County School District Angie Moore Pearl Public School District Ashley Pfalzgrat Rankin County School District April Pounders South Tippah School District Bobby Robinson Madison County School District Terry Rose Stone County School District Leslie Salter Pascagoula-Gautier School District Jessica Satcher Lauderdale County School District Andy Scoggin Petal Public School District Fonya Scott Lauderdale County School District Holly Sparks Gulfport School District Betsy Sullivan, Ph.D. Madison County School District Kelle Sumrall Lafayette County School District Jane Thompson Gulfport School District Jason Woodcock Clinton Public School District Kristy Wheat Pass Christian School District COORDINATION AND EDITING (2015 – 2017) Gabrielle Barrientos Research and Curriculum Unit, Mississippi State University Marla Davis, Ph.D. Mississippi Department of Education Anne Hierholzer-Lang Research and Curriculum Unit, Mississippi State University 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 8 Acknowledgements Tanjanikia McKinney University of Mississippi/Mississippi Department of Education Cindy Ming Research and Curriculum Unit, Mississippi State University Holly Holladay Research and Curriculum Unit, Mississippi State University Kenny Langley Research and Curriculum Unit, Mississippi State University Jean Massey Mississippi Department of Education Roslyn Miller Research and Curriculum Unit, Mississippi State University Nathan Oakley, Ph.D. Mississippi Department of Education Myra Pannell Research and Curriculum Unit, Mississippi State University Jackie Sampsell, Ed.D. Mississippi Department of Education Denise Sibley Research and Curriculum Unit, Mississippi State University Jolanda Young Research and Curriculum Unit, Mississippi State University 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 9 Introduction Introduction Mission Statement The Mississippi Department of Education is dedicated to student success, which includes improving student achievement in science, equipping citizens to solve complex problems, and establishing fluent communication skills within a technological environment. The Mississippi College- and Career-Readiness Standards provide a consistent, clear understanding of what students are expected to know and be able to do by the end of each grade level or course. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers and allowing students to compete in the global economy. Purpose In an effort to closely align instruction for students who are progressing toward postsecondary study and the workforce, the 2018 Mississippi College‐ and Career‐Readiness Standards for Science includes grade- and course-specific standards for K-12 science. This document is designed to provide K-12 science teachers with a basis for curriculum development. In order to prepare students for careers and college, it outlines what knowledge students should obtain, and the types of skills students must master upon successful completion of each grade level. The 2018 Mississippi College‐ and Career‐Readiness Standards (MS CCRS) for Science replaces the 2010 Mississippi Science Framework. These new standards reflect national expectations while focusing on postsecondary success, but they are unique to Mississippi in addressing the needs of our students and teachers. The standards’ content centers around three basic content strands of science: life science, physical science, and Earth and space science. Instruction in these areas is designed for a greater balance between content and process. Teachers are encouraged to transfer more ownership of the learning process to students, who can then direct their own learning and develop a deeper understanding of science and engineering practices, critical analysis, and knowledge. Doing so will produce students that will become more capable, independent, and scientifically literate adults. Implementation The 2018 Mississippi College‐ and Career‐Readiness Standards (MS CCRS) for Science will be implemented during the 2018-2019 school year. 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 10 Overview of MS CCRS for Science 2018 Mississippi College- and Career-Readiness Standards for Science Overview 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 11 Overview of MS CCRS for Science Research and Background Information In today’s modern world and complex society, our students are required to possess sufficient knowledge of science and engineering to become vigilant consumers of scientific and technological information. To meet the growing challenges facing our future workforce, the National Research Council (NRC) published a research-based report on teaching and learning science in a 2012 document titled A Framework for K‐12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012). This document proposes a new approach to K-12 science education through the integration of science and engineering practices (SEPs), crosscutting concepts, disciplinary core ideas, and engineering design within the context of science instruction. Core Elements in the Use and Design of the MS CCRS for Science The MS CCRS for Science are goals that reflect what a student should know and be able to do. This document does not dictate a manner or methods of teaching. The standards in this document are not sequenced for instruction and do not prescribe classroom activities, materials, or instruction strategies. These standards are end-of year expectations for each grade or course. The standards are intended to drive relevant and rigorous instruction that emphasizes student mastery of both disciplinary core ideas (concepts) and application of science and engineering practices (skills) to support student readiness for citizenship, college, and careers. The MS CCRS for Science document was built by adapting and extending information from A Framework for K‐12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) and combining with Mississippi’s previous science framework process strands (i.e., science as inquiry, unifying concepts and processes, science and technology, science in personal and social perspectives, and the history and nature of science). These concepts connect information across the science content strands (i.e., life science, physical science, and Earth and space science) with the disciplinary core ideas (e.g., ecology and interdependence, motions, forces, and energy, Earth systems and cycles) and are essential to both scientists and engineers because they identify common properties and processes found in practice. The core elements are integrated across standards and performance objectives in each grade and course. A brief description of each core element is presented below. 1. Nature of Science: Science and Engineering Practices (SEPs) replaced the Inquiry Strand included in the 2010 Mississippi Science Framework. Beyond integration within the standards, these practices must be mastered by students to produce a more scientifically literate citizenry and to develop students that are more excited about STEM (Science, Technology, Engineering, and Mathematics) topics and careers. Inquiry verbs, along with the SEPs, are woven throughout the standards, especially in the performance objectives. Each has a deliberate placement to indicate the depth of understanding expected of students. The practices describe the behaviors that scientists engage in as they investigate and build models and theories about the natural world. They also describe the key set of engineering practices that engineers use as they design and build models and systems. These practices work together (overlap and interconnect) and are not separated in the study and investigation of science concepts. For example, the practice of mathematical and computational thinking may include some aspects of analyzing and interpreting data. The data often come from planning and carrying out an investigation. The writing task force for the MS CCRS for Science incorporated this language into the 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 12 Overview of MS CCRS for Science performance objectives to emphasize the importance of a student-centered science classroom and not a teacher-centered classroom. A list of these eight practices is listed below. a. Ask Questions (science) and Define Problems (engineering) b. Develop and Use Models c. Plan and Conduct Investigations d. Analyze and Interpret Data e. Use Mathematical and Computational Thinking f. Construct Explanations (science) and Design Solutions (engineering) g. Engage in Scientific Argument from Evidence h. Obtain, Evaluate, and Communicate Information 2. Crosscutting concepts: These seven, binding concepts were adopted directly from the National Research Council’s A Framework for K‐12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and should be woven into instruction for every grade and course. Crosscutting concepts are designed to help students see the unity of the sciences. Students often are confused when they study ecosystems for three weeks, then weather for two weeks, and finally motion and forces for several weeks. A concept is crosscutting if it communicates a scientific way of thinking about a subject and it applies to many different disciplines of science and engineering. Crosscutting concepts are sometimes called “the ties that bind.” The seven concepts are listed below. a. Patterns b. Cause and effect: Mechanism and explanation c. Scale, proportion, and quantity d. Systems and system models e. Energy and matter: Flows, cycles, and conservation f. Structure and function g. Stability and change 3. Technology: If Mississippi students are to compete on a global stage and exit high school prepared for college, career, and life, technology should be used in the classroom in a way that suits 21st- century learners and reflects the modern workplace. Technology is essential in teaching and learning of science; it influences and enhances students’ learning. Flexible access, customized delivery, and increased convenience for the user are core tenets. K-12 learners have fundamentally changed over the past few decades, and our classrooms should adapt to accommodate them. Dr. Ruben Puentedura’s SAMR (Substitution, Augmentation, Modification, and Redefinition) model is a resource that can be considered by teachers, administrators, and technology staff as they integrate meaningful and appropriate digital learning experiences into the classroom. At the basic level, technology enhances instruction. 4. Science and society: This core element assures exploration of science’s impacts on society and the feedback loop that must be cultivated and sustained to continue improvement of systems. 5. History of science: Because most modern-day scientific advancement derives from past discoveries, it is essential that students understand the breakthroughs that make today’s work possible. 6. Engineering design process (EDP) is the method of devising a system, component, or process to meet desired needs. Engineering standards are represented in some performance objectives with grade-banded, specific wording that prompts educators to approach learning and exploration using the engineering process. These performance objectives are marked with an *. It is important to 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 13 Overview of MS CCRS for Science note that the EDP is flexible. Most students will approach the process in various ways. The EDP is also a cycle—there is no official start or end point. Students can begin at any step, focus on just one step, move back and forth between steps, or repeat the cycle. Professional development and teacher resources will be developed for Mississippi teachers as EDP is incorporated into Mississippi standards. Students should be provided a safe environment for failure without consequence, which is one of the most powerful drivers in learning. Providing many opportunities for students to fail, learn, and try again, with appropriate levels of support, fosters a deeper level of understanding and greater student interest and engagement. Other Important Core Elements Mathematics is integrated throughout the science standards document because it is essential to the scientific process, requiring students to quantify, analyze, and present results. Students must be familiar with data analysis, critical thinking, and recording their own data; students must organize and analyze it before presenting their findings. Analysis of scientific studies and publications from a quantitative perspective is also very important. English/language arts skills are also integrated into the science standards. Students will be required to read informational text for understanding as well as process and critique information. Students must be able to articulate a critical point of view using proper terminology. In addition, the K-4 science curriculum should be increasingly tied to language arts to lay the foundation for students to have access to science before fifth grade. Content Strands and Disciplinary Core Ideas Science (and engineering) fields can be divided into three content-strand domains based on relative content presented in strands, extending from kindergarten to eighth grade. Grouping content in this way allows for vertical alignment of competencies and objectives to better organize content distribution. Content strands are not included in the Grades 9-12 course organization, which allows for a more logical, sequential placement and flow of content. Content strands are subdivided into 10 disciplinary core ideas in which standards and performance objectives for science content can be placed in grades K-8. K-8 content strands with the 10 disciplinary core ideas include: Life Science 1. Hierarchical Organization 2. Reproduction and Heredity 3. Ecology and Interdependence 4. Adaptations and Diversity Physical Science 5. Organization of Matter and Chemical Interactions 6. Motions, Forces, and Energy Earth and Space Science 7. Earth’s Structure and History 8. Earth and the Universe 9. Earth Systems and Cycles 10. Earth’s Resources 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 14 Overview of MS CCRS for Science Structure of the Standards Document The organization and structure of this standards document are as follows: ● Grade-band overview: An overview that describes the general content and themes for the grade- level band or the high school courses. Outputs and outcomes are provided along with examples of, and references to, science and engineering practices and connecting concepts. ● Grade-level or course overview: An overview that describes the specific content and themes for each grade level and/or high school course. The K-8 standards are presented with each grade focused on a grade-level theme. High school courses provide an overview of the major ideas and strategies to use when planning instruction for the course. ● Content strand: Domains into which science fields can be divided based on relative content extending from kindergarten to eighth grade. In grades K through 8, the content strands are organized into three distinct areas: (1) life science, (2) physical science, and (3) Earth and space science. For the Grade 9-12 courses, the content areas are organized around the core ideas of each course. ● Disciplinary core ideas: Subdivision of the main content strands providing recurring ideas from the three content strands. The core ideas are the key organizing principles for the development of learning units. The K-8 vertical alignment is designed in a spiral arrangement, which places emphasis on one of the three content strands in each grade level. All content strands will be found in each grade level, but all disciplinary core ideas will not be found in every grade level in K-8 due to the spiral arrangement of content. ● Conceptual understanding: Statements of the core ideas for which student should demonstrate an understanding. Some grade level and/or course topics include more than one conceptual understanding with each guiding the intent of the standards. • Content standards: Written below each disciplinary core ideas and conceptual understanding, the standards are a general statement of what students should know and be able to do because of instruction. ● Performance objectives: Detailed statements of content and skills to be mastered by the students. Performance objectives are specific statements of what students know and can do because of the science instruction at that level. These statements contain SEP and inquiry verb language. Standards will appear in the following format: Grade-Band Overview Grade Level Theme (K-8) Grade Level (K-8) or Course Overview (9-12) Grade Level: Content Strand (K-8); Course Name (9-12) Disciplinary Core Idea (DCI) Conceptual Understanding Standard Performance Objectives 2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 15 Overview of MS CCRS for Science Safety in the Science Classroom The National Science Teachers Association (NSTA) encourages K–12 school leaders and teachers to promote and support the use of science activities in science instruction and work to avoid and reduce injury. NSTA provides the following guidelines for school leaders and teachers to develop safety programs that include the effective management of chemicals, implement safety training for teachers and others, and create school environments that are as safe as possible (NSTA 2013). 1) National Science Teacher Association’s Safety in the Science Classroom, accessible at …