Excellence in Teaching and Learning Model Core Curriculum for Iowa High Schools Literacy, Mathematics, and Science Model Core Curriculum April 25, 2007

Excellence in Teaching and Learning

Model Core Curriculumfor Iowa High Schools

Literacy, Mathematics, and Science Literacy, Mathematics, and Science

Model Core CurriculumModel Core Curriculum

April 25, 2007April 25, 2007

Mississippi Bend AEA 9Mississippi Bend AEA 9


Legislative Charge

Senate File 245Senate File 245 Department determined which Department determined which

content areas and the processcontent areas and the process Department’s process included Department’s process included

broad involvement of key broad involvement of key stakeholdersstakeholders

Model Core Curriculum


Process

Project Lead Team

ScienceWorkTeam

MathematicsWorkTeam

LiteracyWorkTeam

Model Core CurriculumModel Core Curriculum


Project Lead Team

Institute for Tomorrow’s Institute for Tomorrow’s WorkforceWorkforce

Iowa Association of School BoardsIowa Association of School Boards

School Administrators of IowaSchool Administrators of Iowa Iowa PTAIowa PTA

State universities and private State universities and private collegescolleges

Community collegesCommunity colleges

Iowa State Education AssociationIowa State Education Association Business and industryBusiness and industry

AEAs and LEASAEAs and LEAS Department of Education and State Department of Education and State Board of EducationBoard of Education


Work Teams

Chaired by a DE consultant and an expert in the Chaired by a DE consultant and an expert in the fieldfield

Teachers and curriculum directorsTeachers and curriculum directors University and community college representativesUniversity and community college representatives AEA consultantsAEA consultants Connections to state PD initiatives in math and Connections to state PD initiatives in math and

sciencescience


What It Is A tool to stimulate discussionA tool to stimulate discussion A comprehensive set of recommendations A comprehensive set of recommendations

based on national documents, research, based on national documents, research, local documents, assessments, and best local documents, assessments, and best thinking in the fieldsthinking in the fields


What It Isn’t NotNot mandatory state standards mandatory state standards


Interpreting graduation requirement rules

Don’t confuse the two requirements!

Offer and Teach Offer and Teach RequirementsRequirements

New Graduation New Graduation RequirementsRequirements


Intended Use …

LocalCore Curriculum

Local4-3-3-3 Courses

Model Core CurriculumRecommendations

LocalStandards & Benchmarks


Conduct a gap analysis

How does local coursework match the How does local coursework match the Model Core?Model Core?

Where do we exceed the Model Core Where do we exceed the Model Core recommendations?recommendations?

Where do we fall short of the Model Core Where do we fall short of the Model Core recommendations?recommendations?


What does this mean to you?

May mean that you alter courses and your May mean that you alter courses and your local curriculumlocal curriculum

May mean that you alter pedagogy May mean that you alter pedagogy


MathematicsModel Core Curriculum

for Iowa High Schools



Essential CharacteristicsEssential Characteristics Essential SkillsEssential Skills Essential ContentEssential Content


Need in Math Education Poor performance on international and national testsPoor performance on international and national tests Losing our competitive edge in STEM (Science, Losing our competitive edge in STEM (Science,

Technology, and Mathematics)Technology, and Mathematics) Curriculum that is “a mile wide and inch deep”Curriculum that is “a mile wide and inch deep” Students not prepared mathematically to keep all Students not prepared mathematically to keep all

their options open for college and the world of worktheir options open for college and the world of work Business & industry demand workers who can solve Business & industry demand workers who can solve

problems, work in teams, and are able to apply problems, work in teams, and are able to apply learning to new and changing situationslearning to new and changing situations


Mathematics Work Team

AEA mathematics consultantsAEA mathematics consultants College, community college, and College, community college, and

university facultyuniversity faculty High school mathematics teachersHigh school mathematics teachers Department of Education mathematics Department of Education mathematics

consultantconsultant Every Student Counts developersEvery Student Counts developers


Based on Resources … NAEP 2005 Mathematics FrameworkNAEP 2005 Mathematics Framework NCTM’sNCTM’s Principles and Standards for School Principles and Standards for School

MathematicsMathematics Teaching through Problem Solving, Teaching through Problem Solving, NCTMNCTM College Board Recommendations (draft)College Board Recommendations (draft) Achieve End-of HS benchmarks (updated)Achieve End-of HS benchmarks (updated) Achieve Course Standards (draft)Achieve Course Standards (draft) NCTM Focal Points K-8 (draft)NCTM Focal Points K-8 (draft) ASSM/NCTM summary of state standardsASSM/NCTM summary of state standards


More Resources

Japan mathematics curriculumJapan mathematics curriculum Singapore mathematics curriculumSingapore mathematics curriculum Other state standards (e.g., MI and GA)Other state standards (e.g., MI and GA) NSF Center for the Study of Math CurriculumNSF Center for the Study of Math Curriculum Rigor and Relevance FrameworkRigor and Relevance Framework ASA GAISE PreK-12 Statistics ReportASA GAISE PreK-12 Statistics Report Lead TeamLead Team 5 years of experience with Every Student Counts5 years of experience with Every Student Counts Research on teaching and learning mathematicsResearch on teaching and learning mathematics





Characteristics, Skills, Content

CharacteristicsCharacteristicsCurriculum features that frame the essential Curriculum features that frame the essential skills and contentskills and content

Essential Skills and ContentEssential Skills and ContentThe recommendationsThe recommendations


Essential Characteristics

A world-class mathematics curriculum should A world-class mathematics curriculum should be built around and focused on these essential be built around and focused on these essential characteristics …characteristics …



Teaching for understandingTeaching for understanding Problem-based instructional tasksProblem-based instructional tasks Distributed practice that is meaningful and Distributed practice that is meaningful and

purposefulpurposeful Mathematical modelingMathematical modeling Deep conceptual and procedural knowledgeDeep conceptual and procedural knowledge Rigor and relevanceRigor and relevance Effective use of technologyEffective use of technology Integrated contentIntegrated content


Teaching for Understanding

First and foremost, teaching mathematics for First and foremost, teaching mathematics for understanding is the basis of the world-class understanding is the basis of the world-class core curriculum in mathematics that all Iowa core curriculum in mathematics that all Iowa students deserve. We must shift from a students deserve. We must shift from a teaching paradigm of “memorize and teaching paradigm of “memorize and practice” to one of “understand and apply.”practice” to one of “understand and apply.”


Problem-Based Instructional Tasks

Help students develop a deep understanding of important Help students develop a deep understanding of important mathematicsmathematics

Emphasize connections, especially to the real worldEmphasize connections, especially to the real world Are accessible yet challenging to allAre accessible yet challenging to all Can be solved in several waysCan be solved in several ways Encourage student engagement and communicationEncourage student engagement and communication Encourage the use of connected, multiple representationsEncourage the use of connected, multiple representations Encourage appropriate use of intellectual, physical, and Encourage appropriate use of intellectual, physical, and

technological toolstechnological tools


What kind of knowledge?

Conceptual knowledge?Conceptual knowledge? Procedural knowledge?Procedural knowledge? Factual knowledge?Factual knowledge? Usable knowledge?Usable knowledge? Skills?Skills?

Yes. All of the above.Yes. All of the above.

Deep knowledge.Deep knowledge.


Mathematical Modeling

Math Solution

Problem Solution

Math Model(representation)

Problem Situation(often real-world)


Effective Use of Technology

ResearchResearch: Appropriate use of technology supports : Appropriate use of technology supports effective mathematics teaching and enhances effective mathematics teaching and enhances mathematics learning.mathematics learning.

Context within which to use technologyContext within which to use technology: First, : First, identify the important mathematics. Next, think identify the important mathematics. Next, think about powerful pedagogy. Then determine how/if about powerful pedagogy. Then determine how/if technology can be used as an effective teaching technology can be used as an effective teaching and learning tool.and learning tool.


Integrated Content

ConnectionsConnections• • Connections to other disciplines Connections to other disciplines

—> interdisciplinary—> interdisciplinary• • Connections within mathematicsConnections within mathematics

—> integrated courses—> integrated courses• • Virtually every country in the world except the US has Virtually every country in the world except the US has

integrated coursesintegrated courses• • National high school math standards currently being National high school math standards currently being

developed include an option for integrated courses developed include an option for integrated courses (Achieve, College Board)(Achieve, College Board)

• • ITED is developing integrated end-of-course testsITED is developing integrated end-of-course tests



Teaching for understandingTeaching for understanding Problem-based instructional tasksProblem-based instructional tasks Distributed practice that is meaningful and Distributed practice that is meaningful and

purposefulpurposeful Mathematical modelingMathematical modeling Deep conceptual and procedural knowledgeDeep conceptual and procedural knowledge Rigor and relevanceRigor and relevance Effective use of technologyEffective use of technology Integrated contentIntegrated content


Essential Skills

Students need powerful skills to be successful Students need powerful skills to be successful in the globally competitive workforce of the 21st in the globally competitive workforce of the 21st century. century. Business and industry demand workers who Business and industry demand workers who can solve problems, work in teams, and are able can solve problems, work in teams, and are able to apply learning to new and changing to apply learning to new and changing situations, especially as workers change jobs and situations, especially as workers change jobs and careers many times in their lifetimes.careers many times in their lifetimes. Thus, students must acquire powerful, Thus, students must acquire powerful, flexible, and widely-applicable math skills.flexible, and widely-applicable math skills.


Essential Skills

Problem solvingProblem solving CommunicationCommunication Reasoning and proofReasoning and proof Connections – Ability to recognize, make, Connections – Ability to recognize, make,

and apply connectionsand apply connections Representations – Ability to construct and Representations – Ability to construct and

apply multiple connected representationsapply multiple connected representations


Essential Content

Recommended content that all students Recommended content that all students should study by the end of high schoolshould study by the end of high school

Core content needed by all students to keep Core content needed by all students to keep all their options open for college and the all their options open for college and the world of workworld of work

Legacy content and future contentLegacy content and future content


Essential Content

AlgebraAlgebra GeometryGeometry Statistics and ProbabilityStatistics and Probability Quantitative LiteracyQuantitative Literacy

(Note: Discrete mathematics topics are (Note: Discrete mathematics topics are integrated throughout the above strands)integrated throughout the above strands)


Essential Topics

• Serve to identify important mathematicsServe to identify important mathematics• Provide a focus for curriculum design and instructionProvide a focus for curriculum design and instruction• Are not a laundry list of objectivesAre not a laundry list of objectives• Are not “a mile wide and an inch deep”Are not “a mile wide and an inch deep”• Lay the foundation for future learning of mathLay the foundation for future learning of math• Are consistent with professional recommendations for Are consistent with professional recommendations for

mathematics educationmathematics education• Are consistent with professional experience in Are consistent with professional experience in

curriculum development and instructioncurriculum development and instruction


More research support for Essential Topics (Pellegrino, 2006)

“… “… curriculum and instruction [should] be curriculum and instruction [should] be focused on the conceptual organization of focused on the conceptual organization of knowledge and the teasing out of ‘big ideas’ knowledge and the teasing out of ‘big ideas’ in a discipline from the earliest stages of in a discipline from the earliest stages of learning onward rather than an undue learning onward rather than an undue emphasis on rote knowledge of facts and emphasis on rote knowledge of facts and procedures.”procedures.”(p. 5)(p. 5)


Essential Topics in Algebra

FunctionsFunctions Equations and InequalitiesEquations and Inequalities Algebraic ExpressionsAlgebraic Expressions Rate of ChangeRate of Change Recursion and IterationRecursion and Iteration


Recursion Example

Describe the patterns shown in the table.Describe the patterns shown in the table.

AA BB

00 55

11 77

22 99

33 1111


Look down the column of B’s

NEXT = NOW + 2NEXT = NOW + 2

BBn+1 n+1 = B= Bn n + 2+ 2

RecursionRecursion

AA BB

00 55

11 77

22 99

33 1111


Look across from A to B

B = 5 + 2AB = 5 + 2A

AA BB

00 55

11 77

22 99

33 1111


Important mathematics in the example

Linear FunctionsLinear Functions Recursion Recursion

(NEXT = NOW + 2; B(NEXT = NOW + 2; Bn+1 n+1 = B= Bn n + 2)+ 2) SlopeSlope Rate of ChangeRate of Change

(Note how slope and rate of change appear (Note how slope and rate of change appear in the recursive form and the explicit form)in the recursive form and the explicit form)


A functions approach to algebra

Functions --> expressions and equationsFunctions --> expressions and equations

Example:Example:

Factor: xFactor: x22 – x – 6 – x – 6

Solve: xSolve: x22 – x – 6 = 0 – x – 6 = 0

Consider the function y = xConsider the function y = x22 – x – 6 – x – 6


Solve: [mystery quadratic] = 0Here’s a graph of y = [mystery quadratic]


Essential Topics in Geometry

CoordinatesCoordinates TransformationsTransformations Geometric Properties and RelationshipsGeometric Properties and Relationships Trigonometric RelationshipsTrigonometric Relationships Vertex-Edge GraphsVertex-Edge Graphs


Vertex-Edge Graphs

Solve problems about paths, circuits, Solve problems about paths, circuits, networks, relationshipsnetworks, relationships

Shortest path, critical path (PERT), Shortest path, critical path (PERT), optimum communication network, …optimum communication network, …


Essential Topics in Statistics & Probability

Descriptive StatisticsDescriptive Statistics Inferential StatisticsInferential Statistics ProbabilityProbability


Essential Topics in Quantitative Literacy

Number Operations and PropertiesNumber Operations and Properties Democratic Decision MakingDemocratic Decision Making Information ProcessingInformation Processing Systematic CountingSystematic Counting


Democratic Decision Making

Some mathematics related to decision Some mathematics related to decision making in a democratic societymaking in a democratic society

Voting, apportioning seats in congress, fair Voting, apportioning seats in congress, fair divisiondivision

Not a lot, but importantNot a lot, but important Could be taught in a social studies classCould be taught in a social studies class


Information Processing

Some mathematics related to information processing Some mathematics related to information processing and information technologyand information technology

Logic and set theory used in Internet searches Logic and set theory used in Internet searches (“google it”)(“google it”)

Number theory used in secure e-commerce (safely Number theory used in secure e-commerce (safely using your credit card online)using your credit card online)

Number theory used in ZIP codes, UPC codes, and Number theory used in ZIP codes, UPC codes, and ISBN numbersISBN numbers

Efficient file compression (mp3, zip, …)Efficient file compression (mp3, zip, …) Not a lot, but importantNot a lot, but important


Broad and Deep

NOT mile-wide and inch-deepNOT mile-wide and inch-deep Issues:Issues:

TimeTime Topics and SubtopicsTopics and Subtopics OverlapOverlap





Key Differences from Existing

Teaching and learning mathematics through Teaching and learning mathematics through problem solvingproblem solving

Connections Connections integrated integrated Legacy content and future contentLegacy content and future content


Math Model Core Curriculum

Mathematics Model Core Curriculum Mathematics Model Core Curriculum document online (and download):document online (and download):

http://www.iowamodelcore.org/http://www.iowamodelcore.org/


LITERACY Model Core Curriculum


Skills for the 21st Century

5 years ago—5 years ago— What did literacy learning look like?What did literacy learning look like?


Skills for the 21st Century

5 years from now—20115 years from now—2011 What will students need to know and be What will students need to know and be

able to do?able to do?


Literacy

Includes reading, writing, speaking, listening, and Includes reading, writing, speaking, listening, and viewingviewing

Literacy synonymous with learningLiteracy synonymous with learning Students apply fundamentally same language Students apply fundamentally same language

concepts in increasingly more complex ways as concepts in increasingly more complex ways as they maturethey mature


Literacy

Literacy is socialLiteracy is social Emphasizes the application of skills across Emphasizes the application of skills across

the curriculumthe curriculum Literacy development essential for post-Literacy development essential for post-

secondary successsecondary success


Literacy

Sources consultedSources consulted IRA/NCTE StandardsIRA/NCTE Standards New Standards Performance StandardsNew Standards Performance Standards NAEP Frameworks in reading and writingNAEP Frameworks in reading and writing Reading NextReading Next Adolescent Literacy: Reading for the 21Adolescent Literacy: Reading for the 21stst Century Century Other state curriculum strands, local standards and Other state curriculum strands, local standards and

benchmarksbenchmarks Research and best practice informationResearch and best practice information


Reading

1.1. Independently reads a significant number of books and Independently reads a significant number of books and text each year. This reading should include both fiction text each year. This reading should include both fiction and nonfiction in a variety of genres.and nonfiction in a variety of genres.

2.2. Reads for a variety of purposes and across content areas.Reads for a variety of purposes and across content areas.

3.3. Uses a variety of skills and strategies to comprehend Uses a variety of skills and strategies to comprehend complex nonfiction and informational text.complex nonfiction and informational text.


Reading

4.4. Uses a variety of skills and strategies to comprehend and Uses a variety of skills and strategies to comprehend and interpret complex literatureinterpret complex literature

5.5. Reads with fluency silently and aloud to support Reads with fluency silently and aloud to support comprehension.comprehension.

6.6. Uses a variety of strategies to understand unfamiliar Uses a variety of strategies to understand unfamiliar vocabulary found in narrative text, technical reading, vocabulary found in narrative text, technical reading, and literary textand literary text


Writing

1.1. Uses an effective writing processUses an effective writing process

2.2. Uses knowledge of purpose, audience, format, and Uses knowledge of purpose, audience, format, and medium in developing written communicationmedium in developing written communication

3.3. Applies writing skills and strategies to effectively Applies writing skills and strategies to effectively communicate in a variety of genres with various communicate in a variety of genres with various audiencesaudiences

4.4. Uses writing as a tool for learningUses writing as a tool for learning


Writing

5.5. Engages in the information literacy process: Engages in the information literacy process: accesses, evaluates, and communicates accesses, evaluates, and communicates information and ideasinformation and ideas

6.6. Is able to write on demandIs able to write on demand7.7. Adheres to conventions generally established in Adheres to conventions generally established in

spelling, punctuation, grammar, usage, syntax, spelling, punctuation, grammar, usage, syntax, and styleand style

8.8. Incorporates technology as a tool to enhance Incorporates technology as a tool to enhance writingwriting


Speaking

1.1. Considers audience and variables in the Considers audience and variables in the speaking situationspeaking situation

2.2. Produces a coherent messageProduces a coherent message3.3. Participate in a variety of communication Participate in a variety of communication

situationssituations4.4. Uses appropriate content and conventions for Uses appropriate content and conventions for

purpose, audience, occasion, and contextpurpose, audience, occasion, and context5.5. Demonstrates control of delivery skillsDemonstrates control of delivery skills


Speaking

6.6. Participates appropriately in one-on-one Participates appropriately in one-on-one situations and group settingssituations and group settings

7.7. Recognizes the role of evaluation in oral Recognizes the role of evaluation in oral communicationcommunication

8.8. Recognizes the role of response in oral Recognizes the role of response in oral communicationcommunication


Listening

1.1. Listens for information and understandingListens for information and understanding

2.2. Listens for interpretation, analysis, and Listens for interpretation, analysis, and evaluationevaluation

3.3. Listens to establish, maintain, and Listens to establish, maintain, and enhance relationshipsenhance relationships


Viewing

1.1. Analyzes the effects of visual media on Analyzes the effects of visual media on society and culturesociety and culture

2.2. Uses a range of strategies to interpret Uses a range of strategies to interpret visual mediavisual media

3.3. Applies a variety of criteria to evaluate Applies a variety of criteria to evaluate mediamedia


Of the ideas just shared with you, what do you feel will have the greatest impact in helping bridge the gap between the classroom of 2002 and that of 2012?


FOR MORE INFO...

Rita Martens at 515/281-3145 or [email protected] Martens at 515/281-3145 or [email protected]


Science Model Core Curriculum

for Iowa High Schools

Sioux Center Sioux Center

April 29, 2007April 29, 2007


Science Model Core Curriculum

InquiryInquiry Life ScienceLife Science Earth and Space ScienceEarth and Space Science Physical SciencePhysical Science


Teaching for Understanding

Scientific understanding lives in the Scientific understanding lives in the application of meaningful science content application of meaningful science content to solve problems, understand interactions to solve problems, understand interactions and investigate the natural world.and investigate the natural world.


Listing of Key Concepts

Your core curriculum will not have every one of these Your core curriculum will not have every one of these concepts.concepts.

A student who take a rich science core and a moderate A student who take a rich science core and a moderate number of science electives will see these essentials.number of science electives will see these essentials.

If you have content that is NOT in the MCC it should If you have content that is NOT in the MCC it should prompt important questions.prompt important questions.


Inquiry is both a standard set and woven throughout the document. "Inquiry is a set of interrelated processes by which "Inquiry is a set of interrelated processes by which

scientists and students pose questions about the natural scientists and students pose questions about the natural world and investigate phenomena; in doing so, students world and investigate phenomena; in doing so, students acquire knowledge and develop a rich understanding of acquire knowledge and develop a rich understanding of concepts, principles, models, and theories."concepts, principles, models, and theories."

——National Research Council. National Research Council. National Science Education National Science Education StandardsStandards. Washington, DC: National Academy Press, . Washington, DC: National Academy Press, 1996.1996.


Essential Topics in Earth and Space Science energy in the earth system energy in the earth system Geochemical cycles Geochemical cycles the origin and evolution of the earth the origin and evolution of the earth

system system the origin and evolution of the universethe origin and evolution of the universe


Grades 9-12Earth and Space ScienceFundamental Concepts and Principles

Matter and energy Matter and energy Movements of the crustMovements of the crust Geochemical processesGeochemical processes Time scalesTime scales External and internal energy sources and cyclingExternal and internal energy sources and cycling Chemical cyclingChemical cycling ClimateClimate Origin and evolution of earth systemOrigin and evolution of earth system Origin and evolution of the universeOrigin and evolution of the universe Source: NSES Source: NSES

Content Standard DContent Standard D


Assimilation (C)Assimilation (C)

Use a long strip of paper to construct a time line Use a long strip of paper to construct a time line divided into two parts. The first line should show divided into two parts. The first line should show the history of technological aids used by people to the history of technological aids used by people to observe outer space. Start with visual observation observe outer space. Start with visual observation and move on to Galileo’s telescope, modern and move on to Galileo’s telescope, modern observatories, space-based observatories and other observatories, space-based observatories and other important types of hardware. The second (parallel) important types of hardware. The second (parallel) line should show the discoveries made as better line should show the discoveries made as better and different types of technological equipment and different types of technological equipment were put to use. Take a few minutes to show and were put to use. Take a few minutes to show and explain your dual timeline to an adult.explain your dual timeline to an adult.

Adaptation (D)Adaptation (D)

You are a NASA official who has been asked to You are a NASA official who has been asked to prepare a prioritized list of unmanned projects as prepare a prioritized list of unmanned projects as not all projects can be funded. Your list should not all projects can be funded. Your list should include such things as space-based and land-based include such things as space-based and land-based optical, X-ray, IR, UV and gamma ray instruments. optical, X-ray, IR, UV and gamma ray instruments. Be prepared to defend your prioritized list and Be prepared to defend your prioritized list and budget allocation before a committee of fellow budget allocation before a committee of fellow students and/or adults students and/or adults

Acquisition (A)Acquisition (A)

Explain the current scientific description of the Explain the current scientific description of the origin of the universe and list the evidence that origin of the universe and list the evidence that supports that description.supports that description.

Application (B)Application (B)

The pitch (frequency) of sound waves is used to The pitch (frequency) of sound waves is used to identify whether something is traveling toward or identify whether something is traveling toward or away from an object. How is a similar concept away from an object. How is a similar concept applied to objects in deep space to identify their applied to objects in deep space to identify their direction of travel in the universe? Explain how direction of travel in the universe? Explain how this shift can be used to explain such movement.this shift can be used to explain such movement.


Essential Topics in Physical Science

the structure of atoms the structure of atoms the structure and properties of matter the structure and properties of matter chemical reactions chemical reactions motions and forces motions and forces conservation of energy and increase in conservation of energy and increase in

disorder disorder interactions of energy and matterinteractions of energy and matter


QuadrantQuadrant CQuadrant CStudents will be able to solve one-dimensional Students will be able to solve one-dimensional and two-dimensional motion problems that and two-dimensional motion problems that involve uniform acceleration quantitatively and involve uniform acceleration quantitatively and graphically.graphically.

*Systems, Order and Organization*Systems, Order and Organization

Quadrant DQuadrant DStudents will be able to construct a model that Students will be able to construct a model that will allow them to determine when emergency will allow them to determine when emergency rations should be released from a rescue plane rations should be released from a rescue plane traveling horizontally at a given speed and traveling horizontally at a given speed and height above the ground in order for the rations height above the ground in order for the rations to be reach a stranded party of explorers on the to be reach a stranded party of explorers on the ground.ground.


Quadrant AQuadrant AStudents will be able to define and describe Students will be able to define and describe different types of motion.different types of motion.

Quadrant BQuadrant BStudents will be able to construct, analyze, and Students will be able to construct, analyze, and interpret various representations of linear interpret various representations of linear motion including those that are mathematical, motion including those that are mathematical, pictorial, and graphical in nature using such pictorial, and graphical in nature using such tools as ticker tape timers, and calculator- and tools as ticker tape timers, and calculator- and computer-based laboratory tools. Students computer-based laboratory tools. Students should also be able to make connections to how should also be able to make connections to how these tools are similar to how bats and law these tools are similar to how bats and law officials use sonar to respectively locate objects officials use sonar to respectively locate objects and determine the speed of automobiles and determine the speed of automobiles traveling on the highway.traveling on the highway.



Essential Topics in Life Science

the cell the cell the molecular basis of heredity the molecular basis of heredity biological evolution biological evolution the inter-dependence of organisms the inter-dependence of organisms matter, energy, and organization in living matter, energy, and organization in living

systems systems the behavior of organismsthe behavior of organisms


The Quadrants

Quadrant CQuadrant C

Investigate Elodea cells and potato cubes to describe and Investigate Elodea cells and potato cubes to describe and analyze the impact of water crossing the cell membrane.analyze the impact of water crossing the cell membrane.Investigate phenolphthalein agar blocks in a slightly basic Investigate phenolphthalein agar blocks in a slightly basic solution to explain why there is a limit on cell size.solution to explain why there is a limit on cell size.Why is a pickle wrinkled?Why is a pickle wrinkled?Use arrows to describe the flow of water in and out of the Use arrows to describe the flow of water in and out of the pickle.pickle.

*Form and Function*Form and Function

Quadrant DQuadrant D

You are the salad/garnish chef in a restaurant. Crisp salads You are the salad/garnish chef in a restaurant. Crisp salads and garnishes (kale, parsley, lettuce, radishes, etc.) are very and garnishes (kale, parsley, lettuce, radishes, etc.) are very important to both taste and appearance of your food. How important to both taste and appearance of your food. How are you going to keep your produce as fresh as if it were just are you going to keep your produce as fresh as if it were just

picked from the plant?picked from the plant?

Quadrant AQuadrant A

Using a compound microscope observe a variety of cell Using a compound microscope observe a variety of cell types, diagram and label cell structures. Compare to electron types, diagram and label cell structures. Compare to electron micrographs. How has technology aided scientists in micrographs. How has technology aided scientists in determining cell structure?determining cell structure?


Quadrant BQuadrant B

Explore various microscopes: transmission, scanning, Explore various microscopes: transmission, scanning, tunneling, atomic frame, for differences in elucidating cell tunneling, atomic frame, for differences in elucidating cell structures. Devise a table that compares and contrasts each structures. Devise a table that compares and contrasts each

technology including when the technology was developed.technology including when the technology was developed.


Essential Topics in Inquiry

Identifies questions and concepts that guide scientific Identifies questions and concepts that guide scientific investigations investigations

Designs and conducts scientific investigations Designs and conducts scientific investigations Uses technology and mathematics to improve Uses technology and mathematics to improve

investigations and communications investigations and communications Formulates and revises scientific explanations and Formulates and revises scientific explanations and

models using logic and evidence models using logic and evidence Recognizes and analyzes alternative explanations and Recognizes and analyzes alternative explanations and

models models Communicates and defends a scientific argumentCommunicates and defends a scientific argument


NAEP 5. The picture above shows 5. The picture above shows

the positions of two runners at the positions of two runners at one-second intervalsone-second intervals as they as they move from left to right. For move from left to right. For each runner, indicate whether each runner, indicate whether the runner's speed seems to be the runner's speed seems to be constant, increasing, or constant, increasing, or decreasing. decreasing.

Explain how you can tell this Explain how you can tell this from the pictures.from the pictures.


Scores

Score Percentage of StudentsScore Percentage of Students Unsatisfactory/incorrect 32%Unsatisfactory/incorrect 32% Partial 29%Partial 29% Essential 10%Essential 10% Complete 27%Complete 27% Omitted 2%Omitted 2% Off task 1% Off task 1%


NAEP

When you exercise strenuously, your body When you exercise strenuously, your body produces excess heat. Describe what your produces excess heat. Describe what your body does to help prevent your temperature body does to help prevent your temperature from rising excessively, and explain why from rising excessively, and explain why the body's response is effective.the body's response is effective.


2005 National Performance ResultsScorePercentage of Students

Unsatisfactory/incorrect 12%Unsatisfactory/incorrect 12% Partial 72%Partial 72% Complete 9%Complete 9% Omitted 6%Omitted 6% Off task 1% Off task 1%


Oil is spilled onto the water from an oceangoing tanker. Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether wave motion will help Investigators want to know whether wave motion will help disperse the oil. Design an experiment that they can carry disperse the oil. Design an experiment that they can carry out in a laboratory to find out whether wave motion will out in a laboratory to find out whether wave motion will help disperse the oil. Describe the equipment they should help disperse the oil. Describe the equipment they should use and the procedure they should follow. use and the procedure they should follow.


The table below gives additional information about the The table below gives additional information about the planets: their periods of revolution about the Sun and planets: their periods of revolution about the Sun and rotation about their axes. rotation about their axes.

Suppose that a new planet (Planet Suppose that a new planet (Planet PP) is discovered and it ) is discovered and it has a period of revolution of 500 Earth days. What, if has a period of revolution of 500 Earth days. What, if anything, could you predict about the mean distance of anything, could you predict about the mean distance of Planet Planet PP from the Sun based on the graph in question 7? from the Sun based on the graph in question 7? Explain why you could or could not make this prediction. Explain why you could or could not make this prediction.


PlanetPlanetMean Mean DistanceDistance

million million kilometerskilometers

Period of Period of Revolution Revolution (earth time)(earth time)

Period of Period of Rotation (earth Rotation (earth time)time)

MercuryMercury 5858 88 days88 days 59 days59 days

VenusVenus 108108 225 225 daysdays 243 243 daysdays

EarthEarth 150150 365 365 daysdays 23.9 23.9 daysdays

MarsMars 228228 687 687 daysdays 24.6 24.6 daysdays


What does this mean to you?

May mean that you alter courses and your May mean that you alter courses and your local curriculumlocal curriculum

May mean that you alter pedagogy May mean that you alter pedagogy


More information online…

•• Science Model Core Curriculum Science Model Core Curriculum document online:document online:http://www.iowamodelcore.org/http://www.iowamodelcore.org/

•• DE Model Core Curriculum Web site:DE Model Core Curriculum Web site:http://www.iowa.gov/educate/content/viehttp://www.iowa.gov/educate/content/view/674/714/w/674/714/

Documents

Excellence in Teaching and Learning Model Core Curriculum for Iowa High Schools Literacy, Mathematics, and Science Model Core Curriculum April 25, 2007