Preparing for TAKS Middle and High School Science

1. Preparing for TAKSMiddle and High School Science

2. Across a science teacher’s desk . . . Describe momentum. “Something you give a person when they are going away.” Where is the equator? “The equator is a managerie lion running around the Earth through Africa.” Describe the body parts we have studied. “The body consists of three parts—the brainum, the borax, and the adominable cavity. The brainum contains the brain, the borax contains the heart and the lungs, and the adominable cavity contains the bowels, of which there are five: a, e, i, o, and u.”

3. Today’s Science Educators Can Be Proud of: Did You Know? • Higher scores on Science TAAS • Increased physics enrollment • Increased Advanced Placement course completion • Leadership in science safety • Increased funding for professional development • Forming alliances

4. The Landscape of Science in Texas • TEKS-based TAAS Spring 2001 Grade 8 SciencePassing Rate • All Students 91.8% • African American 82.5% • Hispanic 83.5% • White 97.5% • Economically Disadvantaged 85.9% • Biology End-of-Course Spring 2001 Passing Rate • All Students 80% • African American 68% • Hispanic 68% • White 92% • Economically Disadvantaged 67%

5. Science Class Enrollments

6. SB 4: Student Success Initiative HB 1144: Three credits of science Legislative Highlights • Beginning freshmen 2004-2005 (Class of 2008) • Recommended High School Graduation Plan becomes the • minimum requirement for students Federal Legislation: No Child Left Behind Act of 2001 includes science requirements.

7. Science Assessments Mandated by 76th Legislature in June 1999: Senate Bill 103 • Elementary test will be given in English and Spanish at Grade 5. • Grades 10 and 11 will include “at least biology and integrated chemistry and physics.” THE TEACHING AND LEARNING OF SCIENCE TAKES ON A NEW DIMENSION.

8. What’s new for biology teachers? • Biology I is now a required course for all Texas students. • Districts are considering the maturity level of students taking biology. • The natural integration of chemistry, physics, and earth science concepts will be assessed; biology teachers need to integrate concepts. • Biological concepts are emphasized.

9. What’s new for IPC teachers? • IPC has taken on a new importance! • IPC teachers need to integrate chemistry and physics. • IPC teachers need to be well prepared for the IPC curriculum—the TEKS. • Lab and field experiences take on greater emphasis. • New instructional materials will be available in the 2002-03 school year.

10. What’s new for chemistry and physics teachers? • Chemistry and physics educators must be aware of concepts taught in kindergarten through IPC! • IPC is not a mandatory course for all students. • More students will be enrolling in three and four years of science. • A natural integration of biological, physical, and earth science concepts is needed. • A huge increase in numbers of students will enroll in chemistry and physics. • More diverse students will enroll in chemistry and physics courses. • Laboratory and field experiences are critical; students learn best what they experience. • There will be new textbooks (AP and IB, too!) in 2002-03 school year.

11. What’s new for Environmental Science teachers? • Environmental Science will have increased enrollment as students enroll in three and four years of science. • Environmental Science AP is an excellent course for all types of students. • The GLOBE Initiative will enhance Environmental Science. • The natural integration of biological, physical, and earth science concepts in Environmental Science is vital. • New textbooks will be available in the 2002-03 school year.

12. What’s new for GMO, Aquatic Science, and Astronomy teachers? • Courses that integrate biological, physical, and earth science concepts will see enrollment increases! • More students will be enrolling in three and four years of science! • The GLOBE Initiative will enhance these courses. • Astronomy textbooks are part of Proclamation ’99. To order books, go to the waivers section of the textbook website.

13. Science TAKS Timeline • Spring 2002: Field testing (all districts at some level), April 22-May 10 • Spring 2002: Last administration of the Biology End-of-Course and Grade 8 Science tests • Spring 2002-03: Science TAKS

14. TAKS Science Test Format • Clear illustrations when needed • Items come from the TEKS • Types of questions: • Multiple choice • Cluster items • Griddable items

15. Student Tools for Science TAKS At all levels: • Metric ruler Grades 10 and 11 : • Periodic table • Formula chart • Calculators

16. Calculators • Purchase is a local decision. • Science teachers need to be included in the purchase of calculators. • Science students must have access to at least a four-function calculator with a square root key.

17. TAKS Specifications Texas Education Agency Mathematics Department suggests: • Each student must have a graphing calculator during testing. • Hand-held microcomputers or laptop computers may not be used. Science and mathematics teachers need to coordinate calculator instruction!

18. Science TAKS assesses in metric measurement. Formulas must be applied— not memorized.

19. The importance of the periodic table and how it is arranged will be stressed.

20. What’s New? • Cluster items • Griddable items

21. What are [bracketed] items? The student expectation has been presented in its entirety for two reasons: to clarify the link to the curriculum and to provide background information for test items. However,bracketed text will not be specifically tested on TAKS.

22. Where did the TAKS objectives come from? • TEKS: non-negotiable • National and statewide educator and science expert committees choice of “most essential” TEKS • Survey results

23. Grade 10 Science TAKS Griddable Item

24. Grade 10 Science TAKS Cluster Item

25. Grade 10 Cluster, Questions

26. Please Note… • Science items were chosen as preliminary, representative samples. • Sample items have not gone through an extensive educator review process. • These items have not been field tested. • The sample items in the Information Booklets will not be on the actual science assessments.

27. Middle school educators need to know: Based on SB 103, there will no longer be a Grade 8 science assessment after spring 2002. This does not mean that science at Grades 6–8 is no longer important! In fact, it will be even more important to strengthen the 6–8 program to ensure success at Grades 10 and 11.

28. High school educators need to know: • Biology is now a required course for all students in Texas. • Students are required to take the IPC course or the chemistry and physics courses to prepare for TAKS. • For all graduation plans, students are encouraged to take the biology, chemistry, and physics sequence.

29. Grade 10 Science TAKS TAKS OBJECTIVES: KS’s SE’s Science Processes: 1. The Nature of Science 3 7 Science Concepts: 2. Biological Concepts 4 6 3. Biology Ecological Concepts 4 6 4. IPC Chemistry Concepts 3 6 5. IPC Physics Concepts 3 6TOTAL 17 31

30. Objective 1—Nature of Science(Biology and IPC process skills) • 40% field and laboratory TEXAS SAFETY HANDBOOK • Scientific methods • Critical thinking skills and scientific problem solving

31. Objective 2—Organization of Living Systems (Biology I) • Biology 4 (B) Cellular processes • Biology 6 (A,C,D) Genetics • Biology 8 (C) Classification • Biology 10 (A) Living systems

32. Objective 3—Interdependence of Organisms and the Environment (Biology I) • Biology 4 (C,D) Cell structure and function and diseases caused by viruses, diseases, bacteria • Biology 7 (B) Biological evolution • Biology 12 (B,E) Ecosystems • Biology 13 (A) Plants

33. Objective 4—Structures and Properties of Matter (IPC) • IPC 7 (A,E) Matter and its components • IPC 8 (A,C) Changes in matter • IPC 9 (A,D) Solution chemistry

34. Objective 5—Motion, Forces, and Energy (IPC) • IPC 4 (A,B) Force and motion • IPC 5 (A) Effects of waves • IPC 6 (A,B,F) Energy transformations

35. Grade 11 Science TAKS TAKS OBJECTIVES: KS’s SE’s Science Processes: 1. The Nature of Science 3 7 Science Concepts: 2. Biology Concepts 4 7 3. Biology Ecological Concepts 5 8 4. IPC Chemistry Concepts 3 7 • IPC Physics Concepts 3 7 TOTAL 18 36

36. Objective 1—Nature of Science (IPC and Biology I) • 40% field and laboratory TEXAS SAFETY HANDBOOK • Scientific methods and inquiry • Critical thinking skills and scientific problem solving

37. Objective 2—Organization of Living Systems (Biology I) • Biology 4 (B) Cell parts and processes • Biology 6 (A,B,C) Genetics • Biology 8 (C) Current classification • Biology 10 (A,B) Living systems

38. Objective 3—Organization of Living Systems (Biology I) • Biology 4 (C,D) Cellular processes • Biology 7 (A,B) Evolution • Biology 9 (D) Metabolic processes and energy transfers • Biology 12 (B,E) Ecosystems • Biology 13 (A) Plants

39. Objective 4—Structures and Properties of Matter (IPC) • IPC 7 (A,D) Matter and its components • IPC 8 (A,C) Changes in matter • IPC 9 (A,B,D) Solution chemistry

40. Objective 5—Motion, Forces, and Energy(IPC) • IPC 4 (A,B,D) Force and motion • IPC 5 (B) Effects of waves • IPC 6 (A,B,D) Energy transformations

41. Science TAKS Grade 11 Objective 1 Nature of Science Skill: Ability to gain information from graphs

42. Science TAKS Grade 11 Objective 2 Biology 6(b) Understanding models, structures, and molecules involved in a physiological process (protein synthesis)

43. Science TAKS Grade 11 Objective 1 Nature of Science

44. Science TAKS Grade 11 Objective 5 IPC 5(B) Concept: How images are formed and light travels in a straight line

45. Science TAKS Grade 11, Objective 3 Students need to see different examples of pyramids. Ecosystems remain stable if lower trophic levels are smaller than higher levels.

46. Science Course Sequence • Students in the minimum high school program typically take IPC and Biology I. • Students in either the minimum or recommended program may choose to take the separate Chemistry I and Physics I courses instead of IPC.

47. Please Remember— • The Integrated Physics and Chemistry (IPC) course is not mandatory for all students. • IPC was intended to be an entry level course. It is not recommended for students in Grades 11 and 12. “Prerequisite: None. This course is recommended for students in Grades 9 and 10.”

48. All TEKS are required! • The TEKS outline what all students must know and be able to do. • Some student expectations are not tested, yet they may be critical for student understanding.

49. The Role of Untested TEKS in Student Understanding Knowledge and Skill Statement The student knows the significance of plants in the environment. The student is expected to: Not Tested • 13 (B) survey and identify methods of reproduction,growth, and development of various types of plants Tested • 13 (A) evaluate the significance of structural and physiological adaptations of plants to their environments

50. The Importance of “Strands” • The Science TEKS contain “strands” that connect broad themes across the grade levels. • Certain themes permeate science. • These strands are evident in TAKS objectives.