Chemistry, Physics, Environmental Science Curriculum Map

1. Chemistry, Physics, Environmental Science Curriculum Map

2. Curriculum Mapping Team • Chemistry • Michelle Thomas (Start) • Roxanne Allen (Scott) • Environmental Science • Tim Bollin (Toledo Early College) • Kim Bigioni (Phoenix Academy) • Physics • Andrew Frank (Start) • Elizabeth Buckholtz (Science Support)

3. Agenda Introductions Ohio College and Career Readiness Science Standards Curriculum Map Discussion

4. Introductions

5. Group Norms Cell phones Breaks Side bars Questions

6. Ohio’s College & Career Ready Science Standards • Model Curriculum • Content organized by course • College and Career Readiness

7. College & Career Ready Science Standards

8. College and Career Ready Science Standards

9. College and Career Ready Science Standards

10. College and Career Ready Science Standards

11. College and Career Ready Science Standards

12. College and Career Ready Science Standards

13. Software Updates • Have your school ETRT order the following updates for your classroom computer. Adobe Flash Player

14. College and Career Ready Science Standards

15. College and Career Ready Science Standards

16. Ohio’s College & Career Ready Science Standards • Where to find it. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDefaultPage.aspx?page=1

17. College and Career Ready Science Standards • Contribute Resources http://survey.education.ohio.gov/se.ashx?s=60DA72700C42A2BE • Report Problems http://survey.education.ohio.gov/se.ashx?s=60DA72702E9D5F6C

18. College and Career Ready Science Standards

19. Assessment Proposed • End of course exams. • Proposed models include: • Multiple choice and computer enhanced items • Performance assessments • Extended response • Performance tasks

20. But wait…There’s more! • Is it a bird? • Is it a plane? • Is it a pacing guide? • No, it’s a curriculum map!

21. Do’s & Don'ts • Do not read cover to cover. • Do look up topics as you are planning to teach them. • Do not get attached. • Do download a new version every year. • I do not recommend you print. • Do not feel you have to do every activity. • Do not feel you have to go in this order. • Do pay special attention to the Content Elaboration. • Do think about PD that would help support you as you transition into the new standards.

22. The Template

23. The Template

24. Physics

25. Topic & Course Content Physics

26. Content Elaboration

27. Enduring Understanding & Essential Questions

28. Strategies & Resources

29. Strategies & Resources

30. Strategies & Resources

31. Strategies & Resources

32. Strategies & Resources

33. Assessments & Misconceptions

34. Chemistry Map

35. Chemistry Highlights

36. Chemistry Highlights

37. Chemistry Highlights

38. Chemistry Highlights

39. Special Considerations

40. Environmental Science

41. Environmental Science ~ Model Curriculum ~ Three “Course Content” Sections

42. Environmental Science ~ Model Curriculum ~

43. First Semester, Curriculum Map Part 1 - Intro/Structure of the Earth Part 2 - Ecology (Ecosystems, Biomes) Part 3 - Population/Biodiversity

44. Second Semester, Curriculum Map Part 1 – Natural Resources (Water/Water Pollution, Atmosphere/Air Pollution, Land/Mineral Resources) Part 2 – Energy Resources

45. Environmental Science ~ Model Curriculum ~ Content Elaboration Each of the three “Course Content” sections are followed by: “Content Elaboration”***** “Expectations for Learning: Cognitive Demands” “Visions into Practice” (suggestions for student tasks) Page 26 of 94

46. Environmental Science, Content Elaboration: Inquiry Instruction Overview To understand the effects that certain contaminants may have on the environment, scientific investigations and research must be conducted on alocal, national and global level(MC pp. 29). Water, air, land, and biotic field and lab sampling/testing equipment and methods must be utilized with real-world application (MC pp. 29). Quantifiable field and/or lab data must be used to analyze and draw conclusions regarding air, water or land quality (MC pp. 29). From Model Curriculum’s “Content Elaborations”

47. College and Career Readiness: Inquiry “Investigations are used to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications” “scientific investigations and research must be conducted on a local, national and global level”

48. College and Career Readiness:Real World Investigation “Water, air, land, and biotic field and lab sampling/testing equipment and methods must be utilized with real-world application.” Design and conduct a field investigation that concentrates on a specific environmental problem Plan and implement an investigation to determine the water quality of a section of a local stream

49. College and Career Readiness:Real World Investigation “Examples of types of water-quality testing include: hydraulic conductivity, suspended and dissolved solids, dissolved oxygen, biochemical oxygen demand, temperature, pH, fecal coliform and macro-invertebrate studies”

50. College and Career Readiness:Using Technology “using technology to collect global resource data for comparative classroom study is recommended” “Research and document” “Using real-time data, research the most severe environmental problems” “Use a computer-modeling program (many are available through freeware sites) to model and predict”