STEPS Standard Themes for Educational Progress

TM

California Science STEPS for the 1998 Standards

David A. Silverberg, Ed.D. Ashland University and

Teach the World, LLC

The McDonald & Woodward Publishing Company Granville, Ohio

California Science: STEPS for the 1998 Standards

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This series is dedicated to my family.

California Science: STEPS for the 1998 Standards A title in the STEPS family of manuals — STEPS Standard Themes in Educational Progress — published by The McDonald & Woodward Publishing Company, Granville, Ohio TM

Grade-level indicators included in this publication are from State Board of Education of Ohio and Ohio Department of Education, Academic Content Standards. Additional material copyright © 2008, 2010 by David A. Silverberg ISBN 978-1-935778-13-4 / 1-935778-13-X All rights reserved First printing February 2011 Printed in Newark, Ohio Reproduction or translation of any part of this work, in any form whatsoever, except for short excerpts used in reviews, without the written permission of the copyright owner is unlawful. Requests for permission to reproduce parts of this work, or for additional information about this work, should be addressed to the publisher. California Science: STEPS for the 1998 Standards Add/complete short version of ISBN

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Table of Contents Preface How to Use This Manual Investigation & Experimentation Distribution of Grade-Level Objectives Tools & Technology Scientific Method Math Concepts Research & Analysis Science & Society Communication Physical Science Distribution of Grade-Level Objectives Chemistry Properties of Atoms & Elements Physical & Chemical Changes Physics Energy Transfer Life Science Distribution of Grade-Level Objectives Cells & Processes Heredity/Reproduction Ecology Evolution Anatomy & Physiology Earth Sciences Distribution of Grade-Level Objectives Space Geological Processes Renewable/Non-Renewable Resources Climate, Weather & Water Reading & Writing Skills for Science & Technical Subjects Reading Distribution of Grade-Level Objectives Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity Writing Distribution of Grade-Level Objectives Text Types & Purposes Production & Distribution of Writing Research to Build & Present Knowledge Range of Writing California Science: STEPS for the 1998 Standards

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Preface

Background I had the good fortune of conducting a curriculum audit for Ashland City Schools in Ohio during the 2007–2008 school year. As part of that process, K-12 teachers and administrators engaged in a lively critique of their efforts to teach high-quality Science, one result of which was a user-friendly manual that re aligned the Grade-Level Indicators (GLIs) into 5 Standards-based themes, which I have called STEPS: Standard Themes for Educational Progress. The STEPS for the 2002 Ohio Science Standards are Science Skills, Earth & Space Science, Life Science, Physical Science and Technology. The realignment and presentation of these GLIs in the manual format made it easy for teachers, administrators, students and parents to visualize and appreciate the continuity of content across grade-levels. The manual could be hung like a calendar in any classroom and was helpful for planning, instruction, differentiation, assessment and professional development. Interestingly, once the Science manual was available, district after district began requesting STEPS manuals for Math, Social Studies and English Language Arts. To this end, I created a full series of manuals to address the needs of each content area for the state of Ohio and then did the same for the state of Illinois. This expanding series of manuals is now used by teachers and administrators across the country.

This Manual In October of 1998 California’s State Board of Education adopted the Science Content Standards for California Public Schools and in August of 2010 it adopted The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. This STEPS manual uses its unique, teacher-friendly vertical alignment and accounting tables to present both the state’s Science Standards and the Science-specific elements of the Common Core English Language Arts Standards. The College and Career Readiness (CCR) standards referenced in this text were released by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in September 2009 and form the framework for the Common Core. This manual is intended to clarify the standards for California Science education and to empower real-world implementation of these standards. California Science: STEPS for the 1998 Standards

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Acknowledgements Each STEPS manual was developed with the practical insights of teachers, administrators and content experts who helped evolve the piece and maximize its value. The following California educators worked as members of focus groups to provide feedback on the content and presentation of this manual: • Dr. Alberto Hananel, Principal, El Sol Science & Arts Academy, California • Natalie Hofland, Intervention Coordinator, Bryson Elementary School, Los Angeles Unified School District, California • Jennifer Hopkins, Dean of Students, Norwalk High School, Norwalk-La Mirada Unified School District, California •Dr. Doug Leigh, Associate Professor of Education, Pepperdine University, California Dr. Sheryl Budd, Teacher, Ashland High School, Ashland City Schools, Ohio, served as the project’s Science Consultant. A special thank you goes to the following administrators for their support of the project: • Dr. Neil Gupta, Director of Secondary Curriculum, Ashland City Schools • Terri Jewett, Director of Elementary Curriculum, Ashland City Schools • Dr. Dave Kommer, Department Chair: Curriculum & Instruction, Dwight Schar College of Education, Ashland University, Ohio • Dr. Dwight McElfresh, Dean, Founders School of Continuing Education, Ashland University, Ohio • Dr. Frank Pettigrew, Provost, Ashland University, Ohio • Dr. Linda Purrington, Academic Chair, ELAP Doctoral Program, Pepperdine University, California • Dr. Jim Van Keuren, Dean, Dwight Schar College of Education, Ashland University, Ohio And, I wish to thank Jerry McDonald and Trish Newcomb of McDonald & Woodward Publishing Company for their support in developing and publishing the STEPS series. I hope this document is a helpful tool for administrators, teachers, parents, and professors. Sincerely, David A. Silverberg, Ed.D. Associate Professor Department of Curriculum & Instruction Dwight Schar College of Education Ashland University [email protected] California Science: STEPS for the 1998 Standards

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How To Use This Manual This manual presents Science Grade-Level Objectives as prescribed by the Science Content Standards for California Public Schools and the national Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Objectives are organized by theme, in two unique ways — one as tables showing the distribution of numbers of Grade-Level Objectives by strand and grade level and the other as vertically aligned lists of the actual Grade-Level Objectives by strand and grade level. Both formats relate the Grade-Level Objectives to the actual grade levels in which they are to be taught and, in the case of Reading & Writing objectives, connect each strand to appropriate College & Career Readiness Standards (CCR). One example of each of these presentation formats, using strands and standards from the Investigation & Experimentation theme, is shown here. The table shown below identifies the number of Grade-Level Objectives prescribed by the Standards for each strand in each theme for each grade level. A grade level that has no Grade-Level Objectives in a given strand is represented by a gray cell. The table clearly shows in a simple and effective visual format the continuity, or lack of it, that exists within and among the strands from one grade level to the next. This presentation, in turn, assists the teacher and curriculum coordinator with planning, instruction, differentiation, assessment and professional development. Most pages in this manual are made up of Grade-Level Objectives arranged according to theme, strand, and grade level. The Grade-Level Objectives are presented here with the exact wording used in the Standards, but they have been rearranged and grouped into themes and strands, and then presented according to the grade level in which they are supposed to be taught. One result of this rearrangement and grouping is that the Grade-Level Objectives are presented in vertical alignment, by grade level, throughout all grade levels at which they are supposed to be taught. Accordingly, the vertical alignment of Grade-Level Objectives presented in this manual is arranged with those of the earliest grade level in which they are taught displayed at the lower edge of the page and those of higher grade levels located progressively higher on the page. The method of presenting Grade-Level Objectives within a given strand and theme is shown below using the Tools & Technology strand as an example. This specific example is repeated on pages 1–2.

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Distribution of Grade-Level Objectives

Investigation & Experimentation

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Investigation & Experimentation Tools & Technology

12th Grade 11th Grade 10th Grade 9th Grade Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Read and interpret topographic and geologic maps. 7th Grade Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure). 6th Grade Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. 5th Grade Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

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