Model Core Curriculum for Iowa High Schools

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Model Core Curriculumfor Iowa High Schools

• Literacy, Mathematics, and Science
• Model Core Curriculum
• April 25, 2007
• Mississippi Bend AEA 9

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Legislative Charge
Model Core Curriculum

• Senate File 245
• Department determined which content areas and the
  process
• Departments process included broad involvement
  of key stakeholders

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Model Core Curriculum
Model Core Curriculum
Process
Project Lead Team
Science Work Team
Mathematics Work Team
Literacy Work Team
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Project Lead Team
Institute for Tomorrows Workforce Iowa Association of School Boards
School Administrators of Iowa Iowa PTA
State universities and private colleges Community colleges
Iowa State Education Association Business and industry
AEAs and LEAS Department of Education and State Board of Education
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Work Teams

• Chaired by a DE consultant and an expert in the
  field
• Teachers and curriculum directors
• University and community college representatives
• AEA consultants
• Connections to state PD initiatives in math and
  science

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What It Is

• A tool to stimulate discussion
• A comprehensive set of recommendations based on
  national documents, research, local documents,
  assessments, and best thinking in the fields

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What It Isnt

• Not mandatory state standards

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Interpreting graduation requirement rulesDont
confuse the two requirements!

• Offer and Teach Requirements

• New Graduation Requirements

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Intended Use
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Conduct a gap analysis

• How does local coursework match the Model Core?
• Where do we exceed the Model Core
  recommendations?
• Where do we fall short of the Model Core
  recommendations?

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What does this mean to you?

• May mean that you alter courses and your local
  curriculum
• May mean that you alter pedagogy

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MathematicsModel Core Curriculumfor Iowa High
Schools
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MathematicsModel Core Curriculum

• Essential Characteristics
• Essential Skills
• Essential Content

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Need in Math Education

• Poor performance on international and national
  tests
• Losing our competitive edge in STEM (Science,
  Technology, and Mathematics)
• Curriculum that is a mile wide and inch deep
• Students not prepared mathematically to keep all
  their options open for college and the world of
  work
• Business industry demand workers who can solve
  problems, work in teams, and are able to apply
  learning to new and changing situations

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Mathematics Work Team

• AEA mathematics consultants
• College, community college, and university
  faculty
• High school mathematics teachers
• Department of Education mathematics consultant
• Every Student Counts developers

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Based on Resources

• NAEP 2005 Mathematics Framework
• NCTMs Principles and Standards for School
  Mathematics
• Teaching through Problem Solving, NCTM
• College Board Recommendations (draft)
• Achieve End-of HS benchmarks (updated)
• Achieve Course Standards (draft)
• NCTM Focal Points K-8 (draft)
• ASSM/NCTM summary of state standards

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More Resources

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

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MathematicsModel Core Curriculum

• Essential Characteristics
• Essential Skills
• Essential Content

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Characteristics, Skills, Content

• CharacteristicsCurriculum features that frame
  the essential skills and content
• Essential Skills and ContentThe recommendations

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Essential Characteristics

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

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Essential Characteristics

• Teaching for understanding
• Problem-based instructional tasks
• Distributed practice that is meaningful and
  purposeful
• Mathematical modeling
• Deep conceptual and procedural knowledge
• Rigor and relevance
• Effective use of technology
• Integrated content

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Teaching for Understanding

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

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Problem-Based Instructional Tasks

• Help students develop a deep understanding of
  important mathematics
• Emphasize connections, especially to the real
  world
• Are accessible yet challenging to all
• Can be solved in several ways
• Encourage student engagement and communication
• Encourage the use of connected, multiple
  representations
• Encourage appropriate use of intellectual,
  physical, and technological tools

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What kind of knowledge?

• Conceptual knowledge?
• Procedural knowledge?
• Factual knowledge?
• Usable knowledge?
• Skills?
• Yes. All of the above.
• Deep knowledge.

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Mathematical Modeling
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Effective Use of Technology

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

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Integrated Content

• Connections
• Connections to other disciplines gt
  interdisciplinary
• Connections within mathematicsgt integrated
  courses
• Virtually every country in the world except the
  US has integrated courses
• National high school math standards currently
  being developed include an option for integrated
  courses (Achieve, College Board)
• ITED is developing integrated end-of-course
  tests

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Essential Characteristics

• Teaching for understanding
• Problem-based instructional tasks
• Distributed practice that is meaningful and
  purposeful
• Mathematical modeling
• Deep conceptual and procedural knowledge
• Rigor and relevance
• Effective use of technology
• Integrated content

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Essential Skills

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

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Essential Skills

• Problem solving
• Communication
• Reasoning and proof
• Connections Ability to recognize, make, and
  apply connections
• Representations Ability to construct and apply
  multiple connected representations

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Essential Content

• Recommended content that all students should
  study by the end of high school
• Core content needed by all students to keep all
  their options open for college and the world of
  work
• Legacy content and future content

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Essential Content

• Algebra
• Geometry
• Statistics and Probability
• Quantitative Literacy
• (Note Discrete mathematics topics are integrated
  throughout the above strands)

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Essential Topics

• Serve to identify important mathematics
• Provide a focus for curriculum design and
  instruction
• Are not a laundry list of objectives
• Are not a mile wide and an inch deep
• Lay the foundation for future learning of math
• Are consistent with professional recommendations
  for mathematics education
• Are consistent with professional experience in
  curriculum development and instruction

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More research support for Essential Topics
(Pellegrino, 2006)

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

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Essential Topics in Algebra

• Functions
• Equations and Inequalities
• Algebraic Expressions
• Rate of Change
• Recursion and Iteration

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Recursion Example

• Describe the patterns shown in the table.

A B
0 5
1 7
2 9
3 11
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Look down the column of Bs

• NEXT NOW 2
• Bn1 Bn 2
• Recursion

A B
0 5
1 7
2 9
3 11
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Look across from A to B

• B 5 2A

A B
0 5
1 7
2 9
3 11
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Important mathematics in the example

• Linear Functions
• Recursion (NEXT NOW 2 Bn1 Bn 2)
• Slope
• Rate of Change(Note how slope and rate of change
  appear in the recursive form and the explicit
  form)

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A functions approach to algebra

• Functions --gt expressions and equations
• Example
• Factor x2 x 6
• Solve x2 x 6 0
• Consider the function y x2 x 6

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Solve mystery quadratic 0Heres a graph of
y mystery quadratic
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Essential Topics in Geometry

• Coordinates
• Transformations
• Geometric Properties and Relationships
• Trigonometric Relationships
• Vertex-Edge Graphs

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Vertex-Edge Graphs

• Solve problems about paths, circuits, networks,
  relationships
• Shortest path, critical path (PERT), optimum
  communication network,

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Essential Topics in Statistics Probability

• Descriptive Statistics
• Inferential Statistics
• Probability

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Essential Topics in Quantitative Literacy

• Number Operations and Properties
• Democratic Decision Making
• Information Processing
• Systematic Counting

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Democratic Decision Making

• Some mathematics related to decision making in a
  democratic society
• Voting, apportioning seats in congress, fair
  division
• Not a lot, but important
• Could be taught in a social studies class

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Information Processing

• Some mathematics related to information
  processing and information technology
• Logic and set theory used in Internet searches
  (google it)
• Number theory used in secure e-commerce (safely
  using your credit card online)
• Number theory used in ZIP codes, UPC codes, and
  ISBN numbers
• Efficient file compression (mp3, zip, )
• Not a lot, but important

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Broad and Deep

• NOT mile-wide and inch-deep
• Issues
• Time
• Topics and Subtopics
• Overlap

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MathematicsModel Core Curriculum

• Essential Characteristics
• Essential Skills
• Essential Content

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Key Differences from Existing

• Teaching and learning mathematics through problem
  solving
• Connections ? integrated
• Legacy content and future content

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Math Model Core Curriculum

• Mathematics Model Core Curriculum document
  online (and download)http//www.iowamodelcore.o
  rg/

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LITERACY Model Core Curriculum
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Skills for the 21st Century

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

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Skills for the 21st Century

• 5 years from now2011
• What will students need to know and be able to do?

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Literacy

• Includes reading, writing, speaking, listening,
  and viewing
• Literacy synonymous with learning
• Students apply fundamentally same language
  concepts in increasingly more complex ways as
  they mature

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Literacy

• Literacy is social
• Emphasizes the application of skills across the
  curriculum
• Literacy development essential for post-secondary
  success

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Literacy

• Sources consulted
• IRA/NCTE Standards
• New Standards Performance Standards
• NAEP Frameworks in reading and writing
• Reading Next
• Adolescent Literacy Reading for the 21st Century
• Other state curriculum strands, local standards
  and benchmarks
• Research and best practice information

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Reading

1. Independently reads a significant number of books
   and text each year. This reading should include
   both fiction and nonfiction in a variety of
   genres.
2. Reads for a variety of purposes and across
   content areas.
3. Uses a variety of skills and strategies to
   comprehend complex nonfiction and informational
   text.

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Reading

• Uses a variety of skills and strategies to
  comprehend and interpret complex literature
• Reads with fluency silently and aloud to support
  comprehension.
• Uses a variety of strategies to understand
  unfamiliar vocabulary found in narrative text,
  technical reading, and literary text

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Writing

1. Uses an effective writing process
2. Uses knowledge of purpose, audience, format, and
   medium in developing written communication
3. Applies writing skills and strategies to
   effectively communicate in a variety of genres
   with various audiences
4. Uses writing as a tool for learning

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Writing

1. Engages in the information literacy process
   accesses, evaluates, and communicates information
   and ideas
2. Is able to write on demand
3. Adheres to conventions generally established in
   spelling, punctuation, grammar, usage, syntax,
   and style
4. Incorporates technology as a tool to enhance
   writing

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Speaking

1. Considers audience and variables in the speaking
   situation
2. Produces a coherent message
3. Participate in a variety of communication
   situations
4. Uses appropriate content and conventions for
   purpose, audience, occasion, and context
5. Demonstrates control of delivery skills

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Speaking

1. Participates appropriately in one-on-one
   situations and group settings
2. Recognizes the role of evaluation in oral
   communication
3. Recognizes the role of response in oral
   communication

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Listening

1. Listens for information and understanding
2. Listens for interpretation, analysis, and
   evaluation
3. Listens to establish, maintain, and enhance
   relationships

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Viewing

1. Analyzes the effects of visual media on society
   and culture
2. Uses a range of strategies to interpret visual
   media
3. Applies a variety of criteria to evaluate media

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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?
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FOR MORE INFO...
Rita Martens at 515/281-3145 or
rita.martens_at_iowa.gov
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Science Model Core Curriculumfor Iowa High
Schools

• Sioux Center
• April 29, 2007

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Science Model Core Curriculum

• Inquiry
• Life Science
• Earth and Space Science
• Physical Science

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Teaching for Understanding

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

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Listing of Key Concepts

• Your core curriculum will not have every one of
  these concepts.
• A student who take a rich science core and a
  moderate number of science electives will see
  these essentials.
• If you have content that is NOT in the MCC it
  should prompt important questions.

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Inquiry is both a standard set and woven
throughout the document.

• "Inquiry is a set of interrelated processes by
  which scientists and students pose questions
  about the natural world and investigate
  phenomena in doing so, students acquire
  knowledge and develop a rich understanding of
  concepts, principles, models, and theories."
• National Research Council. National Science
  Education Standards. Washington, DC National
  Academy Press, 1996.

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Essential Topics in Earth and Space Science

• energy in the earth system
• Geochemical cycles
• the origin and evolution of the earth system
• the origin and evolution of the universe

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Grades 9-12Earth and Space ScienceFundamental
Concepts and Principles

• Matter and energy
• Movements of the crust
• Geochemical processes
• Time scales
• External and internal energy sources and cycling
• Chemical cycling
• Climate
• Origin and evolution of earth system
• Origin and evolution of the universe
• Source NSES Content Standard D

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Assimilation (C) Use a long strip of paper to construct a time line divided into two parts. The first line should show the history of technological aids used by people to observe outer space. Start with visual observation and move on to Galileos telescope, modern observatories, space-based observatories and other important types of hardware. The second (parallel) line should show the discoveries made as better and different types of technological equipment were put to use. Take a few minutes to show and explain your dual timeline to an adult. Adaptation (D) You are a NASA official who has been asked to prepare a prioritized list of unmanned projects as not all projects can be funded. Your list should include such things as space-based and land-based optical, X-ray, IR, UV and gamma ray instruments. Be prepared to defend your prioritized list and budget allocation before a committee of fellow students and/or adults
Acquisition (A) Explain the current scientific description of the origin of the universe and list the evidence that supports that description. Application (B) The pitch (frequency) of sound waves is used to identify whether something is traveling toward or away from an object. How is a similar concept applied to objects in deep space to identify their direction of travel in the universe? Explain how this shift can be used to explain such movement.
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Essential Topics in Physical Science

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

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Quadrant
Quadrant CStudents will be able to solve one-dimensional and two-dimensional motion problems that involve uniform acceleration quantitatively and graphically. Systems, Order and Organization Quadrant DStudents will be able to construct a model that will allow them to determine when emergency rations should be released from a rescue plane traveling horizontally at a given speed and height above the ground in order for the rations to be reach a stranded party of explorers on the ground. Systems, Order and Organization
Quadrant AStudents will be able to define and describe different types of motion. Quadrant BStudents will be able to construct, analyze, and interpret various representations of linear motion including those that are mathematical, pictorial, and graphical in nature using such tools as ticker tape timers, and calculator- and computer-based laboratory tools. Students should also be able to make connections to how these tools are similar to how bats and law officials use sonar to respectively locate objects and determine the speed of automobiles traveling on the highway. Systems, Order and Organization
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Essential Topics in Life Science

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

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The Quadrants
Quadrant C Investigate Elodea cells and potato cubes to describe and analyze the impact of water crossing the cell membrane.Investigate phenolphthalein agar blocks in a slightly basic solution to explain why there is a limit on cell size.Why is a pickle wrinkled?Use arrows to describe the flow of water in and out of the pickle. Form and Function Quadrant D You are the salad/garnish chef in a restaurant. Crisp salads and garnishes (kale, parsley, lettuce, radishes, etc.) are very important to both taste and appearance of your food. How are you going to keep your produce as fresh as if it were just picked from the plant?
Quadrant A Using a compound microscope observe a variety of cell types, diagram and label cell structures. Compare to electron micrographs. How has technology aided scientists in determining cell structure? Systems, Order and Organization Quadrant B Explore various microscopes transmission, scanning, tunneling, atomic frame, for differences in elucidating cell structures. Devise a table that compares and contrasts each technology including when the technology was developed.
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Essential Topics in Inquiry

• Identifies questions and concepts that guide
  scientific investigations
• Designs and conducts scientific investigations
• Uses technology and mathematics to improve
  investigations and communications
• Formulates and revises scientific explanations
  and models using logic and evidence
• Recognizes and analyzes alternative explanations
  and models
• Communicates and defends a scientific argument

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NAEP

• 5.   The picture above shows the positions of two
  runners at one-second intervals as they move from
  left to right. For each runner, indicate whether
  the runner's speed seems to be constant,
  increasing, or decreasing. Explain how you can
  tell this from the pictures.

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Scores

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

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NAEP

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

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2005 National Performance ResultsScorePercentage
of Students

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

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

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• The table below gives additional information
  about the planets their periods of revolution
  about the Sun and rotation about their axes.
• Suppose that a new planet (Planet P) is
  discovered and it has a period of revolution of
  500 Earth days. What, if anything, could you
  predict about the mean distance of Planet P from
  the Sun based on the graph in question 7? Explain
  why you could or could not make this prediction.

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PlanetMean Distance million kilometers Period of Revolution (earth time) Period of Rotation (earth time)
Mercury 58 88 days 59 days
Venus 108 225 days 243 days
Earth 150 365 days 23.9 days
Mars 228 687 days 24.6 days
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What does this mean to you?

• May mean that you alter courses and your local
  curriculum
• May mean that you alter pedagogy

89
More information online

• Science Model Core Curriculum document
  onlinehttp//www.iowamodelcore.org/
• DE Model Core Curriculum Web sitehttp//www.io
  wa.gov/educate/content/view/674/714/