Michigan K-12 Standards Science
R I G O R R E L E VA N C E R E L AT I O N S H I P S R I G O R R E L E VA N C E R E L AT I O N S H I P S R I G O R R E L E VA N C E R E L AT I O N S H I P S R I G O R R E L E VA N C E R E L AT I O N H I P S R I G O R R E L E VAR E L AT I O N H I P S R I G O R R E L E VA N C E R E L AT I O N H I P S R I G O R R E L E VA N C E R E L AT I O N R I G O R R E L E VA N C E R E L AT I O N S H I P S R I G O R R E L E VA N C E R E L AT I O N S H I P S R I G O RR E L E VA N C E R E L AT I O N S H I P S R I G O R R E L E VA N C E R E L AT I O N H I P S R I G O R R E L E VA NMichigan K-12 StandardsScienceNovember 2015
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Table of ContentsOverview of the Standards Why These Standards Organization and Structure of the Performance Expectations Implementation Michigan Specific Contexts Supplemental GuidancePage 4Kindergarten Performance ExpectationsPage 9First (1st) Grade Performance ExpectationsPage 11Second (2nd) Grade Performance ExpectationsPage 12Third (3rd) Grade Performance ExpectationsPage 14Fourth (4th) Grade Performance ExpectationsPage 16Fifth (5th) Grade Performance ExpectationsPage 18Middle School (Grades 6-8) Performance ExpectationsPage 20High School (Grades 9-12) Performance ExpectationsPage 26v. 11/2015Page 3 of 34
The Role of Science Standards in MichiganAccording to the dictionary, a standard is “something considered by an authority or bygeneral consent as a basis of comparison.” Today’s world is replete with standardsdocuments such as standards of care, standards of quality, and even standard operatingprocedures. These various sets of standards serve to outline agreed-upon expectations,rules, or actions, which guide practice and provide a platform for evaluating orcomparing these practices.One such set of standards is the academic standards that a governing body may have forthe expected outcomes of students. In Michigan, these standards, are used to outlinelearning expectations for Michigan’s students, and are intended to guide local curriculumdevelopment and assessment of student progress. The Michigan Science Standards areperformance expectations for students. They are not curriculum and they do not specifyclassroom instruction. Standards should be used by schools as a framework forcurriculum development with the curriculum itself prescribing instructional resources,methods, progressions, and additional knowledge valued by the local community. SinceMichigan is a “local control” state, local school districts and public school academies canuse these standards in this manner to make decisions about curriculum, instruction, andassessment.At the state level, these standards provide a platform for state assessments, which areused to measure how well schools are providing opportunities for all students to learnthe content outlined by the standards. The standards also impact other statewidepolicies, such as considerations for teacher certification and credentials, schoolimprovement, and accountability, to name a few.The standards in this document identify the student performance outcomes for studentsin topics of science and engineering. These standards replace the Michigan ScienceStandards adopted in 2006, which were published as the Grade Level ContentExpectations and High School Content Expectations for science.Why These Standards?There is no question that students need to beprepared to apply basic scientific knowledge to theirlives and to their careers, regardless of whether theyare planning STEM based careers or not. In 2011, theNational Research Council released A Framework forv. 11/2015Page 4 of 34
K-12 Science Education, 1 which set forth guidance for science standards developmentbased on the research on how students learn best. This extensive body of researchsuggests students need to be engaged in doing science by engaging the same practicesused by scientists and engineers. Furthermore, students should engage in science andengineering practices in the context of core ideas that become ever more sophisticatedas students move through school. Students also need to see the connections of thesedisciplinary-based core ideas to the bigger science concepts that cross disciplinarylines. The proposed Michigan standards are built on this research-based framework.The framework was used in the development of the Next Generation Science Standards,for which Michigan was a lead partner. The Michigan Science Standards are derivedfrom this effort, utilizing the student performance expectations and their relevant coding(for reference purposes). These standards are intended to guide local curricular design,leaving room for parents, teachers, and schools to surround the standards with localdecisions about curriculum and instruction. Similarly, because these standards areperformance expectations, they will be used to guide state assessment development.Organization and Structure of the Performance ExpectationsMichigan’s science standards are organized by grade level K-5, and then by grade spanin middle school and high school. The K-5 grade level organization reflects thedevelopmental nature of learning for elementary students in a manner that attends tothe important learning progressions toward basic foundational understandings. By thetime students reach traditional middle school grades (6-8), they can begin to build onthis foundation to develop more sophisticated understandings of science concepts withinand across disciplines. This structure also allows schools to design local courses andpathways that make sense for their students and available instructional resources.Michigan’s prior standards for science were organized by grade level through 7th grade.Because these standards are not a revision, but were newly designed in their entirety, itwas decided that the use of the grade level designations in the traditional middle grades(6-8) would be overly inhibiting to apply universally to all schools in Michigan. Suchdecisions do not specifically restrict local school districts from collaborating at a local orregional level to standardize instruction at these levels. Therefore, it is recommendedthat each school, district, or region utilize assessment oriented grade bands (K-2, 3-5, 68, 9-12) to organize curriculum and instruction around the standards. MDE will provideguidance on appropriate strategies or organization for such efforts to be applied locally ineach school district or public school academy.Within each grade level/span the performance expectations are organized around topics.While each topical cluster of performance expectations addresses the topic, the wordingof each performance expectation reflects the three-dimensions of science learningoutlined in A Framework for K-12 Science Education: cross-cutting concepts, disciplinarycore ideas, and science and engineering practices.1A New Conceptual Framework." A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and CoreIdeas. Washington, DC: The National Academies Press, 2012.v. 11/2015Page 5 of 34
Cross Cutting Concepts (CCC)The seven Crosscutting Concepts outlined by the Framework for K-12 ScienceEducation are the overarching and enduring understandings that provide anorganizational framework under which students can connect the core ideas fromthe various disciplines into a “cumulative, coherent, and usable understanding ofscience and engineering” (Framework, pg. 83).These crosscutting concepts are Coding Hierarchy1.2.3.4.5.6.7.PatternsCause and EffectScale, Proportion, and QuantitySystems and System ModelsEnergy and Matter in SystemsStructure and FunctionStability and Change of SystemsDisciplinary Core Ideas (DCI)The crosscutting concepts cross disciplines.However within each discipline are core ideas thatare developed across grade spans, increasing insophistication and depth of understanding. Eachperformance expectation (PE) is coded to a DCI. Alist of DCIs and their codes can be found on theMDE website and in the MDE Guidance Documents.Based upon the Frameworkand development of the NextGeneration Science Standardseffort, each performanceexpectation of the MichiganScience Standards is identifiedwith a reference code. Eachperformance expectation (PE)code starts out with the gradelevel, followed by thedisciplinary core idea (DCI)code, and ending with thesequence number of the PEwithin the DCI. So forexample, K-PS3-2 is akindergarten PE, linked to the3rd physical science DCI (i.e.,Energy), and is the second insequence of kindergarten PEslinked to the PS3. Thesecodes are used in MSS andNGSS Science Resources toidentify relevant connectionsfor standards.Science and Engineering PracticesIn addition to the Crosscutting Concepts andDisciplinary Core Ideas, the National ResearchCouncil has outlined 8 practices for K-12 scienceclassrooms that describe ways students should beengaged in the classroom as a reflection of thepractices of actual scientists and engineers. Whenstudents “do” science, the learning of the contentbecomes more meaningful. Lessons should becarefully designed so that students haveopportunities to not only learn the essential science content, but to practice beinga scientist or engineer. These opportunities set the stage for students to transitionto college or directly into STEM careers.Listed below are the Science and Engineering Practices from the Framework:1.2.3.4.5.6.7.8.Asking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating, and communicating informationv. 11/2015Page 6 of 34
ImplementationIt is extremely important to remember that the research calls for instruction andassessments to blend the three dimensions (CCC, DCI, and Practices). It is this workingtogether of the three dimensions that will allow all children to explain scientificphenomena, design solutions to problems, and build a foundation upon which they cancontinue to learn and be able to apply science knowledge and skills within and outsidethe K-12 education arena. While each PE incorporates these three dimensions into itswording, this alone does not drive student outcomes. Ultimately, student learningdepends on how the standards are integrated in instructional practices in the classroom.There are several resources based on the National Research Council’s A Framework forK-12 Science Education that were developed for educators to utilize in planningcurriculum, instruction, and professional development. These include resourcesdeveloped by Michigan K-12 and higher education educators, with plans to develop moreguided by the needs of the field as implementation moves forward. This includesassessment guidance for the Michigan Department of Education, local districts, andeducators.Michigan Specific ContextsBecause the student performance expectations were developed to align to a generalcontext for all learners, the Michigan Department of Education (MDE) works with avariety of stakeholders to identify Michigan-specific versions of the standards for studentperformance expectations that address issues directly relevant to our state such as itsunique location in the Great Lakes Basin, Michigan-specific flora and fauna, and ourstate’s rich history and expertise in scientific research and engineering. These versionsof the performance expectations allow for local, regional, and state-specific contexts forlearning and assessment. In addition to the specific performance expectations thatframe more general concepts and phenomena in a manner that is directly relevant to ourstate, there are also a number of performance expectations which allow for local,regional, or state-specific problems to be investigated by students, or for students todemonstrate understandings through more localized contexts. Both of these types ofperformance expectations are identified in the following standards, as well as in theaccompanying guidance document, which also identifies both clarification statements andassessment boundaries. The Michigan specific performance expectations should be usedby educators to frame local assessment efforts. State level assessments will specificallyaddress the performance expectations with Michigan-specific contexts.MDE is collaborating with multiple statewide partners to generate a list of supportmaterials for the state standards that focuses on resources and potential strategies forintroducing or exploring DCIs through a local, regional, or statewide lens to make thelearning more engaging and authentic. These contextual connections are not included inthe specific performance expectations, as educators should merely use these asrecommendations for investigation with students, and assessment developers have theopportunity to use these to develop specific examples or scenarios from which studentswould demonstrate their general understanding. This approach provides the opportunityfor educators to draw upon Michigan’s natural environment and rich history andresources in engineering design and scientific research to support student learning.v. 11/2015Page 7 of 34
Michigan Educator GuidanceThe Michigan Science Standards within this document are the performanceexpectations for students in grades K-12 for science and engineering practices,cross cutting concepts, and disciplinary core ideas of science and engineering.In order to be able to develop and guide instruction to address the standards for allstudents, Michigan educators will need access to a range of guidance and resources thatprovide additional support for the teaching and learning of science. This guidance will bedeveloped and shared with Michigan educators following the adoption of the proposedstandards. The MDE provides additional guidance based upon educator needs andrequests, and utilizes support from practicing Michigan educators and educationalleaders to develop such guidance or tools to aid in the implementation of the standards.Accompanying this standards document will be a range of resources provided toeducators and assessment developers to help frame the learning context andinstructional considerations of the performance expectations. Such guidance will includeappropriate connections and references to the Science and Engineering Practices, theDisciplinary Core Ideas (DCI), and Cross Cutting Concepts (CCC) that frame eachperformance expectation. External partners, including the Michigan Mathematics andScience Center Network, Michigan Science Teachers Association, and National ScienceTeachers Association, and professional development providers in Michigan, will utilize thecoding references of the standards to provide additional resources to Michigan educators.The MDE will provide ongoing support to educators through guidance and professionallearning resources, which will be updated regularly. Additional information andreferences can be found at http://michigan.gov/science.v. 11/2015Page 8 of 34
KindergartenForces and Interactions: Pushes and PullsK-PS2-1Plan and conduct an investigation to compare the effects of differentstrengths or different directions of pushes and pulls on the motion of anobject.K-PS2-2Analyze data to determine if a design solution works as intended to changethe speed or direction of an object with a push or a pull.*Interdependent Relationships in Ecosystems: Animals, Plants, and TheirEnvironmentK-LS1-1Use observations to describe patterns of what plants and animals (includinghumans) need to survive.**K-ESS2-2Construct an argument supported by evidence for how plants and animals(including humans) can change the environment to meet their needs.K-ESS3-1Use a model to represent the relationship between the needs of differentplants or animals (including humans) and the places they live.K-ESS3-3Communicate solutions that will reduce the impact of humans on the land,water, air, and/or other living things in the local environment. * **Weather and ClimateK-PS3-1Make observations to determine the effect of sunlight on Earth’s surface.K-PS3-2Use tools and materials to design and build a structure that will reduce thewarming effect of sunlight on an area. *K-ESS2-1Use and share observations of local weather conditions to describe patternsover time.**K-ESS3-2Ask questions to obtain information about the purpose of weatherforecasting to prepare for, and respond to, severe weather. * *** - Integrates traditional science content with engineering.- Includes a Michigan specific performance expectation.**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.Page 9 of 34
KindergartenEngineering DesignK-2-ETS1-1 Ask questions, make observations, and gather information about a situationpeople want to change to define a simple problem that can be solvedthrough the development of a new or improved object or tool.K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how theshape of an object helps it function as needed to solve a given problem.K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problemto compare the strengths and weaknesses of how each performs.* - Integrates traditional science content with engineering.- Includes a Michigan specific performance expectation.**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.Page 10 of 34
1st GradeWaves: Light and Sound1-PS4-1Plan and conduct investigations to provide evidence that vibrating materialscan make sound and that sound can make materials vibrate.1-PS4-2Make observations to construct an evidence-based account that objects canbe seen only when illuminated.1-PS4-3Plan and conduct an investigation to determine the effect of placing objectsmade with different materials in the path of a beam of light.1-PS4-4Use tools and materials to design and build a device that uses light or soundto solve the problem of communicating over a distance.*Structure, Function, and Information Processing1-LS1-1Use materials to design a solution to a human problem by mimicking howplants and/or animals use their external parts to help them survive, grow,and meet their needs. *1-LS1-2Read texts and use media to determine patterns in behavior of parents andoffspring that help offspring survive.1-LS3-1Make observations to construct an evidence-based account that youngplants and animals are like, but not exactly like, their parents.Space Systems: Patterns and Cycles1-ESS1-1Use observations of the sun, moon, and stars to describe patterns that canbe predicted.1-ESS1-2Make observations at different times of year to relate the amount ofdaylight to the time of year. **Engineering DesignK-2-ETS1-1 Ask questions, make observations, and gather information about a situationpeople want to change to define a simple problem that can be solvedthrough the development of a new or improved object or tool.K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how theshape of an object helps it function as needed to solve a given problem.K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problemto compare the strengths and weaknesses of how each performs.* - Integrates traditional science content with engineering.- Includes a Michigan specific performance expectation.**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.Page 11 of 34
2nd GradeStructure and Properties of Matter2-PS1-1Plan and conduct an investigation to describe and classify different kinds ofmaterials by their observable properties.2-PS1-2Analyze data obtained from testing different materials to determine whichmaterials have the properties that are best suited for an intended purpose. *2-PS1-3Make observations to construct an evidence-based account of how an
Michigan’s science standards are organized by grade level K-5, and then by grade span in middle school and high school. The K-5 grade level organization reflects the developmental nature of learning for elementary students in a manner that attends to the important learning progressions toward basic foundational understandings. By the
4 Table of Contents Page Number(s) Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19
The proposed Michigan standards are built on this research-based framework. The framework was used in the development of the Next Generation Science Standards, for which Michigan was a lead partner. The Michigan Science Standards are derived from this effort, utilizing the student performance expectations and their relevant coding
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RustViz: Interactively Visualizing Ownership and Borrowing GONGMING (GABRIEL) LUO,University of Michigan VISHNU REDDY,University of Michigan MARCELO ALMEIDA,University of Michigan YINGYING ZHU,University of Michigan KE DU,University of Michigan CYRUS OMAR,University of Michigan Rust is a systems programming language that guarantees memory safety without the need for a garbage