Must include - NC Science Essential Standards

Report
Honors Level Course Implementation Guide
Science
I. Curriculum Content
How is the honors level course adapted and differentiated for
advanced learners? How does the honors level curriculum
support vertical alignment for college and career readiness?
Honors Level Course Portfolio Evidence must include:
1. Teacher Rationale for Curriculum Content (intentional
reflection & philosophy)
2. Standards and Objectives
3. Curriculum Plan (Pacing guides, course syllabus &
sequence, curriculum maps, etc.)
I. Curriculum Content
Portfolio Section
1. Teacher Rationale for Curriculum
Content
•
Must Include:
–
–
•
•
The teacher’s explanation of content extensions and/or
additional topic objectives selected for the course and
listed in Section I.2 – Standards and Objectives.
Justification based on vertical alignment for college and
career readiness
Resources (Section I.2)
Examples
Resources (Section I.2)
• The ACT College Readiness Standards
• Science College Board Standards for College Success TM
• AP Central Course Descriptions
•
AP Course Home Page Index
Alignment Examples
• Honors Biology might include the structure and function of
cytoskeleton, cytosol, Golgi complex and endoplasmic reticulum as
an extension to Clarifying Objective Bio.1.1.1. This recommendation
is based on Science College Board Standards for College Success
Objective LS.2.2 (p. 59) and AP Biology Essential Knowledge 4.A.2
(p. 82-83).
• Honors Physics might include motion in a vertical as well as
horizontal circle as an extension of Phy.1.2.5. This recommendation
is based on AP Physics Course Description, objective I.E.1.d (p. 22).
• Honors Earth/Environmental Science might include a unit on
Astronomy based on ACT Science College Readiness Standards
(Connecting College Readiness Standards to the Classroom for
Science Teachers, p. 11).
I. Curriculum Content
Portfolio Section
2. Standards and Objectives
•
Must Include:
–
A list of clarifying objectives with extensions.
–
A list of clarifying objectives added to the course for new
topics.
•
Resources
•
Examples
Standards and Objectives
Extension Example
Example: Honors Chemistry
Chm.2.2 Analyze chemical reactions in terms of quantities, product
formation, and energy.
Chm.2.2.3 Analyze the law of conservation of matter and how it applies to
various types of chemical equations (synthesis, decomposition, single
replacement, double replacement and combustion) Honors Extension to
include balancing oxidation-reduction reactions.
Standards and Objectives
Addition Example
Example: Honors Earth/Environmental Science
EEn.1.1 Explain the Earth’s role as a body in Space
Added Clarifying Objectives:
EEn.1.1.5 Explain the currently accepted scientific theory for the origin of
the universe.
EEn.1.1.6 Analyze information collected using current technologies to
explore the universe.
I. Curriculum Content
Portfolio Section
3. Curriculum Plan (pacing guides, course syllabus,
scope & sequence, curriculum maps, etc.)
•
Must include:
–
–
•
Outline or overview of course content identifying targeted
objectives for specified time intervals (e.g., days, weeks,
grading periods, etc.)
All items identified in Section I.2 – Standards and
Objectives, clearly identified.
Support the additional quality point credit that
the course awards
Science Expanded
Rubric is posted on
the Science Wiki.
II. Instructional Materials and Methods
How is the honors level course taught?
Honors Level Course Portfolio Evidence must include:
1. Teacher Rationale for Instructional Materials and Methods
2. Instructional Materials and Methods (instructional
resources, methods, strategies, equipment, and
technology)
3. Sample Units, Lesson(s), and Assignments
4. Student Work Samples
II. Instructional Materials and Methods
Portfolio Section
1. Teacher Rationale for Instructional
Materials and Methods for Advanced
Learners
• Must include:
− A reflective narrative explaining the choice of instructional
materials and methods utilized in the honors course
− Focus on the differentiated content objectives
• Link content objectives to identified Instructional
Materials and Methods listed in section II.2
II. Instructional Materials and Methods
Portfolio Section
2. Instructional Materials and Methods
(instructional resources, methods, strategies, equipment, and
technology)
• Must include:
− A list of instructional materials used to differentiate the honors
course.
− A list of instructional methods used to differentiate the honors
course.
− References to units, lessons, and assignments submitted in the
following section (II.3 Sample Units, Lesson(s), and Assignments).
II. Instructional Materials and Methods
Portfolio Section
3. Sample Units, Lesson(s), and Assignments
• Must include:
− One instructional unit that includes either an additional topic or
objective extension
− Two additional lessons with assignments
4. Student Work Samples
• Must include:
− Two or more work samples from the submitted instructional unit
− Two or more work samples from each submitted lesson
Science Expanded
Rubric is posted on
the Science Wiki.
III. Assessment
How is the Honors Level Course assessed?
Honors Level Course Portfolio Evidence must include:
1. Teacher Rationale for Assessment Practices
2. Assessment Practices (grading practices, use of rubrics
and/or scoring guides, use of formative and summative
assessment)
3. Assessment Samples (pre-assessment, description of
formative assessment, and summative assessment)
4. Student Work Assessment Samples
III. Assessment
Portfolio Section
1. Teacher Rationale for Assessment
Practices for Advanced Learners
Should provide a reflective narrative explaining the teacher’s
choice of assessment practices and must include:
– Course grading criteria and how it is communicated to students.
– How laboratory work is assessed.
– The use of pre-assessment for mastery learning.
– The use of formative assessment and how formative data is used.
– Summative assessment types.
– How ongoing feedback between teacher and student is
maintained throughout the course.
III. Assessment
Portfolio Section
2. Assessment Practices (grading practices, use of rubrics
and/or scoring guides, use of formative and summative assessment)
Must include:
– Course grading criteria
– A list of non-graded assessment practices (e.g., pre-assessment,
formative assessment, self- and peer-assessment)
– A list of summative assessment practices (e.g., quizzes,
authentic/performance tasks with rubrics/scoring guides, written
test item types: multiple choice, extended response questions,
etc.)
III. Assessment
Portfolio Section
3. Assessment Samples (pre-assessment, description of
formative assessment, and summative assessment)
Must include:
– Pre-assessment, formative assessment plan, and summative
assessment(s) from the submitted sample unit in Section II.3
– Formative and summative assessment plan for the two lessons
submitted in Section II.3
– Identify the targeted objective(s) and reference submitted student
work samples in Section III.4
III. Assessment
Portfolio Section
4. Student Work Assessment Samples
Must include:
– The practices listed in Section III.2.
– Grading for summative assessments or student feedback for
formative assessments.
– Three actual student work samples from each assessment
sample submitted in Section III.3 that exemplify varied proficiency
levels for the assignment.
– No student names.
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Science Expanded
Rubric is posted on
the Science Wiki.
Closure
North Carolina Honors Course
Implementation Guide and
Rubric
• State-wide framework
• Local flexibility
• Guidelines for rigor required for
honors credit weighting
Contact Information
• Jami Inman
[email protected]
(919) 807-3607
• Ragan Spain
[email protected]
(919) 807-3950
• Benita Tipton
[email protected]
(919) 807-3933

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