TheOfficeofMathematicsandScienceFloridaDepartmentof

1、The Office of Mathematics and ScienceFlorida Department of EducationThe 2009 NAEP Science Content FrameworkExecutive DirectorMary Jane TappenMay 15, 20071Content OrganizationContent Area(Physical P, Life L, Earth/Space Science E)TopicSubtopicGrade Specific content statementsContent AreaGradeSequenti

2、al Number(P, L, or E)(4, 8, or 12)(1, 2,)P4.1 = Physical Science, Gr 4, Content Statement #12The 2009 NAEP Content Framework organizes K-12 into three broad content areas:Physical ScienceLife ScienceEarth and Space Science3NAEP Science Content Topics and SubtopicsPhysicalScienceLifeScienceEarth and

3、Space ScienceMatterProperties of MatterChanges in Matter EnergyForms of EnergyEnergy Transfer and Conservation MotionMotion at the Macroscopic LevelForces Affecting Motion Structures and Functions of Living Systems Organization and Development Matter and Energy TransformationsInterdependenceChanges

4、in Living Systems Heredity and Reproduction Evolution and DiversityEarth in Space and TimeObjects in the UniverseHistory of Earth Earth Structures Properties of Earth MaterialsTectonics Earth Systems Energy in Earth SystemsClimate and WeatherBiogeochemical Cycles4Physical Science Content StatementsG

5、r. 4: Physical Properties common to all objects/substances & physical properties of solids, liquids & gases; changes of statesGr. 8: Chemical properties, particulate nature of matter, & periodic table, physical & chemical changes & conservation of massGr. 12: Characteristics of sub-atomic particles

6、& atomic structure, unique physical properties of water, & changes at the atomic and molecular level during chemical changes.5NAEP content statements are based on the assumption that a person literate in science is one who understands key science ideas, is aware that science and technology are inter

7、dependent human enterprises with strengths and limitations, is familiar with the natural world and recognizes both its diversity and unity, and uses scientific knowledge and ways of thinking for individual and social purposes (see AAAS, 1994, p. xvii). 6The selection and generation of specific conte

8、nt statements at each grade level followed a similar approach across the three broad content areas:The National Standards and Benchmarks were used as key documents for identifying the science content.Crosswalks between National Standards and Benchmarks (AAAS, 1997; Kendall & Marzano, 2004), were use

9、d to crosscheck the documents content standards and benchmark statements, and those that were common to both documents were generally given priority.7The content statements in the Framework represent:foundational and pervasive knowledge, key points of scientific theories, andunderpinnings upon which

10、 complex understandings are built; and/or they demonstrate connectivity to other central content. 8Further consideration was given to:Grade level appropriateness and accuracyProgression of ideas (informed by research)Limiting the breadth of science content so that some important topics could be meas

11、ured in-depth.9Content statements follow a form consistent with NSES, AAAS Benchmarks, and the current practice of the scientific community.FrameworkNational StandardsBenchmarksP8.16: Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces ac

12、ting on the object. A non-zero net force on an object changes the objects motion; that is, the objects speed and/or direction of motion changes. A net force of zero on an object does not change the objects motion; that is, the object remains at rest or continues to move at a constant speed in a stra

13、ight line (p. 35).1If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their directions and magnitude.Unbalanced forces will cause changes in the speed or direction of an objects motion (p. 154).An unbalanced force acting

14、 on an object changes its speed or direction of motion, or both. If the force acts toward a single center, the objects path may curve into an orbit around the center (p. 90).10Crosscutting Content is anchored in the content statementsPhysical Science: Energy sources and transferLife Science: Uses, t

15、ransformations, & conservation of energyEarth and Space Science: Biogeochemical cycles11Crosscutting ContentPhysical ScienceEarth and Space ScienceP12.11: Fission and fusion are reactions involving changes in the nuclei of atoms. Fission is the splitting of a large nucleus into smaller nuclei and pa

16、rticles. Fusion involves joining of two relatively light nuclei at extremely high temperature and pressure. Fusion is the process responsible for the energy of the sun and other stars.1E12.9: Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from Earths original formation.1 Underlining is used here and on pp. 39 and 53 to l