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CmapTools Facilitates Alignment of
Local Curriculum with State Standards:
A Case Study
Jane Heinze-Fry, Ph.D.
Fran Ludwig, M.S.
Context: USA Timeline
• A Nation at Risk: the Imperative for Education Reform
by the National Commission on Excellence in
Education, 1983
• Benchmarks for Science Literacy: Project 2061,
American Association for the Advancement of
Science, 1993
• National Science Education Standards, National
Research Council, 1996
• No Child Left Behind Legislation, 2002
Context: Alignment
• Align to Achieve, facilitates evaluation
and improvement of academic
standards and student achievement
• Science Curriculum Topic Study, Page
Keeley, 2005 facilitates teachers’ efforts
to link to the standards and to current
research on student learning about
different science topics
Context: Mapping Strategies
• “Curriculum Mapping” Mapping the Big Picture:
Integrating Curriculum & Assessment K-12 (Heidi
Hayes, 1997)
• “Content Mapping” New Tools for Analyzing
Teaching, Curriculum and Standards in
Mathematics & Science (Blank, Porter, and
Smithson, 2001)
• “Strand Maps” Atlas of Science Literacy: Project
2061, 2001, American Association for the
Advancement of Science
Context: Lexington, Massachusetts
• Science and Technology/Engineering Curriculum Framework,
2000
• Language and Mathematics currently required for High
School Graduation. Science requirement becomes high
stakes in 2010.
• Lexington Elementary Science Benchmarks: goals and
objectives of the Lexington Public Schools
• Lexington Big Backyard: an interdisciplinary program
integrating science and history concepts
? The Question ?
Can CmapTools effectively demonstrate
the alignment of the local life science
curriculum with the state life science
standards?
Massachu setts Framework: Life Science Con cepts
Grades K-2
Characteristics of Living Things
Livin g things
Animals (humans)
Plants
Livin g functions
Grow
Reproduce
Livin g needs
Food, air, water
Distinguish living/nonliving
Characterize groups of living things: ins ects, birds, fish, ma mmals
Lif e cycles
Animals: butterfly, frog
Plants: tree
Heredity
Resemblance parents and offspring: inherited characteristics
Evolution and Biodiversity
Fossils give us an idea of what lived before: extinctions
Environme nt
Animals (including humans) interact with environment through senses (sight, hearing, touch, smell, taste)
Seasonal changes (fall, winter, spring)
Habitat provides needs: air, water, nutrients (food)
Plants: light
Animals: shelter
Grades 3-5
Characteristics of Plants and Animals
Classify plants, animals using dichotomous key
Plant/Animal Structures and Functions
Leaf, root, flower, stem, bark, wood
Functions:food production, support, water transport, reproduction, growth, protection
Plant/Animal life cycles includes: birth, growth, development, reproduction, death.
Animals sometimes go through metamorphosis (butterfly, frog)
Distinguished between observed characteristics that are inherited and those that are affected by the
environment.
Adaptations of Living Things
Livin g things can adapt (through change in inherited characteristics) over time to environmental
changes
(beak, feet, eyes, neck length, teeth)
Livin g things can migrate in response to environmental change (drought, cold)
Behavior is a pattern of activities. Animal behaviors help meet animalsΥneeds. Some behaviors are
instinctive; some are learned.
Plants have responses to light and gravity.
Environme nt
There is interaction between organisms and their environment. They modif y each other. . . . .:
Many plants and animals can survive harsh environments because of seasonal behaviors: shed leaves,
hibernation, migration
Organisms can change environment to ensure survival.
Energy flo w from sun through food chain. Producer to consumer to decomposer.
Massachusetts Template
Lexington E lementary Science Benchmarks: Life Science Conc epts
Kindergarten
Animals and Plants
Needs: food, water, place to live
Lif e Processes:
Animals
Breathing, movement, taking in nourishment, growth, reproduction, senses environment
Plant structures: roots, stems, leaves, flo wers, seeds
Livin g vs nonliving
Grade 1
Organisms
Plants
Needs: water, light, nutrients, air
Reproduction: seeds, growth
Development
Animals
Needs: food, water, space, shelter
Seasonal changes
Habitats meet particular needs of particular organisms
Woodlands
Freshwater
Grade 2
Lif e Cycle of the Butterfly
Insect structures
Lif e cycle: egg, larva, chrysalis, adult
Needs of caterpillar vs butterfly
Relationship of structure (mouthparts) to function (type of food)
Compare to human development
Soils: remains of plants, animals
Vary i n holding water; therefore in plant support
Role of worms
Grade 3
Food chains
Sun as source of all food energy
Food chain/ food web
Producer (green plants): make own food
Primary consumer
Secondary consumer
Decomposers: break down dead plant and animal matter in soil
Endangered species happen if food is threatened; can be by habitat disturbance
Grade 4
Animal Behavior
Relates structure/ function
Fossils: evidence of earlier life forms and changes over time
Grade 5
Human Body
Skeletal system: bone types; joint types
Muscular system
Structure/ function
Alignment: Lexington Benchmarks
Results: % Alignment
Benchmark
Alignment Map
Core
Livin g Things
Food Chains
Plants
Total
Number of
Green Concepts (G)
[in state and local]
Number of
Red Concepts (R)
[in state, not in lo cal]
Number of
Yellow Concepts (Y)
[in local, not in state]
% Alignment
[G/ (G +R)] X 100
30
13
12
7
62
10
18
1
8
37
9
1
3
5
18
75
42
92
47
62
Table 1. Analysis of Alignment of Lexington Benchmark Concepts with State Framework Concepts.
Bowman Υs Big Backyard: Li fe Science Concepts
(Grade Level (K-5) Indicated After Each Concept)
Senses: Look, l isten, smell and touch K
Self, environme nt K
Environme ntal seasonal change: fall, winter, spring K,1
Wildlife seasonal change K, 1
Animal activity K,1
Cold adaptations: migr ate (esp. birds), hibernate, die leaving eggs, larva 1
Plant changes: leaf drop K,1
Plant parts: roots, stem, leaf, flower, seed K
Livin g K,5
Nonliving K,5
What animals need to live: water, warmth, air, food, shelter 1,3
Bird s 1,3
Habitat 1: (meets needs) 3
Types: field, forest, stream 3
Soil 2
Minerals 2
organic or humus 2
Earthworms 2
Stream qualities 3
pH (acid, alkaline) 3
color 3
cloudiness 3
odor 3
Plant Physical Identity 3,4
Seeds 3,4
Leaves 3,4
Wetland plant structures and functions 3
Animal Physical Identity 1,3
Bird s 1
Aquatic organisms 3
Wetlands structure and function 3
Watershed 3
Ecosystem 5
Changing constantly 5
Food chain 5
Producer 5
Green plants 5
Makes own food (photosynthesis) 5
Needs only nonliving things: sunlight, air, minerals 5
Consumer 5
Decomposer (e.g. Fungi) 5
Food material cycles 5
Interdependence: nonliving and living [producer, consumer (including humans),
decomposer] 5
Alignment: Big Backyard
Conclusions
• Concepts from state science frameworks can be
transformed into template concept maps.
• Color coding concept maps visually clarifies
alignment of school content with the frameworks.
• Patterns of areas of alignment indicate areas of
nonalignment and extensive areas beyond the
framework.
• Connectivity of concept maps indicate where
changes can easily be made.
Caveats
• The propositional linkages in standards are
not always clearly defined.
• The depth to which a concept is to be
understood is not always clear.
• Consequently, interpretation of particular
linkages may be subject to question.
Specific Recommendations
• Green concepts are areas of alignment and should be kept.
• Red concepts should be added to the curriculum or clarified if
already enacted.
• Yellow concepts indicate areas of strength for the local
curriculum and may be considered for addition by the State
and/or considered optional by the local system.
• Some categorizations by the State need to be reconceptualized.
( e.g. Animal functions should not go under plant headings.)
Recommendations: Alignment
• This analysis could be extended to science process concepts
such as questioning, hypothesizing, data collecting,
analyzing, concluding, and communicating. Support Atlas
work.
• Indicating grade level and sharing with teachers and
volunteers would integrate community members to see how
their work supports the whole curricular structure.
Support SCTS work.
• Apply to interdisciplinary work such as the North American
Association for Environmental Education Guidelines for
Excellence.
Beyond Alignment
When curriculum clarifies, students can
create their own maps as they
experience both indoor and outdoor
science activities and as they carry out
their own scientific experiments using
scientific methods. Imagine the growth
from K-12 that CmapTools can
demonstrate in individual portfolios.
2006: C3M Pilot Work
• CmapTools will be introduced to two
high school science classes for students
to create their own maps.
• A special needs teacher will use
concept mapping strategies with special
needs students working in life science
and/or earth science.