1. Academic Content Standards (ACS)
- Why have ACS?
- What is the structure of Ohio’s ACS?
- Just having ACS doesn’t solve the problem…
- Examining Ohio’s ACS for middle-school Earth and space science

2. Standards, Benchmarks…
Academic Content Standards:
- Description of knowledge and skills that students should attain
Benchmarks:
- Specific components of knowledge or skill identified by standard
- Key checkpoints that monitor student progress in meeting standards
Indicators:
- Specific statements of what all student should know and be able to do at each grade level
Curriculum:
- The way content is designed and delivered (includes structure, organization, balance and presentation of study topics).
- Addresses content standards and local expectations.

3. Standards Framework
ACS:
- What students should know and be able to do
- The overarching goals and themes
Benchmarks:
- What students should know and be able to do at the end of grade-level bands
- Link to an support one or more ACS
Grade-Level Indicators
- What students should know and be able to do at each grade level
- Link to and support one or more ACS
Source: Ohio DOE.

4. Sample E&SS Benchmarks and Grade-Level Indicators
Standard: Earth and Space Science
    “… understanding of how Earth systems and processes interact in the exosphere resulting in the habitability of Earth…”
Benchmark - By the end of the 6-8 program:
    C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere
        (e.g., water cycle, weather and pollution)
Indicator – Grade 7, Earth Systems
    1. Explain the biogeochemical cycles which move materials between the lithosphere (land), hydrosphere (water)
        and atmosphere (air)
    2. Explain that Earth’s capacity to absorb and recycle materials naturally (e.g., smoke, smog, sewage) can change
        the environmental quality depending on the length of time involved (e.g., global warming)

5. Ohio E&SS Grade-Level Indicators (a subset)
Grade 5:
- planetary rotation and orbits
- renewable and non-renewable resources
Grade 6:
- rock cycle, minerals
Grade 7:
- biogeochemical cycles, water cycle, weather
Grade 8:
- effects of orbits (seasons, tides, moon phases…)
- structure of the Earth, plate tectonics, landforms

6. From Standards to Curriculum (If It’s Tuesday, This Must Be Belgium…)
The existence of standards and the implementation of inquiry don’t guarantee successful education
Over-emphasizing coverage of material can de-emphasize overarching issues and connections between topics
Activities that are “hands on” but not “minds on” lead to little scientific insight and lose the focus on important concepts
Graphic: State of Massachusetts.

7. Pair Activity – Benchmarks and Indicators
Each pair of students will consider one of the following grade 6-8 E&SS benchmarks:
    A. Describe how the positions and motions of objects in the universe…    
    B. Explain that the universe is composed of vast amounts of matter…
    C. Describe interactions of matter and energy throughout the lithosphere…
    E. Describe the processes that contribute to the continuous changing…
1) What part(s) of the standard does this benchmark support?
2) What grade-level indicators align with this benchmark?
3) What scaffolding is provided in support of this benchmark from earlier grade levels?
4) What are the over-arching scientific concepts that must be understood for students to succeed at meeting this benchmark?