Inheritance of Traits
Variation of Traits
Adaptation
Natural Selection
Fossils
Evidence of Common Ancestry
The Solar System
The Universe and Stars
Weather and Climate
Natural Hazards
Weathering and Erosion
Water and Earth’s Surface
Earth’s History
Plate Tectonics
Earth Systems
Humans and Earth Systems
Biogeology
Natural Resources
Global Climate Change
Carbon Cycle
Defining Problems
Designing Solutions
Evaluating and Testing Solutions
Appendix A: Using the New Taxonomy of Educational Objectives
Level 1 (Retrieval)
Level 2 (Comprehension)
Level 3 (Analysis)
Level 4 (Knowledge Utilization)
Appendix B: Strategies for Setting an Effective Context for Learning
Engagement
Rules and Procedures
Relationships
Communicating High Expectations
About the Authors
Robert J. Marzano, PhD, is the cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his forty-seven years in the field of education, he has worked with educators as a speaker and trainer and has authored more than forty books and 250 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The Art and Science of Teaching, Leaders of Learning, On Excellence in Teaching, Effective Supervision, The Classroom Strategies Series, Using Common Core Standards to Enhance Classroom Instruction and Assessment, Vocabulary for the Common Core, Vocabulary for the New Science Standards, Teacher Evaluation That Makes a Difference, A Handbook for High Reliability Schools, Awaken the Learner, and Managing the Inner World of Teaching. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators. He received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.
David C. Yanoski, EdD, is a researcher at Marzano Research in Denver, Colorado. He has worked in K–12 education as a classroom teacher, mentor coach, and teacher leader and has served on curriculum and assessment development teams. He has facilitated the development of proficiency scales with state departments of education, schools, and districts across the United States. He received his bachelor’s degree from Midland University in Fremont, Nebraska, a master’s degree in education from the University of Phoenix, and a doctorate from the University of Colorado, Denver.
Diane E. Paynter, MA, has trained extensively in Canada, Europe, Asia, Australia, and across the United States in the areas of standards, curriculum and instruction, assessment, grading, record keeping, literacy development, and leadership for thirty years. She has vast experience in working with urban, rural, and suburban districts in leading consortia and long-term projects based on the work of Dr. Robert J. Marzano. She was awarded a commendation from the governor of Indiana in recognition for her work in that state. She is the author and coauthor of many works and is a member of the ASCD national cadre focusing on the implementation of research from Dr. Robert J. Marzano’s book The Art and Science of Teaching. She received her bachelor’s degree from Brigham Young University and a master’s degree from Oakland City University.
Part I
Applying the New Science Standards
1
The Evolution of Standards-Based Education in Science
In previous decades, educators in the United States called for K–12 science standards that schools could broadly implement across the country. These requests ultimately prompted the development of comprehensive science standards such as the National Research Council’s (NRC; 1996) National Science Education Standards (NSES) and the American Association for the Advancement of Science’s (AAAS) Benchmarks for Science Literacy (1993, 2009). These documents enjoyed extensive use and adaptation throughout the U.S. and often guided the development of individual state science standards (Colorado Department of Education, 2009; Massachusetts Department of Education, 2006; Minnesota Department of Education, 2009; Wyoming State Board of Education, 2008).
However, the NSES and the AAAS Benchmarks were originally published in 1996 and 1993 respectively. In 2010, the release of the widely adopted Common Core State Standards (CCSS) in English language arts (ELA; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010a) and mathematics (NGA & CCSSO, 2010b) confirmed that these previous science standards
