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Priority Standards | Missouri Department of Elementary and Secondary Education

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Priority standards serve as a solid frame upon which specific teaching and learning decisions are built. They identify what students need to know but not how students learn or how teachers teach. Teachers can use these essential, enduring skills or concepts when developing units to help their studen…

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Curriculum and Assessment in OCCR are pleased to introduce Missouri Learning, Engagement and Preparation. MO LEAP resources were created to support acceleration of learning in Missouri schools. They provide classroom instruction and learning measurement for teachers. Research tells us-and DESE's Task Force for Learning Acceleration agrees-that the return to learning in fall 2020 should focus on grade-appropriate, standards-aligned instruction with supports for individual student's learning gaps, not on across-the-board remediation. Built to address this need and with Missouri's performance expectations in mind, MO LEAP has two categories, Blocks and Assessments.

MO LEAP Blocks, which are instructional resources created to support accelerated learning in the classroom, are most effective when shaped by thoughtful hands of creative educators. They are made up of diverse and complex texts aligned to grade-level standards coupled with flexible tasks and enrichment options. MO LEAP Blocks may be used as a whole, in parts, or integrated separately into instruction. They function equally well when used by individual teachers or teams of teachers.

MO LEAP Blocks

Access MO LEAP Blocks here.
The content contained in MO LEAP Blocks focus on problem solving and application of skills, not on memorization of facts. The Blocks are designed to be used flexibly by teachers (in whole or in parts) and woven into curricula as needed. Linked to the MLS and the PLDs, the blocks include scoring guides for open-ended items and stimulus sets with associated questions. Each content area will have a number of Blocks available and districts can choose which ones they wish to download and use. Social Studies Blocks in grades 3-8 are currently available. Additional MO LEAP Blocks will become available in late fall.
MO LEAP Blocks consider:

Balancing remediation with on-grade-level curricula

Avoiding depletion of instructional time by over-testing

Foundations, learning progressions and content spiraling within curricula

Cognitive skills students need to demonstrate acquisition of skills

Support of rich and robust grade-appropriate curriculum and instruction

Understanding that typical or traditional ways of instructing may need to change

Importance of student-centered, individual learning

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Curriculum and Assessment in OCCR are pleased to introduce Missouri Learning, Engagement and Preparation. MO LEAP resources were created to support acceleration of learning in Missouri schools.

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Featured Choice Board: Eight STEM Projects You Can Do With Any Newspaper
What scientific or mathematical wonders can you make with just a print newspaper and a few simple materials? In this lesson, we invite you to find out, with our choice board of eight STEM-related activities, including a D.I.Y. roller coaster, seeds in biodegradable pots, a mathematical puzzle with origami cubes and more.

All of these projects are drawn from At Home, a special section of The New York Times that ran in the early days of the pandemic to help readers cope during lockdown. Each edition of At Home featured an activity that challenged readers to make something out of their print newspaper. We've rounded up eight such projects that help students explore STEM concepts like air resistance, geometry, design thinking and Newton's first law of motion. For most of these activities, all you will need is a print newspaper, a pair of scissors and some tape.
Note to teachers: Join our Option 1: Reflect on what you learned from your project. live webinar

What was the process of building your project like? Did you find it challenging or easy? How well did your creation work?

Did you make any adjustments to your piece along the way? If so, what did you change and why? What effect did these changes have?

In the end, would you say your project was successful? Why do you think it worked or not? What changes would you make or what reinforcements would you add to improve it if you could?

What scientific or mathematical principles were are at work in your project? What did you learn about them through this activity? What else did you learn?

Option 2: Investigate the scientific and mathematical principles at work. on Feb. 10 to learn about even more ways you can teach STEM with The New York Times.
What will you create? Choose an activity from the choice board, follow the directions to put it together, test it out and then reflect on what you learned using the Going Further prompts below.

On your own, with a partner or in a small group, choose one of the STEM projects from the choice board.
Option 3: Create a newspaper STEM project of your own.
After you've completed your project, take a few minutes to reflect on what you learned with the following prompts:

As you put together your project, you might have asked yourself, "OK, but how does this work?"

Investigate further by researching the scientific and mathematical principles at play in your activity, such as the concept of air resistance in the parachute, the Soma cube problem in the origami puzzle or Newton's first law of motion in the D.I.Y. roller coaster. What is this principle? How does it apply to the project?

Then, see if you can make connections to the real world. Where do you see this concept showing up in your life or the world around you? You might put together a slide show things that use or rely on this principle. How did building the newspaper project help you better understand the way these things work in the real world? What questions do you still have?

Do you have an idea for a newspaper activity related to science, technology, engineering or math? Design a project that anyone could do using just the print newspaper and a few simple materials. For inspiration, read this Times Insider article about how editors came up with and tested the newspaper activities for the At Home section week after week.

If you want to go further, write your own At Home article that includes: a short introduction explaining the activity and the scientific or mathematical principles at work in it; a list of materials; step-by-step instructions with words and images; and a catchy headline. Then, share it with your class or other people in your life and see what they are able to make!

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A Choice Board for Eight STEM Projects You Can Do With Any Newspaper

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Featured Choice Board: Eight STEM Projects You Can Do With Any Newspaper What scientific or mathematical wonders can you make with just a print newspaper and a few simple materials? In this lesson, we invite you to find out, with our choice board of eight STEM-related activities, including a D.I.Y.

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Mission and Vision

The National Science Foundation (NSF) is the only federal agency whose mission includes support for all fields of fundamental science and engineering, except for medical sciences. NSF is tasked with keeping the United States at the leading edge of discovery in areas from astronomy to geology to zoology. So, in addition to funding research in the traditional academic areas, the agency also supports "high-risk, high pay-off" ideas, novel collaborations and numerous projects that may seem like science fiction today, but which the public will take for granted tomorrow.

Grant Program Highlights

Biological Sciences Program
The mission of the Directorate for Biological Sciences (BIO) is to enable discoveries for understanding life. BIO-supported research advances the frontiers of biological knowledge, increases our understanding of complex systems, and provides a theoretical basis for original research in many other scientific disciplines.

Computer and Information Science and Engineering Program
The Directorate for Computer and Information Science and Engineering (CISE) supports investigator-initiated research in all areas of computer and information science and engineering, fosters broad interdisciplinary collaboration, helps develop and maintain cutting-edge national computing and information infrastructure for research and education, and contributes to the development of a computer and information technology workforce with skills essential for success in the increasingly competitive global market.

Advanced Cyberinfrastructure Program
The Advanced Cyberinfrastructure (ACI) Division supports and coordinates the development, acquisition, and provision of state-of-the-art cyberinfrastructure resources, tools, and services essential to the advancement and transformation of science and engineering. ACI also supports forward-looking research and education to expand the future capabilities of cyberinfrastructure.
Click here to learn more about funding opportunities through the National Science Foundation "

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The National Science Foundation (NSF) is the only federal agency whose mission includes support for all fields of fundamental science and engineering, except for medical sciences. NSF is tasked with keeping the United States at the leading edge of discovery in areas from astronomy to geology to zoology.

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Learning challenges that feel relevant and self-directed can boost middle school students' interest in any class.

At a time in their lives ‌when they are exploring meaning and purpose, craving social acceptance, and seeking opportunities for agency, many middle school students find themselves in classrooms that are centered on grades, compliance, and independent work. However, STEAM (science, technology, engineering, art, and mathematics) activities can provide opportunities to meet their early adolescent needs with rigor, relevance, and responsiveness.

As my school's STEAM teacher, I collaborate with teachers across subject areas to create experiential learning activities that address curricular goals, integrate real-world problem-solving, and provide students with "choice, challenge, cheer" experiences that promote student agency and celebrate individual successes.

I've found that the keys to designing successful STEAM experiences are to make them student-centered, relevant, and empathy-driven.

Make It Student-Centered

Adolescents want to know that their teachers see, hear, and value them. Fortunately, it's not difficult to differentiate STEAM activities to create " low-floor, high-ceiling, wide-walls " entry points that allow every student to feel successful.

For example, our Latin teacher wanted to give her fifth-grade students the opportunity to learn more about ancient Roman culture, but she was concerned that the subject would be too broad. She also knew that the interest and ability levels of the students in this class varied.

We worked together to create an inquiry-based project unit in which students started with the Question Formulation Technique, chose a subtopic to research within the larger one, and then explored creative ways to apply their new knowledge. Students decided whether to work independently or with a partner or small group, designed a learning plan and presentation project with guidance from a rubric, and were supported by teachers throughout the research and creation processes.

Students applied their newly gained knowledge of ancient Roman architecture techniques to build models of modern stores and homes, construct an aqueduct out of modern recycled materials, and test the strength of arch designs built from various gathered materials. The level of student involvement was extraordinary. They were eager to put in long hours and were proud of their accomplishments. During the "living museum" exhibition, peers and guest teachers celebrated presenters' work and provided honest and reflective feedback.

Make It Relevant

Allowing students to apply their own understanding or interpretation of ideas is a great way to boost interest and motivation. Making real-world connections to students' learning is one method of increasing relevance and buy-in. While studying the civil rights movement in social studies classes this fall, eighth graders considered the significance of monuments and explored a variety of physical attributes to understand what made them so powerful.

Then, using recycled materials, digital tools, and modern fabrication equipment such as 3D printers and laser cutters, students designed and built their own monuments to commemorate the history and significance of a specific civil rights movement event.

Students' monuments were placed on exhibit for a diverse audience, including high school design students, district administrators, and community members, giving the student creators genuine, relevant community interaction outside of the classroom, as well as a glimpse of how their design skills might affect the larger world.

Make It Empathy Driven

We can prime middle school students to become change agents by actively involving them in opportunities for societal improvement. STEAM projects can help students develop social and emotional learning skills, as well as promote both diversity and social awareness.

Powerful design projects often begin with empathy. When a major earthquake and then a tsunami made news recently while sixth graders were immersed in their unit of natural hazards and changes to the earth's surface, their science teacher and I embraced the teachable moments and created a design project that empowered students with hands-on learning about earthquake and tsunami engineering.

Our students conducted research on communities affected or likely to be affected by natural disasters, as well as resource constraints, while designing, building, and testing structures using simulators developed in our STEAM Center. They saw how their knowledge, skills, and creativity could be put to use potentially to help save lives. Students showed genuine empathy and understanding for the effects of natural disasters on people all over the world.

Finally, Make It Personal

STEAM integrations in middle school are more powerful when genuine connections form between teachers and students, as well as among collaborating teachers. Taking the time to get to know and understand students' interests, skills, abilities, and needs pays dividends with middle school students in their buy-in and engagement later on. Listening to and validating their ideas inevitably leads to increased interest and volition in STEAM-related learning experiences, and project work qualitatively improves.

Likewise, teachers who are new to or hesitant about incorporating STEAM into their subject areas are more likely, in my experience, to jump on board when they can work in a partnership and feel supported by colleagues. I've found that some of the most exciting and authentic STEAM experiences for students have been the ones where their teachers openly question, learn, try, and even " fail forward " right alongside them.

Critical thinking, problem-solving, collaboration, and flexibility skills are widely acknowledged as being equally (if not more) important as academic skills in determining a student's success. With the growing recognition that 21st-century skills are critical to today's students' long-term success, it is more important than ever for us as educators to find authentic and exciting ways to engage and challenge students.

STEAM projects can be a gateway to relevant and meaningful learning for both students and teachers, encouraging collaboration, idea exploration, and divergent problem-solving. Wondering where to begin? Check out these sources for student-centered, relevant, empathy-driven STEAM activities for middle school:

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Using STEAM Activities Across the Curriculum to Boost Engagement

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Learning challenges that feel relevant and self-directed can boost middle school students' interest in any class.

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The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

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The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

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https://www.amazon.com/Writing-Revolution-Advancing-Thinking-Subjects/dp/1119364914/ref=sr_1_1?adgrpid=1341404750269498&hvadid=83837867961826&hvbmt=be&hvdev=c&hvlocphy=55196&hvnetw=o&hvqmt=e&hvtargid=kwd-83838142568920%3Aloc-190&hydadcr=22562_10770250&keywords=the+writing+revolution&qid=1646074140&sr=8-1

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"HELP! My Students Can't Write!"

Why You Need a Writing Revolution in Your Classroom and How to Lead It.

The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback.

Insurmountable as the challenges faced by many students may seem, TWR can make a dramatic difference. And the method does more than improve writing skills. It also helps:

Boost reading comprehension

Improve organizational and study skills

Enhance speaking abilities

Develop analytical capabilities

TWR is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction.

But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.

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The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

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Amazon.com: The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades: 9781119364917: Hochman, Judith C., Wexler, Natalie: Books

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EOC Performance Level Descriptors Physical Science

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EOC Performance Level Descriptors Biology

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MAP Grade-Level Assessment Performance Level Descriptors Science Grade 8

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MAP Grade-Level Assessment Performance Level Descriptors Science Grade 5

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Scroll down to "Tabs" area, and click on Item Specifications, then content area (Science) for complete K-12 item specifications.

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Item Specifications

In 2014 Missouri legislators passed House Bill 1490, mandating the development of the Missouri Learning Expectations. In April of 2016, these Missouri Learning Expectations were adopted by the State Board of Education. Groups of Missouri educators from across the state collaborated to create the documents necessary to support the implementation of these expectations.

One of the documents developed is the item specification document, which includes all Missouri grade level/course expectations arranged by domains/strands. It defines what could be measured on a variety of assessments. The document serves as the foundation of the assessment development process.

Although teachers may use this document to provide clarity to the expectations, these specifications are intended for summative, benchmark, and large‐scale assessment purposes.

Components of the item specifications include:

Expectation Unwrapped breaks down a list of clearly delineated content and skills the students are expected to know and be able to do upon mastery of the Expectation.

Depth of Knowledge (DOK) Ceiling indicates the highest level of cognitive complexity that would typically be assessed on a large scale assessment. The DOK ceiling is not intended to limit the complexity one might reach in classroom instruction.

Item Format indicates the types of items used in large scale assessment. For each expectation, the item format specifies the type best suited for that particular expectation.

Content Limits/Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment. For example, some expectations should not be assessed on a large scale assessment but are better suited for local assessment.

Sample stems are examples that address the specific elements of each expectation and address varying DOK levels. The sample stems provided in this document are in no way intended to limit the depth and breadth of possible item stems. The expectation should be assessed in a variety of ways.

Text Types suggests a broad list of text types for both literary and informational expectations. This list is not intended to be all inclusive: other text types may be used in the classroom setting. The expectations were written in grade level bands; for this reason, the progression of the expectations relies upon increasing levels of quantitative and qualitative text complexities. (English Language Arts Only)

Calculator Designation indicates whether a calculator will be available for test questions written to a particular expectations on the large-scale assessment. (Mathematics Only)

Stimulus Materials defines types of stimulus materials that can be used in the item stems. (Science and Social Studies Only)

Possible Evidence indicates observable methods in which a student can show understanding of the expectations. (Science Only)

English Language Arts

Mathematics

Science

Social Studies

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The Assessment Section manages test development, on-going test maintenance, and oversees the test administration for four statewide, large-scale assessments. The MAP assessments test students' progress toward mastery of the Missouri Show-Me Standards. For more information, please see the Guide To The Missouri Assessment Program.

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Scroll down to Science

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Grade Level Blueprints (all content areas)

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Grade Level Blueprints (all content areas)

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Scroll down to locate Science

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