Revitalizing Science Instruction On Your

Campus June 30, 2016

Resources Used During this Session • Arizona Science Standard (full document) • Arizona Science Standard – Grade 3 • Learning Progressions for K-5 Science

Website Links

• Arizona’s Science Standard web page • ADE Science Resource Page

Research Documents

• A Framework for K-12 Science Education • Working with Big Ideas in Science Education

Standards, Curriculum, & Instruction

Standards – What a student needs to know, understand, and be able to do by the end of each grade. Standards build across grade levels in a progression of increasing understanding and through a range of cognitive demand levels. Standards are adopted at the state level by the State Board of Education.

We use these two documents together

Standards, Curriculum, & Instruction

Curriculum – The resources used for teaching and learning the standards. Curricula are adopted at a local level by districts and schools. Instruction – The methods used by teachers to teach their students. Instructional techniques are employed by individual teachers in response to the needs of the students in their classes to help them progress through the curriculum in order to master the standards.

Goals for Today • Develop understanding of what effective

science teaching and learning look like. • Learn how to integrate Arizona’s Science

Standard with the Framework and big ideas to deepen science understanding.

What does effective science

teaching and learning look

like?

What science content learning did you observe?

Watch the third grade science video.

http://www.azed.gov/standards-practices/academic-standards/science-standard

Performance Objectives

Identify the living and nonliving components of an ecosystem.

Compare life cycles of various plants. Explain how growth, death, and decay are part of the plant life cycle.

Concepts

Basic structures in plants and animals serve a function. Performance Objectives

Compare life cycles of various plants.

Explain how growth, death, and decay are part of the

plant life cycle

Identify the living and nonliving components of an

ecosystem.

Concepts

Basic structures in plants and animals serve a function.

Plants and animals have life cycles.

Performance Objectives Compare life cycles of

various plants. Explain how growth, death, and decay are part of the

plant life cycle

Identify the living and nonliving components of an

ecosystem.

The Framework outlines research on science learning that leads to a new vision of teaching

Download the Framework for K-12 Science Education http://www.nap.edu/catalog.php?record_id=13165

Structure of the Framework Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

Contains three dimensions

2004 Arizona Science Standard

A Framework for K-12 Science Education

K-4 Strand 4: Life Sciences C1. Characteristics of Organisms C3. Organisms and Environments C2. Life Cycles (Heredity) C4. Diversity, Adaptation, and Behavior

Core Ideas in Life Sciences LS1. From Molecules to Organisms: Structures and Processes LS2. Ecosystems: Interactions, Energy, and Dynamics LS3. Heredity: Inheritance and Variation of Traits LS4. Biological Evolution: Unity and Diversity

http://www.azed.gov/standards-practices/academic-standards/science/

Learning Progressions of Disciplinary Core Ideas

Learning Progressions from the Framework

Plants and animals have both internal and external

structures that serve various functions in growth,

survival, behavior, and reproduction.

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life

cycles that include being born (sprouting in plants), growing, developing into adults, reproducing, and

eventually dying.

Concepts Basic structures in plants and

animals serve a function.

Plants and animals have life

cycles.

Performance Objectives Compare life cycles of

various plants. Explain how growth, death, and decay are part of the plant life

cycle.

Identify the living and nonliving components of

an ecosystem.

Anchoring Big Ideas in Science

Adapted from “Working with Big Ideas in Science Education” – edited by Wynne Harlen 2015

Why is it important to consider big

ideas in science instruction?

Why Big Ideas for Students? • Big ideas help students know why facts are

important and how to think beyond facts to the bigger, more transferable understandings.

• Big ideas help students build conceptual structures in their brains that help them make sense of new, related knowledge. Understanding of each concept will grow richer and deeper when connections are made.

• If teachers are clear about the big ideas that they want students to understand, it will be easier to communicate that focus to students.

• Big ideas help teachers have a shared understanding of the standard, which promotes vertical and horizontal alignment.

Why Big Ideas for Teachers?

Big Ideas in Life Science

• Organisms are organized on a cellular basis and have a finite life span.

• Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

• Genetic information is passed down from one generation to another

• The diversity of organism, living and extinct, is the result of evolution.

Learning Progressions from the Framework

Plants and animals have both internal and external

structures that serve various functions in

growth, survival, behavior, and reproduction.

Reproduction is essential to the continued existence of

every kind of organism. Plants and animals have unique and diverse life

cycles that include being born (sprouting in plants), growing, developing into adults, reproducing, and

eventually dying.

Concepts Basic structures in plants and

animals serve a function.

Plants and animals have

life cycles.

Performance Objectives Compare life cycles of

various plants. Explain how growth, death, and decay are part of the

plant life cycle

Identify the living and nonliving components of an

ecosystem.

Anchoring Big Ideas for Science

Genetic information is passed down from one generation of organisms to another.

Organisms are organized on a cellular level and have a finite life span.

Find somebody from a different table and share your learning.

Write down one key thing you’ve learned.

What science practices/skills did you observe?

Watch the Third Grade Science Video.

Big Ideas in Nature of Science

Learning Progressions from the Framework

Concepts

Performance Objectives

Anchoring Big Ideas for Science

Scientific explanations, theories and models are those that best fit the evidence available at a particular time.

Structure of the Framework Contains three dimensions: Dimension 1 Scientific and Engineering Practices Dimension 2 Crosscutting Concepts Dimension 3 Disciplinary Core Ideas

A Framework for K-12 Science Education

Scientific and Engineering Practices 1.Asking questions and defining problems 2.Developing and Using Models 3.Planning and Carrying Out Investigations 4.Analyzing and Interpreting Data 5.Using Mathematics and Computational Thinking 6.Constructing Explanations and Designing

Solutions 7.Engaging in Argument from Evidence 8.Obtaining, Evaluating, and Communicating

Information

Learning Progressions of Science and Engineering Practices

Learning Progressions from the Framework

Compare and refine arguments

based on an evaluation of the

evidence presented.

Respectfully provide and receive critiques from peers about a

proposed procedure, explanation, or model

by citing relevant evidence and posing specific questions.

Concepts

Performance Objectives

Anchoring Big Ideas for Science

Scientific explanations, theories and models are those that best fit the evidence available at a particular time.

Arizona Strand 1: Inquiry A Framework for K-12 Science Education

Observations, Questions, and Hypotheses Observe, ask questions, and make predictions.

1. Asking questions and defining problems 8. Obtaining… information

Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data.

2. Developing and using models 3. Planning and carrying out investigations 6. …Designing solutions 8. Obtaining… information

Analysis and Conclusions Organize and analyze data; compare to predictions.

4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions 8. …Evaluating and communicating information

Communication Communicate results of investigations.

6. Constructing explanations 7. Engaging in argument from evidence 8. …Communicating information

Learning Progressions from the Framework

Compare and refine arguments

based on an evaluation of the

evidence presented.

Respectfully provide and receive critiques from peers about a

proposed procedure, explanation, or model

by citing relevant evidence and posing specific questions.

Concepts Communicate results of investigations.

Performance Objectives

Anchoring Big Ideas for Science

Scientific explanations, theories and models are those that best fit the evidence available at a particular time.

Learning Progressions from the Framework

Compare and refine arguments

based on an evaluation of the

evidence presented.

Respectfully provide and receive critiques from peers about a

proposed procedure, explanation, or model

by citing relevant evidence and posing specific questions.

Concepts Communicate results of investigations.

Performance Objectives

Communicate investigations and explanations using evidence and

appropriate terminology.

Anchoring Big Ideas for Science

Scientific explanations, theories and models are those that best fit the evidence available at a particular time.

Structure of the Framework Contains three dimensions: Dimension 1 Scientific and Engineering Practices Dimension 2 Crosscutting Concepts Dimension 3 Disciplinary Core Ideas

2004 Arizona Science Standard

A Framework for K-12 Science Education

Unifying Concepts Mentioned on page viii of Introduction 1. Systems, Order, and

Organization 2. Evidence, Models, and

Explanation 3. Constancy, Change,

and Measurement 4. Evolution and

Equilibrium 5. Form and Function

Cross-cutting Concepts 1. Patterns 2. Cause and effect 3. Structure and Function 4. Energy and Matter 5. Systems and System Models 6. Scale, Proportion and

Quantity 7. Stability and Change

2004 Arizona Science Standard A Framework for K-12 Science Education

Systems, Order, and Organization

1. Patterns 4. Energy and Matter 5. Systems and System Models

Evidence, Models, and Explanation

2. Cause and effect 4. Energy and Matter 5. Systems and System Models

Constancy, Change, and Measurement

6. Scale, Proportion and Quantity

7. Stability and Change Evolution and Equilibrium 7. Stability and Change Form and Function 3. Structure and Function

Learning Progression for Crosscutting Concepts

The goal in the development of the standard was to assure that the six strands and five unifying concepts are interwoven into a fabric of science that represents the true nature of science. Students have the opportunity to develop both the skills and content knowledge necessary to be scientifically literate members of the community.

Strands 1, 2, and 3 are designed to be explicitly taught and embedded within each of the content strands 4, 5, and 6, and are not intended to be taught in isolation. The processes, skills, and content of the first three strands are designed to “umbrella” and complement the content of Life Science, Physical Science, and Earth and Space Science.

How does the design of the Arizona Science Standard support three

dimensional instruction?

Arizona Science Standard (approved 2004) Introduction

A Framework for K-12 Science Education Summary and Vision

The Science Standard was written for ALL K-12 students (page viii)

ALL students have appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering …. (page 1)

Science instruction must begin at the early grades and progress to more sophisticated understandings at higher grades (page viii)

Students continually build on and revise their knowledge and abilities over multiple years (page 2)

The six strands and five unifying concepts are intended to be taught together, to represent the true nature of science (page x)

Science education in grades K-12 is built around three major dimensions (page 2)

The Science Standard was designed to build conceptual understanding of core ideas and practices in science (pages xi- xii)

Students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of each field’s disciplinary core ideas (Page 2)

Teachers are encouraged to integrate writing, math, social studies, technology and other academic standards with the Science Standard (page xii)

Classroom learning experiences in science need to connect with students’ interests and experiences (page 28)

How does the design of the

Arizona Science Standard compare to A Framework for

K-12 Science Education?

What does effective science

teaching and learning look

like?

How do the student conversations demonstrate their learning?

Watch the high school physics video

How do the classrooms in

the videos compare to

science classrooms in your school?

What changes are needed to

implement three dimensional instruction at

your site?

http://www.azed.gov/standards-practices/academic-standards/science/

Future ADE Sessions Focus on the Framework Webinars • July 28, 2016

The Arizona Science Standard in 3-D! • July 14, 2016 • September 13, 2016

Other science professional development opportunities Other STEM professional development opportunities

K-12 Standards Section

Arizona Department of Education Lacey Wieser Amy Gingell Director of Science and STEM K-12 Science Specialist 602-364-2332 602-364-2353 lacey.wieser@azed.gov amy.gingell@azed.gov

Thank You!