The CA Science Frameworks and the “Lesson Study” planning process

1. The CA Science Frameworks and the “Lesson Study” planning process An Interactive Design Tool

2. The Purpose of this Presentation is to: • Provide you with a comprehensive overview of the California Science Frameworks and learn how to use these for designing grade-level science units • Walk you through the Lesson Study process • Provide samples from a 4th grade unit on Electricity & Magnetism

3. CA Science Standards The Science Content Standards identify what students need to know and master at each grade level. Web Link: http://www.cde.ca.gov/be/st/ss/scmain.asp CA Science Frameworks The Science Frameworks provide an explanation of the science and how to suggestions for approaching the standards. Web Link: http://www.cde.ca.gov/re/pn/fd/sci-frame-dwnld.asp What’s the difference?

4. CA Science Standards • Developed by the Academic Standards Commission • Adopted by State Board of Education, 1998 • “the basis of statewide student assessments, the science curriculum framework, and the evaluation of instructional materials” • Available at http://www.cde.ca.gov/be/st/ss/scmain.asp

5. Science Content Standards for California Public Schools Grades K-12 ES Earth Science LS Biology/Life Science PS Physical Science I&E Investigation & Experimentation

6. CA Science Framework • Developed by the Science Curriculum Framework and Criteria Committee, Oct. 1998 – Dec. 2000 • Further development by the Science Subject Matter Committee of the Curriculum Commission, 2001 • Adopted by State Board of Education, Feb. 2002 • “…builds on the content standards and provides guidance for the education community to achieve that objective…suggests ways in which to use the standards and make connections within and across grades.” • Frameworks provide philosophical recommendations, not requirements. • Available at http://www.cde.ca.gov/re/pn/fd/sci-frame-dwnld.asp

7. 2003 Science Framework Table of Contents • State Board Policy on the Teaching of Natural Science • Chapter 1 – Introduction to the Framework • Chapter 2 – The Nature of Science and Technology • Chapter 3 – The Science Content Standards for Grades K-5 • Chapter 4 – The Science Content Standards for Grades 6-8 • Chapter 5 – The Science Content Standards for Grades 9-12 • Chapter 6 - Assessment of Student Learning • Chapter 7 – Universal Access • Chapter 8 – Professional Development • Chapter 9 – Criteria for Evaluating K-8 Instructional Materials • Appendix – Requirements of the Educational Code

8. Instruction and materials are standards-based Develop students’ command of the academic language of science used in the content standards Reflect a balanced, comprehensive approach that includes the teaching of investigation and experimentation skills along with direct instruction and reading Multiple instructional strategies and provide students with multiple opportunities to master the content standards Guiding Principles

9. Assess students’ knowledge and understanding on a continuing basis and make appropriate adjustments during the academic year Engage all students in learning and prepare/motivate students for further instruction in science Utilize technology to teach and assess content knowledge, develop information resources, and enhance computer literacy Have adequate instructional resources, as well as library, media and administrative support Utilize standards-based connections with other core subjects to reinforce science teaching and learning Guiding Principles (con’t)

10. 2003 Science Framework Table of Contents • State Board Policy on the Teaching of Natural Science • Chapter 1 – Introduction to the Framework • Chapter 2 – The Nature of Science and Technology • Chapter 3 – The Science Content Standards for Grades K-5 • Chapter 4 – The Science Content Standards for Grades 6-8 • Chapter 5 – The Science Content Standards for Grades 9-12 • Chapter 6 - Assessment of Student Learning • Chapter 7 – Universal Access • Chapter 8 – Professional Development • Chapter 9 – Criteria for Evaluating K-8 Instructional Materials • Appendix – Requirements of the Educational Code

12. 2003 Science Framework Table of Contents • State Board Policy on the Teaching of Natural Science • Chapter 1 – Introduction to the Framework • Chapter 2 – The Nature of Science and Technology • Chapter 3 – The Science Content Standards for Grades K-5 • Chapter 4 – The Science Content Standards for Grades 6-8 • Chapter 5 – The Science Content Standards for Grades 9-12 • Chapter 6 - Assessment of Student Learning • Chapter 7 – Universal Access • Chapter 8 – Professional Development • Chapter 9 – Criteria for Evaluating K-8 Instructional Materials • Appendix – Requirements of the Educational Code

17. 2003 Science Framework Table of Contents • State Board Policy on the Teaching of Natural Science • Chapter 1 – Introduction to the Framework • Chapter 2 – The Nature of Science and Technology • Chapter 3 – The Science Content Standards for Grades K-5 • Chapter 4 – The Science Content Standards for Grades 6-8 • Chapter 5 – The Science Content Standards for Grades 9-12 • Chapter 6 - Assessment of Student Learning • Chapter 7 – Universal Access • Chapter 8 – Professional Development • Chapter 9 – Criteria for Evaluating K-8 Instructional Materials • Appendix – Requirements of the Educational Code

18. CA Science Assessment • CA Standards Tests (CST) - grades 5 and high school • CAT 6 - grades 9, 10, 11 • Core Knowledge Tests - to be developed for 6-9 and 10-12 (specific grades not yet determined), in response to NCLB. • Testing English learners information: http://www.cde.ca.gov/statetests/star/faq/workshop.pdf

19. Aligning Standards and Assessments • CST - grades 5 and high school • CAT 6 - grades 9, 10, 11 • Core Knowledge Tests - to be developed for middle school and high school (grades not yet determined) • Are students in your district receiving “appropriately placed” science instruction?

20. Blueprints forCA Science Tests • Blueprints are provided by CDE to indicate standards that will be assessed on the various CA Standards tests. The Blueprints also indicate the number and percentage of test items from each standard set. www.cde.ca.gov/statetests/star/resources/blueprints.html

21. 2003 Science Framework Table of Contents • State Board Policy on the Teaching of Natural Science • Chapter 1 – Introduction to the Framework • Chapter 2 – The Nature of Science and Technology • Chapter 3 – The Science Content Standards for Grades K-5 • Chapter 4 – The Science Content Standards for Grades 6-8 • Chapter 5 – The Science Content Standards for Grades 9-12 • Chapter 6 - Assessment of Student Learning • Chapter 7 – Universal Access • Chapter 8 – Professional Development • Chapter 9 – Criteria for Evaluating K-8 Instructional Materials • Appendix – Requirements of the Educational Code

23. Getting Started

24. Ask yourself: • What is your knowledge of this topic area? • What do you need to find out before teaching the unit? • What curriculum materials are available on the topic? • How will you explain some of the ideas to students?

25. Begin with the Frameworks • What are the Standards for Electricity & Magnetism? • What do the Frameworks say about these Standards? • Make a Concept Map • Fill in the gaps

26. The Standards for Electricity & Magnetism… • Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: • Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. • Students know how to build a simple compass and use it to detect magnetic effects, including Earth’s magnetic field. • Students know electric currents produce magnetic fields and know how to build a simple electromagnet.

27. The Standards for Electricity & Magnetism (continued) … • Students know the role of electromagnets in the construction electric motors, electric generators, and simple devices, such as doorbells and earphones. • Students know electrically charged objects attract or repel each other. • Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. • Students know electrical energy can be converted to heat, light, and motion.

28. Begin with the Frameworks • What are the Standards for Electricity & Magnetism? • What do the Frameworks say about these Standards? • Make a Concept Map • Fill in the gaps

29. A partial text of what the Frameworks says about the grade four Electricity & Magnetism standards can be found on the following slide. You can access the complete text on pages 56 to 60 of the Frameworks.

30. 1. Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: Students in grade four will learn to design and build simple electrical circuits and experiment with components such as wires, batteries, and bulbs. They will learn how to make a simple electromagnet and how electromagnets work in simple devices. They will observe that electrically charged objects may either attract or repel one another and that electrical energy can be converted into heat, light, and motion…. (Page 56)

31. Begin with the Frameworks • What are the Standards for Electricity & Magnetism? • What do the Frameworks say about these Standards? • Make a Concept Map • Fill in the gaps

33. Begin with the Frameworks • What are the Standards for Electricity & Magnetism? • What do the Frameworks say about these Standards? • Make a Concept Map • Fill in the gaps

34. A number of resources are available online, such as… • How Power Distribution Grids Work http://www.howstuffworks.com/power.htmThis link provides information from HowStuffWorks.com. • How Van de Graaff Generators Workhttp://www.howstuffworks.com/vdg1.htmThis link provides information from HowStuffWorks.com. • Learning Power http://www.southernco.com/learningpower/"Welcome to Learning Power, the award-winning site for anyone who wants to understand electricity and power utilities better. It's for kids, teachers, parents—and anyone who ever wondered how the juice gets to the plug." • ProTeacher Electricity Lesson Planshttp://www.proteacher.com/110016.shtmlThis Web page contains electricity lesson plan links from ProTeacher. • AskERIC Lesson Planshttp://askeric.org/cgi-bin/print.cgi/Resources/Subjects/General_Lesson_Plans.htmlThis Web page is a collection of lesson plan links from AskERIC. "Ask ERIC is a personalized Internet-based service providing education information to teachers, librarians, counselors, administrators, parents, and anyone interested in education throughout the United States and the world." • Cool Experiments with Magnetshttp://www.execpc.com/~rhoadley/magindex.htmThis Web page refers to online information and links related to magnets. • Frank Potter's Science Gems—Physical Sciencehttp://www.sciencegems.com/physical.htmlThis Web page maintained by Frank Potter contains many links to online physical science lesson plans. • Magnetshttp://www.col-ed.org/cur/sci/sci131.txtThis Web page is an online lesson plan. • Merrill's Science Education Resource Pagehttp://www.prenhall.com/science-clusterMerrill's science education site includes links related to science teaching standards, constructivism, alternative assessment, safety, special needs, and professional development. • ProTeacher Magnets Lesson Planshttp://www.proteacher.com/110077.shtmlThis Web page contains magnet lesson plan links from ProTeacher.

35. Also, check out your school’s textbooks, teacher’s guides and student materials, including … • State adopted materials from FOSS, Scott Forseman, Insights, Macmillan/McGraw Hill, and/or Prentice Hall. • So called “outdated” materials that address the concepts. • Children’s books on the topic. • Collections from other teachers.

36. Science Methods Textbooks that provide excellent background information to help you learn the concepts … • Science in Elementary Education by Joseph Peters and Peter Gega. Merrill Prentice Hall. • Science K-8 by Edward Victor and Richard Kellough. Pearson. • Teaching Children Science by Joseph Abruscato. Allyn and Bacon.

37. Finally, consider online professional development opportunities … • The JASON Academy is “an innovative approach to professional development for busy teachers who want to take content-rich, continuing education science or mathematics courses anytime, anywhere via the Internet. The JASON Academy enhances teachers' science content background and provides them with the tools to help students learn more effectively. JASON Academy courses have no text materials, but instead use hot linked references and provide numerous classroom applications with demonstrations and hands-on activities. Through JASON Academy courses, teachers are discovering new possibilities for bringing standards-based instruction into their classrooms. “ • Visit JASON online at http://www.jasonproject.org/jason_academy/jason_academy.htm

38. OK, you’ve: • identified the Standards • studied what the Frameworks say • created a Concept Map • filled the content gaps by accessing a variety of resources It’s time to complete your Lesson Study Planning Template … Click on the arrow … If this doesn’t work exit this PowerPoint presentation and open LS 3 Lesson Study PPT Part 3