Enhancing Education: South Carolina's New Science Standards

1. South Carolina’s New Science Standards • Be very, very careful what you put into that head, because you will never, ever, get it out. • (Thomas, Cardinal Wolsey (d.1540)

2. Most of what we teach in schools, are the answers to questions. Unfortunately, we never share the questions with the kids.

4. Some Common Core Commonalities • Reading informational texts. • Focus on students’ ability to demonstrate understanding. • Explaining answers. • Giving examples. • Process AND content equally important.

5. The new South Carolina Science Standards complement the Common Core Standards The work done to implement the CC standards will also support the implementation of the new SC Science Standards

6. Time Line February-March Field Review March Compile Feedback April-June Correct/Revise based on feedback August Synopsis and Draft Standards to SBE Second Reading and Approval November 2013

8. Three Dimensions of the Framework Vision:Students over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. The learning experiences should engage students with fundamental questions about the world and with how scientists have investigated and found answers to those questions. Disciplinary Core Ideas Scientific and Engineering Practices Life Science Physical Science Earth and Space Sciences Engineering Design Links Among Technology, Science, and Society 1. Asking questions (for science) and defining problems (for engineering) 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 (for science) and designing solutions (for engineering). 7. Engaging in argument from evidence. 8. Obtaining, evaluating, and communicating information. Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanations. 3. Scale, proportion, and quantity. 4. Systems and system models. 5. Energy and matter: Flows, cycles, and conservation. 6. Stability and change.

9. Constructing a Standard + CDI SEP (CCC) SPE

10. Core Disciplinary Idea PS1.A: The Structure and Properties of Matter Different kinds of matter exist (e.g., wood, metal, water) and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textual), by its uses, and by whether it occurs naturally or is manufactured.

11. Science and Engineering Practices Asking Questions and Defining Problems Ask questions based on observations of the natural and/or designed world. Planning and Carrying out Investigations With guidance, design and conduct investigations in collaboration with peers. Make direct or indirect observations and/or measurements to collect data which can be used to make comparisons.

12. Crosscutting Concepts Patterns Patterns in the natural and human design world can be observed, used to describe phenomena and used as evidence. Cause and Effect Events have causes the generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes.

13. Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society in the Natural World People depend on various technologies in their lives; human life would be very different without technology. every human-made product is designed by applying some knowledge of the natural world and is built by using materials derived from the natural world, even when the materials are not themselves natural — for example, spoons made from refined metals.

14. K-PS1-a. Design and conduct an investigation of several different kinds of materials to describe their observable properties and classify the materials based on the patterns observed. K-PS1-b. Design and conduct investigations to test the idea that some materials can be a solid or liquid depending on temperature. K-PS1-c. Ask questions, based on observations, to classify different objects by their use and to identify whether they occur naturally or human-made.

15. K-PS1-a. Design and conduct an investigation of several different kinds of materials to describe their observable properties and classify the materials based on the patterns observed. K-PS1-b. Design and conduct investigations to test the idea that some materials can be a solid or liquid depending on temperature. K-PS1-c. Ask questions, based on observations, to classify different objects by their use and to identify whether they occur naturally or human-made. Asking Questions and Defining Problems Ask questions based on observations of the natural and/or designed world. Planning and Carrying out Investigations With guidance, design and conduct investigations in collaboration with peers. Make direct or indirect observations and/or measurements to collect data which can be used to make comparisons. Crosscutting Concepts Patterns Cause and Effect Connections PS1.A: The Structure and Properties of Matter Different kinds of matter exist (e.g., wood, metal, water) and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured.

16. The new standards are consistent with the most recent understandings about the nature of learning science; • The new standards, therefore, provide teachers with better support for teaching science; and • The new standards provide students with learning experiences that reflect the nature of science.

17. Point One: The new standards are consistent with the most recent understandings about the nature of science learning

18. Extensive Investigation Science for all Americans 1993 Benchmarks for Science Literacy 1996 National Science Education Standards 2007 Taking Science to School: Learning and Teaching Science in Grades K-8 2008 One, Two, Three, Science! 2009 Science Framework for NAEP College Board Standards for College Success 2010 2012 A Framework for K-12 Science Education

19. Effective Science Education Research-based Assumptions • Children are born investigators • Focus on Core Ideas and Practices • Understanding Develops Over Time • Science and Engineering Require Both Knowledge • and Practice • Connect to Students’ Interests and Experiences • Promote Equity

20. Point Two: The new standards, therefore, provide teachers with better support for teaching science: Practices Core Disciplinary Ideas Crosscutting Concepts

21. Eight Science and Engineering Practices

22. 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data 5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

24. Limited Number of Core Science Ideas

25. Physical Science Core Idea PS1: Matter and Its Interactions PS1.A: Structure and Properties of Matter PS1.B: Chemical ReactionsPS1.C: Nuclear Processes Core Idea PS2: Motion and Stability: Forces and Interactions PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in Physical Systems Core Idea PS3: Energy PS3.A: Definitions of EnergyPS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and ForcesPS3.D: Energy in Chemical Processes and Everyday Life Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies and Instrumentation

26. Life Science Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and FunctionLS1.B: Growth and Development of OrganismsLS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A: Interdependent Relationships in EcosystemsLS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.D: Social Interactions and Group Behavior Core Idea LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits LS3.B: Variation of Traits Core Idea LS4: Biological Evolution: Unity and Diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans

27. Earth and Space Science Core Idea ESS1: Earth’s Place in the Universe ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth Core Idea ESS2: Earth’s Systems ESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth’s Surface Processes ESS2.D: Weather and ClimateESS2.E: Biogeology Core Idea ESS3: Earth and Human Activity ESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change

28. Engineering Design and Links Among Engineering, Technology, Science, and Society Core Idea ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution Core Idea ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A: Interdependence of Science, Engineering, and TechnologyETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

29. Supporting Teaching

30. An Example Standard Science & Engineering Practices Crosscutting Concepts Cause and Effect: Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Design and conduct investigations to test the idea that some materials can be a solid or liquid depending on temperature. Different kinds of materials exist (e.g., wood, metal, water) and many of them can be either solid or liquid depending on temperature. Core Disciplinary Idea

31. Supporting Student Learning

32. 5-ESS1-a. Interpretprovided data about the relative distances of the sun and other stars from Earthto explain the difference in their apparent brightness.* Process and Content Integrated

33. Content and Process Grow Together K-ESS3-a. Obtain information to describe the relationship between the needs of different plants and animals (including humans) and where they live on the land or in the water. 5-ESS3-a. Design and evaluate a solution to an environmental problem that decreases risks, increases benefits, or better meet societal demands for new or improved technologies. MS-ESS3-a. Construct explanations based on evidence from multiple sources for how the uneven distribution of Earth’s mineral and energy resources, which are limited in typically non-renewable, is a result of past and current geologic processes often associated with plate tectonics. HS-ESS3-a. Construct explanations based on evidence for how the development of human societies has been influenced by natural resource availability.

34. Implementation Tools • Performance Expectations • Learning Progressions • Clarification Statements • Assessment Boundaries

35. Performance Expectations 5-LS2-a. Construct and use models of food webs to describe the transfer of matter among plants, animals, decomposers, and the environment and discuss limitations of these models.

36. Learning Progressions By the end of grade 5. Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means (e.g., by weighing, by its effects on other objects). For example, a model that gases are made from matter particles too small to see that are moving freely around in space can explain such observations as the impacts of gas particles on surfaces (e.g., of a balloon) and on larger particles or objects (e.g., wind, dust suspended in air) and the appearance of visible scale water droplets in condensation, fog, and, by extension, clouds or contrails of a jet. The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g., sugar in solution, evaporation in a closed container). Measurements of a variety of properties (e.g., hardness, reflectivity) can be used to identify particular materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.)

38. Clarifications and Assessment Boundaries 5-ESS1-c. Identify evidence that supports explanations for how the position of stars, constellations, and planets in the sky change in consistent patterns as the Earth rotates and orbits the sun along with other planets. Clarification: Evidence consists of information from observations and other sources of the positions of objects in the night sky. Performances do not require understanding the mechanism for seasons.

39. Students Who are Proficient in Science: Understand Scientific Explanations • Know, use, and interpret scientific explanations of the natural world. • Understand interrelations among central scientific concepts. • build and critique scientific arguments. • Content with a focus on concepts and the links between them rather than on discrete facts. • Applications of scientific knowledge.

40. Students Who are Proficient in Science: Can Generate Scientific Evidence • Generate and evaluating evidence. (93 examples) • Building and refining models and explanations of the natural world.(124 examples) • Process with an emphasis on the theory and model-building aspect of science.(124) • Knowledge and skills to design and analyze investigations.(70 examples) • Construct and defend arguments with evidence.(114 examples) • Make judgements about the adequacy of the evidence to support and argument.(79 examples)

41. Students Who are Proficient in Science: Reflect on Scientific Knowledge • Understanding the nature of science. • Science knowledge builds on itself over time. • Metacognitive understanding of their own knowledge and how it changes over time. • Understand how scientific knowledge is constructed; that is, how evidence and arguments are generated. 51 examples

42. Students Who are Proficient in Science: Participate Productively in Science • Understand the values and norms in order to participate in science. • Know how to represent ideas, use scientific tools, and interact with peers in science practice. • Motivation and attitudes for students to be actively and productively engaged in the science classroom. • Understanding the importance of doing science singly and collaboratively with peers. • Science students benefit from sharing ideas with peers, building interpretive accounts of data, and working together to discern which accounts are most persuasive. 124 examples

43. Students Who are Proficient in Science: Can Generate Scientific Evidence Develop and use models to support explanations about the structure and functional relationships in cells in specific parts of the cell (i.e., nucleus, chloroplasts, mitochondria, cell membrane, and cell wall). 64 examples

44. Assessments • How will you support classroom formative assessment? • Teacher learning • What do teachers need to know for the CC and Science standards and how are you going to help them get it and support them as they are getting it? • Where are teacher learning communities when you need them?