Fall Regional Training

1. Fall Regional Training New Science Frameworks Assessment for the CCSS

2. Why Have Science Frameworks ? • The National Governors Association and the Council of Chief State School Officers have developed “Common Core State Standards” in mathematics and english language arts, and to date, 44 states including the District of Columbia and the U.S. Virgin Islands have adopted these standards. • To maintain the momentum, the Carnegie Corporation has commissioned Achieve Inc., a nonpartisan/nonprofit educational reform organization, to lead states in developing new science standards based on the new science frameworks.

3. Research for Science Frameworks • The new science frameworks were developed by the National Research Council. They synthesized research from several other reports: • Taking Science to School • America’s Lab Report • Learning Science in Informal Environments • Systems for State Science Assessments • Engineering in K-12 Education • Benchmarks for Scientific Literacy • National Science Education Standards

4. The Overarching Goal of K-12 Science education frameworks is…. All students….. • Have some appreciationof the beauty and wonder of science. • Possess sufficient knowledge of science and engineering to engage in public discussions on related issues. • Are careful consumers of scientific and technological information related to their everyday lives. • Are able to continue to learn about science outside school. • Have the skills to enter careers of their choice, including careers in science, engineering, and technology.

5. Three Guiding Principles of the Science Frameworks Children are Born Investigators: • Research shows that children entering Kindergarten have surprisingly sophisticated ways of thinking about the world. • They learn from direct experiences with their environment, everyday activities, pursuing hobbies, watching television, playing with friends. • Research shows that the capacity of young children, from all backgrounds and all socioeconomic levels, to reason in sophisticated ways is much greater than has been long assumed. • Educators can build on what children already know and can do, whether it is a misconception or not. • Implications are for teachers to help students build progressively more sophisticated explanations of natural phenomena in grades K-5, rather than only focusing on factual information in these grades.

6. Three Guiding Principles of the Science Frameworks Focusing on Core Ideas and Practices: • Determine a limited set of core ideas to avoid coverage of multiple disconnected topics • Allow for deep exploration of important concepts • More Time for students to develop meaningful understanding • To actually practice science and engineering

7. Three Guiding Principles of the Science Frameworks Understanding Develops Over Time K-12 Learning Progressions: • Describes how students’ understanding matures over time and the instructional supports and experiences that are needed for this to happen. • Supports increasingly sophisticated learning • Each component idea in the frameworks has a set of grade band “endpoints” by the end of grades 2, 5, 8, and 12.

8. PS1.A: Structure and Properties of MatterHow do particles combine to form the variety of substances one observes? Grade Band Endpoints for PS1.A By the end of grade 2. Matter exists as different substances (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature.Substances can be described and classified by their observable properties (e.g., visual, aural, textural), by their uses, and by whether they occur naturally or are manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces. Objects or samples of a substance can be weighed and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.)

9. Grade Band Endpoints for PS1.A 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 or by its effects on other objects). For example, a model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations including: 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, also in clouds or the 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 substances. (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).

10. Grade Band Endpoints for PS1.A By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (Boundary: Predictions here are qualitative, not quantitative.)

11. Grade Band Endpoints for PS1.A By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

12. Grade Band Endpoints for PS1.A • What learning progressions did you observe? • How has the learning become more sophisticated from 2nd grade through 12th grade?

13. 8 Practices for K-12 Classrooms • Asking Questions (for science) and defining problems (for engineering) • Developing and Using Models • Planning and Carrying out Investigations • Analyzing and Interpreting Data

14. 8 Practices for K-12 Classrooms • Using Mathematics, information and computer technology, and computational thinking • Constructing Explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

15. Practice 1: Asking Questions and Defining Problems • Questions are the engine that drive science and engineering. Science asks • What exists and what happens? • Why does it happen? • How does one know? • Engineering asks: • What can be done to address a particular human need or want? • How can the need be better specified? • What tools and technologies are available, or could be developed, for addressing this need? • Both science and engineering ask: • How does one communicate phenomena, evidence, explanations, and design solutions?

16. Learning Progression for Asking Questions and Defining Problems Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. As they progress across the grades, their questions should become more relevant, focused, and sophisticated.

17. Learning Progression for Asking Questions and Defining Problems Facilitating such evolution will require a classroom culture that…… • respects and values good questions • offers students the opportunities to refine their questions and questioning strategies • incorporates the teaching of effective questioning strategies across all grade levels. As a result, students will become increasingly proficient…. • at posing questions that request relevant empirical evidence • seeking to refine a model, an explanation or an engineering problem • challenges the premise of an argument or the suitability of a design.

18. Goals for Asking Questions By grade 12 students should be able to: • Ask questions about the natural and human-built worlds—for example: Why are there seasons? What do bees do? Why did that structure collapse? How is electric power generated? • Distinguish a scientific question (e.g., Why do helium balloons rise?) from a nonscientific question (Which of these colored balloons is the prettiest?). • Formulate and refine questions that can be answered empirically in a science classroom and use them to design an inquiry or construct a pragmatic solution. • Ask probing questions that seek to identify the premises of an argument, request further elaboration, refine a research question or engineering problem, or challenge the interpretation of a data set—for example: How do you know? What evidence supports that argument? • Note features, patterns, or contradictions in observations and ask questions about them. • For engineering, ask questions about the need or desire to be met in order to define constraints and specifications for a solution.

19. The Three Dimensions of the Science Frameworks 1. Scientific and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

20. 2. Crosscutting Concepts • Patterns • Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. • Cause and effect: Mechanism and explanation • Investigating and explaining causal relationships; testing these relationships across given contexts and using the results to predict and explain events in new contexts. • Scale, proportion, and quantity • Changes in scale, proportion, or quantity affect a system’sstructure and performance

21. 2.Crosscutting Concepts(continued) • Systems and system models • Defining the system under study and making a model of that system provides tools for understanding and testing ideas. • Energy and matter: Flows, cycles, and conservation • Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations. • Structure and function • How an object or living thing is shaped and its substructure determine many of its properties and functions. • Stability and change • Conditions of stability and determinants of rates of change or evolution or a system are critical elements of study.

22. 3. Disciplinary Core Ideas Physical Sciences • PS 1: Matter and its interactions • PS 2: Motion and stability: Forces and interactions • PS 3: Energy • PS 4: Waves and their applications in technologies for information transfer Life Sciences • LS 1: From molecules to organisms: Structures and processes • LS 2: Ecosystems: Interactions, energy, and dynamics • LS 3: Heredity: Inheritance and variation of traits • LS 4: Biological evolution: Unity and diversity Earth and Space Sciences • ESS 1: Earth’s place in the universe • ESS 2: Earth’s systems • ESS 3: Earth and human activity Engineering, Technology, and the Applications of Science • ETS 1: Engineering design • ETS 2: Links among engineering, technology, science, and society

23. Core and Component Ideas in the Physical Sciences • Core Idea PS1: Matter and Its Interaction • PS1.A: Structure and Properties of Matter • PS1.B: Chemical Reactions • PS1.C: Nuclear Processes • Core Idea PS2: Motion and Stability: Forces and Interactions • PS2.A: Forces and Motion • PS2.B: Types of Interactions • PS2.C: Stability and Instability in Physical Systems • Core Idea PS3: Energy • PS3.A: Definitions of Energy • PS3.B: Conservation of Energy and Energy Transfer • PS3.C: Relationship Between Energy and Forces • PS3.D: Energy in Chemical Processes and Everyday Life • Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer • PS4.A: Wave Properties • PS4.B: Electromagnetic Radiation • PS4.C: Information Technologies and Instrumentation.

24. Sample Performance Expectations in Life Sciences • By the end of 2nd grade • Classify animals into two groups based on what they eat, and give three or more different examples of animals in each group. • How evaluated: Students should identify at least two of the three groups of animals (Plant eaters, those that eat other animals, and those that eat both) Students should be asked to offer evidence that supports their claim that these animals belong in the groups they have placed them in.

25. 2nd Grade Practices • Presenting information (e.g., orally, visually by sorting pictures of animals into groups, or by writing labels or simple sentences that describe why animals are in different groups). Argument from evidence: supporting placement of animals in group.

26. Sample Performance Expectations in Life Sciences • By the End of Grade 5 • Explain how animals use food and provide examples and evidence that support each type of use. • How Evaluated: A full explanation should be supported by diagrams and argument from evidence. It should include and support the claims that food provides materials for building body tissue and that it is the fuel used to produce energy for driving life processes. An example of building materials should include reference to growth and repair.

27. 5th Grade Practices • Argumentation: supporting claims with evidence.

28. Sample Performance Expectations in Life Sciences • By the End of Grade 8 • Construct an explanation for why the air a human breathes out contains a lower proportion of oxygen than the air he or she breathed in. The explanation should address where in the body the oxygen was used, how it was used, and how it was transported there. • How Evaluated: A full explanation should contain a claim that oxygen’s use in all cells of the body is part of the chemical reaction that releases energy from food. The claim should be supported with reasoning about (1) the role of oxygen in chemical reactions’ release of energy and (2) how the oxygen and food substances are transported to the cells through the body’s respiratory and circulatory systems.

29. 8th Grade Practices • Constructing explanations. Argument (Supporting proposed explanation with arguments from evidence).

30. Sample Performance Expectations in Life Sciences • By the end of 12th grade • Construct a model that describes the aerobic chemical processes that enable human cells to obtain and transfer energy to meet their needs. • How evaluated: Model should include diagrams and text to indicate that various compounds-including complex macromolecules (sugars, proteins, fats) react with oxygen and either release energy for cell’s needs or store it in other chemical changes.

31. 12th Grade Practices • Modeling. Presenting information (using labeled diagrams and text to present and create a model that describes and explains the process in question).

32. Time for a Break!

33. CCSS and the Literacy Standards • There are no CCSS for Science or Social Studies, but we have Literacy Standards for both of them. • The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including ELA. Science and Social Studies are integrated into the K-5 Reading Standards. • Grades 6-12 standards are divided into two sections, one for ELA and the other for History/Social Studies, Science, and other technical subjects. • Handout

34. Shared Responsibility for Literacy • Part of the motivation behind the interdisciplinary approach to literacy is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently. • The 2009 reading framework of the NAEP requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

35. Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework • Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70% • Source: National Assessment Governing Board. (2008).

36. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework • Grade Persuade Explain Convey Experience 4 30% 35% 35% 8 35% 35% 30% 12 40% 40% 20% • Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

37. Why Have Literacy Standards? • In history/social studies, for example, students need to be able to analyze, evaluate, and differentiateprimary and secondary sources. • When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. • Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.

38. What does deep understanding look like instructionally? Teachers must go from just….. • Explaining concepts • Providing definitions and answers • Stating conclusions • Providing closure • Only Lecturing

39. When a teacher focuses on deeper levels of understanding he or she….. • Observes students as they apply new concepts and skills. • Assesses students’ knowledge and skills throughout their learning both formally and informally. • Looks for evidence that students have changed their thinking or behaviors. • Allows students to assess their own learning. • Asks open-ended questions such as “Why do you think….: What evidence do you have? What do you know about …? How would you explain….?”

40. When students are involved in the assessment process—they are required to thinkabout their own learning, articulate what they understand and what they still need to learn—achievement improves.--Black & Wiliam, 1998; Sternberg, 1996; Young, 2000

41. What happens to student thinking when teachers focus on deeper understanding? • Answer open-ended questions by using observations, evidence, and previously accepted explanations. • Demonstrate understanding or knowledge of concept or skill through application. • Evaluate his or her own progress and knowledge • Ask related questions that would encourage future investigations

42. Reading Standards for Literacy 6–12 • By the end of the year, read andcomprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Science: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Social Studies: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

43. Definition of a Reading Comprehension Strategy: • An intentional plan that readers use to help themselves make sense of their reading. Strategies are flexible and can be adapted to the reading task. Good readers use many strategies. • What are the key words or phrases?

44. Reading Comprehension Strategies • Activate background knowledge and make connections between new and known information. • Questionthe text in order to clarify meaning and to deepen understanding. • Determine importance to identify key ideas and themes. • Draw inferences to interpret the meaning of the text. PEBC

45. Reading Comprehension Strategies • Synthesize information to understand more clearly and to extend thinking. • Use sensory images to visualize the text and to create unique interpretations. • Monitor meaning and comprehension to identify confusing ideas and themes to repair confusion. • Employ fix-up strategies to problem solve reading difficulties. PEBC

46. Four Elements of Effective Curriculum • Objective • Measureable, limited number • Assessment • Evidence of understanding, target of instruction • Learning Activities • Practice for assessment, engage students • Instructional Methods • Best strategy for learning concept, focus on application

47. Double Entry Diaries • Access tool that students use to “hold their thinking.” • Helps them to slow down as they read and begin to track their thinking. • Ask students to fold a piece of paper lengthwise • On left side students choose what they copy from the text. • On the right hand side students share their thinking about their text selection.