revitalizing science instruction on your campus...a framework for k-12 science education • working...
TRANSCRIPT
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 [email protected] [email protected]
Thank You!