How familiar are you with A Framework for K-12 Science Education ?

1. How familiar are you with A Framework for K-12 Science Education? • Know it from cover to cover! • Have some knowledge of it • May have heard it mentioned somewhere • What’s that?

2. Understanding the Framework • Alabama State Department of Education

3. New Framework builds on existing National Science Education efforts • The Framework is based on a rich and growing body of research on teaching and learning in science. . . • AAAS’s Benchmarks for Science Literacy (1993) • National Science Education Standards (1996) • Taking Science to School (2007)

4. Guiding Principles of the Framework are Research-Based, and Include …

5. Recommendations from current research on science learning • The next generation of science standards and curricula … should be structured to identify a few core ideas in a discipline and elaborate how those ideas can be cumulatively developed over grades K-8. • Developers of curricula and standards should present science as a process of building theories and models using evidence, checking them for consistency and coherence, and testing them empirically. (Taking Science to School: Learning and Teaching Science in Grades K-8)

6. NRC Framework • The Framework provides a coherent vision which includes: • Limited number of core ideas • Depth and coherence, not breadth of coverage • Core ideas revisited in increasing depth and sophistication across years; focus on connections • Learners involved in practices that develop, use, and refine the scientific ideas, not “explain” the science for students. KNOWLEDGE AND PRACTICE ARE INTERTWINED IN THE LEARNING EXPERIENCES DESIGNED FOR K—12 SCIENCE EDUCATION

7. Principles of the Framework • Children are born investigators • Understanding over time • Science and Engineering require both knowledge and practice • Connecting to students’ interests and experiences is essential • Focusing on core ideas and practices • Promoting equity

8. 3 Dimensions of the Framework • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas Crosscutting Concepts Core Ideas Practices

9. How Scientific and Engineering Practices Work Together 1 Asking questions and defining problems Using mathematics and computational thinking 7 Constructing explanations and designing solutions Developing and using models 6 3 4 5 Planning and carrying out investigations Engaging in argument from evidence 2 Obtaining, evaluating, and communicating information Analyzing and interpreting data

10. Crosscutting Concepts

11. Physical Science • PS1: Matter and its Interactions • PS2: Motion and Stability: Forces and Interactions • PS3: Energy • PS4: Waves and Their Applications in Technologies for Information Transfer Disciplinary Core Ideas • Life Science • LS1: From Molecules to Organisms: Structure and Processes • LS2: Ecosystems: Interactions, Energy, and Dynamics • LS3: Heredity: Inheritance and Variation of Traits • LS4: Biological Evolution: Unity and Diversity

12. Earth and Space Science • ESS1: Earth’s Place in the Universe • ESS2: Earth’s Systems • ESS3: Earth and Human Activity Disciplinary Core Ideas • Engineering, Technology, and Applications of Science • ETS1: Engineering Design • ETS2: Links Among Engineering, Technology, Science, and Society

13. Entering the Framework! Sound can make matter vibrate, and vibrating matter can make sound. A Framework for K—12 Science Education, page 132

14. Anticipatory Set Think about the statements in the Anticipatory Set (page 1 of handout) Fill in your responses Afor Agree Dfor Disagree After filling in your responses, have a two-minutepartner conversation explaining your thinking to each other.

15. Inferring How Sound Waves Travel Model Plastic wrap Salt ………………. Rubber band holding plastic wrap in place Cup Cut rubber band

16. Sounds and Vibrations Materials Paper towels Tuning fork Ping pong ball on string Cup of water Piece of paper

17. Using the THINK-PAIR-SHARE organizer • Fill in the THINK box with what you think will happen when you • pluck the stretched rubber band (top of page 2 of handout). • hold the tuning forkin the air; • dip the tuning fork in water; • touch the tuning fork to the edge of a piece of paper; • touch the tuning fork to the ping pong ball. • Have a brief conversation with your partner, listen to each other and summarize each other’s thoughts in the PAIR box. • Last, come to consensus with your partner, and record the ideas you can share in the SHARE portion.

18. Experiencing the Phenomenon • Follow the directions for the activity you have been given. • Make careful observations. • Record your observations in the data table.

19. Obtaining Information from Text • Use a Paired Reading protocol (handout, page 4) where — • Partner A reads a paragraph • Partner B summarizes • Switch roles so that B reads and A summarizes • Continue until finished with the assigned sections

20. Using the THINK-PAIR-SHARE organizer • Fill in the THINK box with your explanation of why what you observed happened (page 5 of handout-top portion). • After completing the THINK portion, have a brief conversation with your partner in which you listen to each other and summarize each other’s thoughts in the PAIR box. • Last, come to consensus with your partner, and record the ideas you can share in the SHARE portion.

21. Try it Again—a different way • Set up the cup, rubber band, plastic wrap and salt, as indicated. • Vary the force used to pluck the rubber band and observe what happens to the salt. Notice the difference in sound the rubber band makes as the force is varied. • Record your observations in the data table. • Explain to a pair next to you why varying the force yields the results obtained.

22. Try it Again—a different way • Hit the tuning fork again. • Press the end of the handle down on the table, the floor, a book, and other objects. • Listen to the different sounds. • Record your observations in the data table. • To a pair next to you, explain why the objects produce different sounds.

23. Formative Assessment • Odd One Out (handout page 4) • Science Formative Assessment by Page Keeley • Have a dialogue with others at your table about which term in each set you would consider as not belonging there. • Explain your thinking and rationale to one another. • Potential Writing Task (handout page 4)

24. https://getkahoot.com Kahoot.it

25. Lesson Sequence • Anticipatory Set • Think-Pair-Share (what do you think will happen?) • Phenomenon • Think-Pair-Share (why do you think it happened) • Paired Reading from text • Try it a different way—phenomenon • Formative Assessment (Odd One Out/Kahoot) • Writing Task

26. Summary of the New Science Framework • Incorporates two decades of research based approaches and findings on how students learn science most effectively • Focused on limited number of core ideas and practices. • Calls for full integration of content knowledge and the practices needed to engage in scientific inquiry. • Science is both a body of knowledge and the processes that develop and refine that knowledge – no “Chapter 1”

27. Summary of the New Science Framework • Serves as the foundation for the next generation of K-12 science standards • Is a guide for curriculum, professional development and assessment

28. Vision: Science for all students • Science, engineering, and technology are cultural achievements and a shared good of humankind • Science, engineering, and technology permeate nearly every facet of modern life • Understanding of science and engineering is critical to participation in public policy and good decision making • More and more careers require knowledge of science

29. Alabama’s Standards • Currently being revised • Based on Framework for K—12 Science Education • Collaboration of classroom teachers, administrators, science specialists, higher education, and business or professional representatives • Release date: TBD

30. Was this session helpful? • Got it! • General understanding • May need to contact you!

31. Contacts • Dr. Sandy Ledwell, Science Coordinator • AMSTI • 334.353.9151 • sledwell@alsde.edu • Mrs. Brenda Terry, Executive Director • AMSTEC • 256.824.2357 • terrybh@uah.edu • Dr. Michal Grant Robinson, Science Specialist • AMSTI • 334.242.8176 • mrobinson@alsde.edu