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

Understanding the FrameworkAlabama State Department of Education

New Framework builds on existing National Science Education effortsThe Framework is based on a rich and growing body of research on teaching and learning in science. . .AAASs Benchmarks for Science Literacy (1993) National Science Education Standards (1996)Taking Science to School (2007)*

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

(Taking Science to School: Learning and Teaching Science in Grades K-8)Recommendations from current research on science learningThe 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.*

NRC Framework The Framework provides a coherent vision which includes:Limited number of core ideasDepth and coherence, not breadth of coverageCore ideas revisited in increasing depth and sophistication across years; focus on connectionsLearners involved in practices that develop, use, and refine the scientific ideas, not explain the science for students.*

Principles of the FrameworkChildren are born investigatorsUnderstanding over timeScience and Engineering require both knowledge and practiceConnecting to students interests and experiences is essentialFocusing on core ideas and practicesPromoting equity*

3 Dimensions of the FrameworkScientific and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

Crosscutting ConceptsCore IdeasPractices*

How Scientific and Engineering Practices Work TogetherAsking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinking Constructing explanations and designing solutionsEngaging in argument from evidenceObtaining, evaluating, and communicating information1234567*

Crosscutting Concepts*

Disciplinary Core Ideas*

*Disciplinary Core Ideas

Entering the Framework!*

Anticipatory SetThink about the statements in the Anticipatory Set (page 1 of handout)Fill in your responsesA for AgreeD for DisagreeAfter filling in your responses, have a two-minute partner conversation explaining your thinking to each other.*

Inferring How Sound Waves Travel Model*

Cup of waterTuning forkPaper towelsPing pong ball on stringPiece of paper*Sounds and Vibrations Materials

Using the THINK-PAIR-SHARE organizerFill in the THINK box with what you think will happen when youpluck the stretched rubber band (top of page 2 of handout).hold the tuning fork in 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 others thoughts in the PAIR box.

Last, come to consensus with your partner, and record the ideas you can share in the SHARE portion.

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Experiencing the Phenomenon

Follow the directions for the activity you have been given.

Make careful observations.

Record your observations in the data table.

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Obtaining Information from TextUse a Paired Reading protocol (handout, page 4) where Partner A reads a paragraphPartner B summarizesSwitch roles so that B reads and A summarizesContinue until finished with the assigned sections

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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 others thoughts in the PAIR box.

Last, come to consensus with your partner, and record the ideas you can share in the SHARE portion.

*Using the THINK-PAIR-SHARE organizer

Try it Againa different waySet 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.

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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. *Try it Againa different way

Formative AssessmentOdd 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)*

*https://getkahoot.com

Lesson SequenceAnticipatory SetThink-Pair-Share (what do you think will happen?)PhenomenonThink-Pair-Share (why do you think it happened)Paired Reading from textTry it a different wayphenomenonFormative Assessment (Odd One Out/Kahoot)Writing Task

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Incorporates two decades of research based approaches and findings on how students learn science most effectivelyFocused 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 1Summary of the New Science Framework*

Serves as the foundation for the next generation of K-12 science standardsIs a guide for curriculum, professional development and assessmentSummary of the New Science Framework*

Vision: Science for all studentsScience, engineering, and technology are cultural achievements and a shared good of humankindScience, engineering, and technology permeate nearly every facet of modern lifeUnderstanding of science and engineering is critical to participation in public policy and good decision makingMore and more careers require knowledge of science*

Alabamas StandardsCurrently being revisedBased on Framework for K12 Science EducationCollaboration of classroom teachers, administrators, science specialists, higher education, and business or professional representativesRelease date: TBD*

*Was this session helpful?

ContactsDr. Sandy Ledwell, Science CoordinatorAMSTI334.353.9151sledwell@alsde.edu

Mrs. Brenda Terry, Executive DirectorAMSTEC256.824.2357terrybh@uah.edu

Dr. Michal Grant Robinson, Science SpecialistAMSTI334.242.8176mrobinson@alsde.edu

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