The CA Science Frameworks and the

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The CA Science Frameworks and the Lesson Study
planning process

• An Interactive Design Tool

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The Purpose of this Presentation is to

• Provide you with a comprehensive overview of the
  California Science Frameworks and learn how to
  use these for designing grade-level science units
• Walk you through the Lesson Study process
• Provide samples from a 4th grade unit on
  Electricity Magnetism

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Whats the difference?

• CA Science Standards
• The Science Content Standards identify what
  students need to know and master at each grade
  level.
• Web Link
• http//www.cde.ca.gov/be/st/ss/scmain.asp

• CA Science Frameworks
• The Science Frameworks provide an explanation of
  the science and how to suggestions for
  approaching the standards.
• Web Link
• http//www.cde.ca.gov/re/pn/fd/sci-frame-dwnld.as
  p

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CA Science Standards

• Developed by the Academic Standards Commission
• Adopted by State Board of Education, 1998
• the basis of statewide student assessments, the
  science curriculum framework, and the evaluation
  of instructional materials
• Available at http//www.cde.ca.gov/be/st/ss/scmain
  .asp

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Science Content Standards for California Public
Schools Grades K-12
ES Earth Science LS Biology/Life
Science PS Physical Science IE Investigation
Experimentation
 
 
 
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CA Science Framework

• Developed by the Science Curriculum Framework and
  Criteria Committee, Oct. 1998 Dec. 2000
• Further development by the Science Subject Matter
  Committee of the Curriculum Commission, 2001
• Adopted by State Board of Education, Feb. 2002
• builds on the content standards and provides
  guidance for the education community to achieve
  that objectivesuggests ways in which to use the
  standards and make connections within and across
  grades.
• Frameworks provide philosophical recommendations,
  not requirements.
• Available at http//www.cde.ca.gov/re/pn/fd/sci-fr
  ame-dwnld.asp

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2003 Science Framework Table of Contents

• State Board Policy on the Teaching of Natural
  Science
• Chapter 1 Introduction to the Framework
• Chapter 2 The Nature of Science and Technology
• Chapter 3 The Science Content Standards for
  Grades K-5
• Chapter 4 The Science Content Standards for
  Grades 6-8
• Chapter 5 The Science Content Standards for
  Grades 9-12
• Chapter 6 - Assessment of Student Learning
• Chapter 7 Universal Access
• Chapter 8 Professional Development
• Chapter 9 Criteria for Evaluating K-8
  Instructional Materials
• Appendix Requirements of the Educational Code

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Guiding Principles

• Instruction and materials are standards-based
• Develop students command of the academic
  language of science used in the content standards

• Reflect a balanced, comprehensive approach that
  includes the teaching of investigation and
  experimentation skills along with direct
  instruction and reading
• Multiple instructional strategies and provide
  students with multiple opportunities to master
  the content standards

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Guiding Principles (cont)

• Assess students knowledge and understanding on a
  continuing basis and make appropriate adjustments
  during the academic year
• Engage all students in learning and
  prepare/motivate students for further instruction
  in science

1. Utilize technology to teach and assess content
   knowledge, develop information resources, and
   enhance computer literacy
2. Have adequate instructional resources, as well as
   library, media and administrative support
3. Utilize standards-based connections with other
   core subjects to reinforce science teaching and
   learning

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2003 Science Framework Table of Contents

• State Board Policy on the Teaching of Natural
  Science
• Chapter 1 Introduction to the Framework
• Chapter 2 The Nature of Science and Technology
• Chapter 3 The Science Content Standards for
  Grades K-5
• Chapter 4 The Science Content Standards for
  Grades 6-8
• Chapter 5 The Science Content Standards for
  Grades 9-12
• Chapter 6 - Assessment of Student Learning
• Chapter 7 Universal Access
• Chapter 8 Professional Development
• Chapter 9 Criteria for Evaluating K-8
  Instructional Materials
• Appendix Requirements of the Educational Code

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2003 Science Framework Table of Contents

• State Board Policy on the Teaching of Natural
  Science
• Chapter 1 Introduction to the Framework
• Chapter 2 The Nature of Science and Technology
• Chapter 3 The Science Content Standards for
  Grades K-5
• Chapter 4 The Science Content Standards for
  Grades 6-8
• Chapter 5 The Science Content Standards for
  Grades 9-12
• Chapter 6 - Assessment of Student Learning
• Chapter 7 Universal Access
• Chapter 8 Professional Development
• Chapter 9 Criteria for Evaluating K-8
  Instructional Materials
• Appendix Requirements of the Educational Code

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2003 Science Framework Table of Contents

• State Board Policy on the Teaching of Natural
  Science
• Chapter 1 Introduction to the Framework
• Chapter 2 The Nature of Science and Technology
• Chapter 3 The Science Content Standards for
  Grades K-5
• Chapter 4 The Science Content Standards for
  Grades 6-8
• Chapter 5 The Science Content Standards for
  Grades 9-12
• Chapter 6 - Assessment of Student Learning
• Chapter 7 Universal Access
• Chapter 8 Professional Development
• Chapter 9 Criteria for Evaluating K-8
  Instructional Materials
• Appendix Requirements of the Educational Code

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CA Science Assessment

• CA Standards Tests (CST) - grades 5 and high
  school
• CAT 6 - grades 9, 10, 11
• Core Knowledge Tests - to be developed for 6-9
  and 10-12 (specific grades not yet determined),
  in response to NCLB.
• Testing English learners information
• http//www.cde.ca.gov/statetests/star/faq/workshop
  .pdf

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Aligning Standards and Assessments

• CST - grades 5 and high school
• CAT 6 - grades 9, 10, 11
• Core Knowledge Tests - to be developed for middle
  school and high school (grades not yet
  determined)
• Are students in your district receiving
  appropriately placed science instruction?

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Blueprints forCA Science Tests

• Blueprints are provided by CDE to indicate
  standards that will be assessed on the various CA
  Standards tests. The Blueprints also indicate the
  number and percentage of test items from each
  standard set.
• www.cde.ca.gov/statetests/star/resources/blueprint
  s.html

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2003 Science Framework Table of Contents

• State Board Policy on the Teaching of Natural
  Science
• Chapter 1 Introduction to the Framework
• Chapter 2 The Nature of Science and Technology
• Chapter 3 The Science Content Standards for
  Grades K-5
• Chapter 4 The Science Content Standards for
  Grades 6-8
• Chapter 5 The Science Content Standards for
  Grades 9-12
• Chapter 6 - Assessment of Student Learning
• Chapter 7 Universal Access
• Chapter 8 Professional Development
• Chapter 9 Criteria for Evaluating K-8
  Instructional Materials
• Appendix Requirements of the Educational Code

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Getting Started
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Ask yourself

• What is your knowledge of this topic area?
• What do you need to find out before teaching the
  unit?
• What curriculum materials are available on the
  topic?
• How will you explain some of the ideas to
  students?

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Begin with the Frameworks

• What are the Standards for Electricity
  Magnetism?
• What do the Frameworks say about these Standards?
• Make a Concept Map
• Fill in the gaps

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The Standards for Electricity Magnetism

• Electricity and magnetism are related effects
  that have many useful applications in everyday
  life. As a basis for understanding this concept
• Students know how to design and build simple
  series and parallel circuits by using components
  such as wires, batteries, and bulbs.
• Students know how to build a simple compass and
  use it to detect magnetic effects, including
  Earths magnetic field.
• Students know electric currents produce magnetic
  fields and know how to build a simple
  electromagnet.

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The Standards for Electricity Magnetism
(continued)

1. Students know the role of electromagnets in the
   construction electric motors, electric
   generators, and simple devices, such as doorbells
   and earphones.
2. Students know electrically charged objects
   attract or repel each other.
3. Students know that magnets have two poles (north
   and south) and that like poles repel each other
   while unlike poles attract each other.
4. Students know electrical energy can be converted
   to heat, light, and motion.

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Begin with the Frameworks

• What are the Standards for Electricity
  Magnetism?
• What do the Frameworks say about these Standards?
• Make a Concept Map
• Fill in the gaps

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• A partial text of what the Frameworks says
  about the grade four Electricity Magnetism
  standards can be found on the following slide.
• You can access the complete text on pages 56 to
  60 of the Frameworks.

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1. Electricity and magnetism are related effects
that have many useful applications in everyday
life. As a basis for understanding this concept

• Students in grade four will learn to design and
  build simple electrical circuits and experiment
  with components such as wires, batteries, and
  bulbs. They will learn how to make a simple
  electromagnet and how electromagnets work in
  simple devices. They will observe that
  electrically charged objects may either attract
  or repel one another and that electrical energy
  can be converted into heat, light, and motion.
  (Page 56)

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Begin with the Frameworks

• What are the Standards for Electricity
  Magnetism?
• What do the Frameworks say about these Standards?
• Make a Concept Map
• Fill in the gaps

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Begin with the Frameworks

• What are the Standards for Electricity
  Magnetism?
• What do the Frameworks say about these Standards?
• Make a Concept Map
• Fill in the gaps

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A number of resources are available online, such
as

• How Power Distribution Grids Work
  http//www.howstuffworks.com/power.htmThis link
  provides information from HowStuffWorks.com.
• How Van de Graaff Generators Workhttp//www.howst
  uffworks.com/vdg1.htmThis link provides
  information from HowStuffWorks.com.
• Learning Power http//www.southernco.com/learning
  power/"Welcome to Learning Power, the
  award-winning site for anyone who wants to
  understand electricity and power utilities
  better. It's for kids, teachers, parentsand
  anyone who ever wondered how the juice gets to
  the plug."
• ProTeacher Electricity Lesson Planshttp//www.pro
  teacher.com/110016.shtmlThis Web page contains
  electricity lesson plan links from ProTeacher.
• AskERIC Lesson Planshttp//askeric.org/cgi-bin/pr
  int.cgi/Resources/Subjects/General_Lesson_Plans.ht
  mlThis Web page is a collection of lesson plan
  links from AskERIC. "Ask ERIC is a personalized
  Internet-based service providing education
  information to teachers, librarians, counselors,
  administrators, parents, and anyone interested in
  education throughout the United States and the
  world."
• Cool Experiments with Magnetshttp//www.execpc.co
  m/rhoadley/magindex.htmThis Web page refers to
  online information and links related to magnets.
• Frank Potter's Science GemsPhysical
  Sciencehttp//www.sciencegems.com/physical.htmlT
  his Web page maintained by Frank Potter contains
  many links to online physical science lesson
  plans.
• Magnetshttp//www.col-ed.org/cur/sci/sci131.txtT
  his Web page is an online lesson plan.
• Merrill's Science Education Resource
  Pagehttp//www.prenhall.com/science-clusterMerri
  ll's science education site includes links
  related to science teaching standards,
  constructivism, alternative assessment, safety,
  special needs, and professional development.
• ProTeacher Magnets Lesson Planshttp//www.proteac
  her.com/110077.shtmlThis Web page contains
  magnet lesson plan links from ProTeacher.

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Also, check out your schools textbooks,
teachers guides and student materials, including

• State adopted materials from FOSS, Scott
  Forseman, Insights, Macmillan/McGraw Hill, and/or
  Prentice Hall.
• So called outdated materials that address the
  concepts.
• Childrens books on the topic.
• Collections from other teachers.

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Science Methods Textbooks that provide excellent
background information to help you learn the
concepts

• Science in Elementary Education by Joseph Peters
  and Peter Gega. Merrill Prentice Hall.
• Science K-8 by Edward Victor and Richard
  Kellough. Pearson.
• Teaching Children Science by Joseph Abruscato.
  Allyn and Bacon.

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Finally, consider online professional development
opportunities

• The JASON Academy is an innovative approach to
  professional development for busy teachers who
  want to take content-rich, continuing education
  science or mathematics courses anytime, anywhere
  via the Internet. The JASON Academy enhances
  teachers' science content background and provides
  them with the tools to help students learn more
  effectively. JASON Academy courses have no text
  materials, but instead use hot linked references
  and provide numerous classroom applications with
  demonstrations and hands-on activities. Through
  JASON Academy courses, teachers are discovering
  new possibilities for bringing standards-based
  instruction into their classrooms.
• Visit JASON online at http//www.jasonproject.org/
  jason_academy/jason_academy.htm

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OK, youve

• identified the Standards
• studied what the Frameworks say
• created a Concept Map
• filled the content gaps by accessing a variety
  of resources

Its time to complete your Lesson Study Planning
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