Achievement First: Elementary Science 2014
Program Overview
Table of Contents
Overview…………………………………………………………………………………………………………………...2
Science Block at a Glance……………………………………………………………………………………………..4
Appendix A: Achieving Goals………………………………………………………………………………………...6
Appendix B: Alignment of Science to the Common Core State Standards (CCSS)……………………….13
Appendix C: Program Logistics………………………………………………………………………………………24
Achievement First: Elementary Science 2014
Program Overview
Overview
The purpose of this document is to clarify the core tenets of our science program along with the key
indicators of excellence.
Alignment to our Mission
For students to thrive in the world they will face after college, they must approach science as an
inquiry-based discipline founded on determining scientific claims through patterns in repeated
evidence/data, and revising those claims upon discovery of new evidence. Scholars access their
current conceptions of the world and contextualize their learning through relevant and anchoring
learning experiences. Scholars learn science through the application of scientific practices through
meaningful content and scaffold their understanding in a logical, spiraled and sequential process,
from kindergarten through 12th grade. Our scholars view science as a lens through which to
understand and question the world. They develop a sense of curiosity about our world through a
desire for the deeper understanding of key scientific principles, their relevance to their daily lives and
their broader connection to one another. Our scholars see and experience the natural, clear
connections between science and other key disciplines including reading, writing, math, technology
and social studies. Successful completion of the AF science program aims to increase the number of
our scholars pursuing STEM careers beyond college, to increase their career opportunities and to
ultimately increase the competitiveness and future economic prosperity of the United States. At
Achievement First all scholars, including special education and ELL students, should have complete
access to our science program.
Tenets of Achievement First’s Science Program:
1. STEM Literacy: Science, engineering, mathematics, and the technologies they influence
permeate every aspect of modern life. The understanding of and interest in STEM that
informed citizens bring to their personal and civic decision-making is critical to our nation’s
future. Therefore, AF’s science program incorporates all aspects of STEM, as well as literacy in
the language arts, to develop proficiency with science-related issues that are intrinsically
relevant to students. It is especially important to note that the inclusion of engineering as a
core component of our science program represents a significant and essential shift.
Engineering is the application of science to design solutions to problems in an effort to make
our lives better. Applied sciences, such as engineering, are one of the fastest growing careers
in the world today. Therefore, developing literacy in engineering is an extremely important
aspect of our program.
2. Joy: Children are natural scientists; their curiosity and wonder for how the world works drive
their formative years. Therefore, it is our responsibility to ensure that students continue to
cultivate a love and appreciation for the beauty and wonder of science, engineering, and
the natural world. Students at all grade levels in AF will display deep intellectual engagement
in the study of science, driving them to design their own investigations, to talk about what they
are learning, and to explain why their work is important to them and to the world. Our program
accomplishes this by using meaty questions to drive individual investigations and units of study.
Achievement First: Elementary Science 2014
Program Overview
This inherently capitalizes on the joy students experience in learning and it brings purpose to
the study of science. Thus, joy is prerequisite to a rigorous educational experience.
3. Rigor: According to a recent report put out by Change the Equation, STEM employment is
expected to rise 17 percent by 2018 and is one of the fastest growing areas of employment.
STEM careers, on average, pay nearly double the salary of non-STEM careers. And yet, only 30
percent of U.S. high school graduates in 2011 were ready for college work in science.
Therefore, it is incumbent upon us to ensure that students develop the skills and understandings
necessary to be prepared for introductory college level science courses and ultimately the
careers of their choice, including (but not limited to) careers in science, engineering, and
technology. Our program goes beyond the floor set by current external assessments to ensure
that all performance expectations set forth in the Next Generation Science Standards are met.
The rigor of content, concepts, and practices gradually increases in complexity from grade
band to grade band, to ensure that all AF scholars have the knowledge and skills to choose
careers in STEM.
4. Depth and Coherence: A Framework for K-12 Science Education states, “To develop a
thorough understanding of scientific explanations of the world, students need sustained
opportunities to work with and develop the underlying ideas and to appreciate those ideas’
interconnections over a period of years rather than weeks or months”. To accomplish this
goal, students at AF build background knowledge and an understanding of science by
deeply engaging with a focused set of core ideas and practices throughout their educational
experience. Through this intensive approach, they will build expertise and use their expertise
to make sense of new information or tackle problems.
5. Integration: The Next Generation Science Standards call for us to teach the practices or
methods of science and engineering within our content and to focus on the many methods
and practices of science and engineering rather than a single method. In order to support
meaningful learning in science and engineering, our science program integrates content
(DCIs), science and engineering practices (SEPs), crosscutting concepts (CCCs), and CCSS
literacy and mathematics. For example, instead of simply learning about how energy is
converted and transferred, under the NGSS, students are expected to apply scientific ideas to
design, test, and refine a device that converts energy from one form to another. Through
teaching and learning at the nexus of these dimensions of science, students become
proficient in the active, applied science of the 21st century.
Achievement First: Elementary Science 2014
Program Overview
Science Class at a Glance
Purpose and
Schedule
Purpose:
Students seek
to construct
explanations
and design
solutions
within the
natural and
man-made
world around
them through
research and
investigation.
Schedule:
Scheduling for
science is
either half
year or whole
year,
depending
upon the
grade level.
- K – 1st Grade:
45 min/day; ½
year.
- 2nd – 4th Grade:
45 min/day;
whole year.
Intellectual Preparation and Assessment
Key Indicators of Excellence
Unit-Level Preparation: Teachers unpack units of study by
closely reading and annotating unit overviews,
assessments, and relevant instructional resources (i.e.
teacher’s guide, student text). As indicated, teachers
also read background information relevant to the
content or pedagogy. Teachers align on a vision of
excellence with their peers by developing and revising
exemplar responses to assessment items. Teachers
perform investigations and complete performance tasks
to analyze the rigor level expected of students.
Investigation-based instruction: Students learn scientific practices,
content, and concepts through investigations designed around
meaty questions posed by the teacher and themselves. Not every
lesson will involve a laboratory investigation, but we should expect
that students spend between 50% to 80% of instructional time overall
conducting investigations.
Lesson Planning: In order for teachers to successfully
prepare for and implements science lessons, teachers
must refer to the unit overview to identify aims, daily
assessments, and foreground / background DCIs, SEPs,
and CCCs. Teachers write their own lesson plans,
modeled after network-generated annotated exemplars.
Teachers independently perform all investigations ahead
of time to ensure smooth delivery and to anticipate
misunderstandings. Teachers prepare and organize
instructional materials prior to that start of class to ensure
safe and efficient investigation.
Assessment: Systematic assessment is a core part of an
excellent science program. Assessments that students will
perform are listed below.
- End of Course Assessments: In SY 2014-15, 2nd – 4th grade
students will take an end of course assessment produced by
Team Teaching and Learning to measure progress toward grade
level goals in understanding scientific content, concepts, and
practices.
- Interim: Our IA strategy for SY 2014-15 is still under
development.
Scientific discourse and evidence: Students arrive at and present
scientific thoughts throughout class, taking into account a diverse
range of audiences. They identify relevant evidence and use it to
support their thinking when speaking, writing, and reasoning.
Ratio of Student to Teacher Talk: The above scientific discourse is
dominated by student discussion with students speaking to one
another, responding to one another, and building from one another.
The teacher acts as the facilitator of discussion.
Connection to the science storyline: The teacher guides students to
make connections to the big ideas contained within the course
overview, as well as the enduring understandings and essentials
questions contained within the unit overview during the lesson.
Integration: In all units, students engage with SEPs, DCIs, and CCCs.
Note: Sometimes one or more of the above may be in the
background to allow another to come through to the foreground in
a lesson.
Literacy and Math: In all units, students should engage with both
CCSS literacy and math standards aligned with the NGSS. Nonfiction text is a source of research and evidence and students should
communicate their explanations using writing and speaking skills.
Students will use math to quantitatively collect and analyze data
and to demonstrate relationships between variables both
graphically and through equations.
Achievement First: Elementary Science 2014
Program Overview
-
Purpose and
Schedule
Unit: All students take unit assessments produced at the
network level to measure progress toward goals in
understanding scientific content, concepts, and practices.
Planning, Preparation, and Assessment
-
-
Daily: All students are assessed on their daily learning progress
toward goals in understanding scientific content, concepts, and
practices. Baseline daily assessment items are included in the
unit plan and may take the form of an observational checklist,
process-based assessment of a lab report, a journal entry, or an
exit ticket.
Formative: Students are assessed throughout the unit of study
by way of a range of formal and informal assessment procedures
employed by teachers in order to modify teaching and learning
activities to improve student performance and understanding.
Teachers will find guidance around formative assessment in their
course and unit overviews. During the lesson planning process,
teachers will employ formative assessment procedures such as
CFUs, conferring, and mid-workshop interruptions.
Key Indicators of Excellence
Kid-friendly introduction to vocabulary: The teacher introduces
students to challenging, tier two and three vocabulary they
encounter in their investigations, using definitions, images, examples,
non-examples, and/or kinesthetic cues to ensure clarity.
Materials management and communication: The students engage
in safe and efficient routines to manage materials. The teacher uses
precise “What to Do” statements to guide students through the use
of science materials in the classroom.
Joy and Engagement: Students should be joyfully engaged in the
lesson because the above indicators have been met, making joyful
engagement an outcome of strong planning. When engagement
and/or joy is missing, there is typically a deficit in one or more of the
other indicators of excellence.
Achievement First: Elementary Science 2014
Program Overview
Appendix A: Achieving Goals
To achieve our goals, our science program needs to address the following:
I.
a.
b.
c.
d.
II.
The What:
VERTICALLY ALIGNED AND FOCUSED COURSE OF STUDY
DISCIPLINARY CORE IDEAS
SCIENCE AND E NGINEERING P RACTICES
CROSSCUTTING CONCEPTS
The How:
a. INQUIRY
b. LABORATORY INVESTIGATION
c. INTEGRATION OF CORE IDEAS, PRACTICES AND CROSSCUTTING CONCEPTS
Achievement First: Elementary Science 2014
Program Overview
I.
The What:
a. VERTICALLY ALIGNED AND FOCUSED COURSE OF STUDY
Elementary Science
Middle School Science
High School Science
K
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Grade
9
Grade
10
Grade
11
Grade
12
Integrated
Science
Integrated
Science
Integrated
Science
Integrated
Science
Integrated
Science
Integrated
Science
Integrated
Science
Integrated
Science
Integrated
Science
Physics
Chemistry
Biology
AP
(Currently
AP
Biology)
We are in the process of building one vertically aligned, college ready course of study across all of our geographies. The science in elementary school, middle
school, and early high school will prepare our scholars for college level science, either via Advanced Placement (AP) courses they take in high school or
introductory science courses when they matriculate in college. To accomplish this, each course must build on the previous courses and prepare for the following
course. The Next Generation Science Standards (NGSS) were released in April 2013 and they represent the latest research on college and career readiness in
science. NGSS is based upon the 2012 Framework for K-12 Science Education by the National Research Council, a document that defines the science all K-12
students should learn. The College Board has recently revised the frameworks for AP Biology, Chemistry, and Physics 1 and 2 during the past few years to ensure
that those courses are based current best practices from current science education research and that they also represent introductory college-level science
courses. With these new standards, the AP frameworks serve as the bar for where our scholars should to be at the end of high school. The NGSS standards then
help describe what the content looks like in the grade levels below.
Both NGSS and the AP Frameworks emphasize a focused approach to curriculum. By keeping scholars focused on a limited set of core ideas, they can deeply
explore those topics and have the time to develop strong understanding. Scholar understanding of these topics can then build over time from one grade band to
the next as a learning progression. This also allows for time to be spent on developing skills associated with the practices of science. Indeed, these skills are
used throughout all the grade bands, are emphasized heavily at the AP level, are necessary for success in STEM fields in college and beyond, and are
transferable. Finally, keeping the curriculum focused allows students to make connections between the ideas rather than getting lost in a sea of numerous
disconnected ideas with only a shallow understanding of each. AP science classes and advanced college level science courses focus on the application of skills
and deep understanding of the most important content ideas so our approach aligns with this spirit and will prepare our scholars for science at that level.
Achievement First: Elementary Science 2014
Program Overview
We have chosen an integrated approach for K-8 science. This allows for a curriculum that is organized in a way where scholars can progressively build
understanding of concepts throughout the course of study at the appropriate time. One of the guiding assumptions of NGSS is that students are expected to
accomplish all of the performance expectations. This requires full year science across K-8. With this integrated model, scholars should exit middle school with a
deep conceptual foundation in all the science disciplines that leaves them well prepared for high school science. We have opted to continue integrated through
8th grade because it allows for students to encounter content at the right degree of complexity at the right time. For example, a student who takes Earth Science
in 6th grade for the first time may not see another science class again until 10th grade. This means that they will need to learn content that assumes a greater
knowledge of science (for example, matter) than they have acquired up to this point in their trajectory, because they may not have taken Physical Science yet.
The integrated approach alleviates this concern and prepares students for the modified domain approach in high school
Starting in 9th grade, our curriculum uses a modified domains model with physics first. Each high school course is organized into content-specific courses of
physics, chemistry, and biology. We start with physics because this is the foundation for the rest of the science domains. Understanding conceptual physics
leads to a more natural understanding of chemistry. Biology is the integration of physics and chemistry in living systems. Scholars are more successful in biology
once they have a strong foundation in chemistry and physics.
b. DISCIPLINARY CORE IDEAS
Disciplinary core ideas (DCIs) are one of the three dimensions of NGSS and the NRC Framework, DCIs have been what many have traditionally thought of as
content. In NGSS and the NRC Framework, the DCIs are grouped into four domains:
1. The Physical Sciences (Physics and Chemistry)
2. The Life Sciences
3. The Earth and Space Sciences
4. Engineering, Technology, and the Application of Science
Our K-12 science curriculum integrates each of these via the integrated courses of K-8 and the more discreet courses of 9-12. Within these domains, the number
of DCIs has been limited based on the rationale explained in the course of study section. Currently, we also limit our science curriculum to these four domains.
c. SCIENCE AND E NGINEERING P RACTICES
Science practices are the practices scientists use as they explain the natural world, and engineering practices are the practices engineers utilize as they design
and build. This is another one of the three dimensions to the NRC framework. In the past, these have often been referred to as science skills or even the
scientific method. However, the practices of science and engineering require both skill and content together and these practices are so integral to learning
science that they should be thought of as part of the science content in a curriculum. The scientific method is a misleading term which implies that science
follows one set method. There are many methods to science and there is no set path to how science is performed. Science practices have been explicitly
described in both the NRC Framework and the AP Frameworks. The NRC Framework lists articulate science and engineering practices while the AP Framework
Achievement First: Elementary Science 2014
Program Overview
describes seven science practices. Both the NRC and AP Frameworks have significant alignment between their practices. For simplicity, our curriculum will
usually refer to the eight science and engineering practices from the NRC framework, but at the AP level standards do connect to the seven AP science practices.
These practices are for all grade levels. Engagement with them may look different in elementary school than it will in high school, but they are still the same
practices.
1.
2.
3.
4.
5.
6.
7.
8.
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
d. CROSSCUTTING CONCEPTS
There are key concepts which connect the various domains of science. For example, conservation comes up various times in different grades and courses when
learning about very different content. Conservation of matter and energy connects ideas in life science, physical science, and Earth and space science. Through
our curriculum, scholars will be able to make these connections as they progress through the course of study. As with the science practices, instruction should
embed crosscutting concepts with the DCIs. Integration of crosscutting concepts, CSI’s and science practices together, while not always possible, is the goal of
instruction. Crosscutting concepts are also one the three dimensions from the NRC Framework which describes seven of these. These are:
1.
2.
3.
4.
5.
6.
7.
II.
Patterns
Cause and effect: Mechanism and explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conversation
Structure and function
Stability and change
The How:
a. INQUIRY
Achievement First: Elementary Science 2014
Program Overview
The term inquiry in science can be used in two different ways. The first way is to characterize the actual work of scientists, the what and the why of their work.
In this document, to avoid confusion, this use of the term is referred to as the nature of science. A second way the term inquiry can be used is to characterize a
method of science teaching. It is this second use of the term inquiry that is used throughout this document. Using this use of the term, inquiry can be defined as
developing evidence-based explanations about the natural world. These explanations must be coherent, they must answer how and why questions, they must
seek out mechanisms
MISCONCEPTIONS REGARDING INQUIRY
1. Scientific inquiry means using the scientific method. There is not one method of performing science. There are many methods. Our
scholars should regularly engage in the science practices.
2. The most important aspect of inquiry is the hands-on work. In science, our scholars should regularly undertake investigations and collect
data through hands-on work. However, the most important piece of investigation is the development of the evidence-based
explanations. This can be done even when data has not been collected via hands-on investigations.
3. All science lessons should be taught through inquiry. Our scholars should engage in inquiry on a regular basis, but some individual
lessons within a learning cycle may be better served with a non-inquiry lesson. For example, when our scholars need to develop a
certain skill in order to engage in inquiry using that skill in the future, the introduction of the skill may occur in a non-inquiry lesson.
LEVELS OF INQUIRY
Level
Who Generates Question
Who Generates Procedures
Who Generates Conclusions
Confirmation
Teacher
Teacher
Teacher
Structured
Teacher
Teacher
Students
Guided
Teacher
Students
Students
Open
Students
Students
Students
Although the above table simplifies inquiry into 4 discrete levels, there are still gradations in-between levels. For example, although the
students generate the procedures in guided inquiry, it is possible to have the teacher provide a framework for the procedures and for students
to only have choice about some of the procedures as a method of scaffolding.
Achievement First: Elementary Science 2014
Program Overview
AP Science Courses expect students to be able to regularly perform inquiry between the guided and open level. Conducting inquiry at this level
should begin in K-4 although all levels of inquiry are appropriate in all grades depending on what is being taught.
b. LABORATORY INVESTIGATION
Students should spend a significant portion of their time in science conducting laboratory investigations. This should be no less than 25% of their course
time and in some cases may be up to 40% of their time.
TYPES OF INVESTIGATIONS
1. Open Observational (just making observations, potentially to generate questions or future experiments, or to answer questions, but not
necessarily to be correct)
2. Focused Observational – following a defined procedure to make observations and generate a conclusion, there is no comparison to something
 qualitative
 quantitative
3. Comparison – Two or more groups are compared to one another to generate a conclusion
4. Planning and testing a design
 best product when under constraints
 to create a product (similar to one that already exists) to perform a task ex: make a thermometer
 to invent something new
5. Modeling
 modeling a natural phenomena
 computer modeling
6. Field Observations
7. Learning how to conduct a procedure
8. Controlled Experiment
c. INTEGRATION OF CORE IDEAS, PRACTICES, AND CROSSCUTTING CONCEPTS
Every NGSS standard has three dimensions: disciplinary core ideas (content), scientific and engineering practices, and cross-cutting concepts. This
integration of rigorous content and application reflects how science and engineering is practiced in the real world. State standards have traditionally
represented Practices and Core Ideas as two separate entities. Observations from science education researchers have indicated that these two
Achievement First: Elementary Science 2014
Program Overview
dimensions are, at best, taught separately or the Practices are not taught at all. This is neither useful nor practical, especially given that in the real world
science and engineering is always a combination of content and practice.
It is important to note that the scientific and engineering practices are not teaching strategies --they are indicators of achievement as well as important
learning goals in their own right. As such, the Framework and NGSS ensure the practices are not treated as afterthoughts. While the performance
expectations can stand alone, a more coherent and complete view of what students should be able to do comes when the performance expectations are
viewed in tandem with the disciplinary core ideas and crosscutting concepts. Coupling practice with content gives the learning context, whereas
practices alone are activities and content alone is memorization. It is through integration that science begins to make sense and allows student to apply
the material. This integration will also allow students from different states and districts to be compared in a meaningful way
Achievement First: Elementary Science 2014
Program Overview
Appendix B: Alignment of Science to the Common Core State Standards (CCSS)
I.
II.
Literacy
Math
I.
Literacy
Inherent in the practice of science is the use of literacy skills to learn and communicate information. The ELA CCSS call for three key shifts in our approach to
teaching students reading, writing, speaking, and listening skills. The AF Science Program helps to meet the three key shifts in the following ways:
1. Building knowledge through content-rich nonfiction and informational texts. One way students build knowledge is through the integration of text into
our science program. We recommend the inclusion of grade level texts in the form of student texts and trade books to meet this need. Through science
class, students work toward fulfilling the goal of a 50-50 balance of informational and literary reading, due to the emphasis on nonfiction texts to be
included in class. We believe this is a fundamental part of preparing students to be our future’s scientists because the work of a scientist is heavily
reliant on an ability to research complex texts.
2. Reading and writing grounded in evidence from the text. The Next Generation Science Standards Science and Engineering Practices ask students to
construct explanations, engage in argument from evidence, and obtain, evaluate and communicate information. In order to participate in these
practices, students will incorporate text-based evidence into their work, in addition to evidence gathered from other media and inquiry.
3. Regular practice with complex text and academic vocabulary. The study and practice of science incorporates complex informational texts. At the
elementary level, the AF Science program contains both trade books and science text books. These texts are selected to help develop meaning in
conjunction with inquiry. The texts are complex and grade appropriate. They provide opportunities for authentic practice with texts that prepare
students for college and career-level reading. Deeply tied to this practice is the focus on academic vocabulary and more specifically, the vernacular of
science. Vocabulary instruction through inquiry and complex text will be both direct and indirect.
In addition to the overarching connections between our approach to literacy in science class and the key shifts named in the CCSS, our scope and sequence
documents are aligned to specific ELA CCSS by unit. These standards are drawn primarily from Reading: Informational text, Writing, and Speaking and Listening
Standards. Full integration of the ELA CCSS is a multiyear effort. In an effort to address the aforementioned key shifts named by the ELA CCSS, we will focus our
efforts first and foremost on text selection. Our goal is to select the most appropriate content –rich informational texts that are both complex and grade
appropriate. Secondly, we will focus on defining our approach to using informational texts in the Science classroom. As we continue to build the AF Science
Program, we will continue to further clarify our Common Core-aligned approach to literacy. The following tables articulate direct connections between the SEPs
and the ELA CCSS.
Achievement First: Elementary Science 2014
Program Overview
Science and Engineering Practice: 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 the 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. (NRC Framework 2012, p. 56)
Supporting CCSS Literacy Anchor Standards
Supporting CCSS Literacy Anchor Standards
CCR Reading Anchor #1: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively, as well as in words.
CCR Reading Anchor #8: Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
CCR Writing Anchor #7: Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the
subject under investigation.
CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in
a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
CCR Speaking & Listening Anchor #3: Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
Evidence plays a critical role in the kinds of questions asked, information gathered, and
findings reported in science and technical texts. The notion of close reading in Reading
Standard 1 emphasizes the use of asking and refining questions in order to answer them
with evidence that is either explicitly stated or implied.
Scientists and engineers present data in a myriad of visual formats in order to reveal
meaningful patterns and trends. Reading Standard 7 speaks directly to the importance of
asking questions about and evaluating data presented in different formats.
Challenging or clarifying scientific hypotheses, arguments, experiments or conclusions—and
the evidence and premises that support them—are key to this practice. Reading Standard 8
emphasizes evaluating the validity of arguments and whether the evidence offered backs up
the claims logically.
Generating focused questions and well- honed scientific inquiries are key to conducting
investigations and defining problems. The research practices reflected in Writing Standard 7
reflect the skills needed for successful completion of such research-based inquiries.
The ability to pose relevant questions, clarify or elaborate on the ideas of others or request
information from others are crucial to learning and conducting investigations in science
class. Speaking and Listening Standard 1 speaks directly to the importance of asking and
refining questions to clarify ideas that generate solutions and explanations.
Evaluating the soundness of a speaker’s reasoning and evidence concerning scientific
theories and concepts through a series of inquiries teaches students to be discriminating
thinkers. Speaking and Listening Standard 3 directly asserts that students must be able to
critique a point of view from the perspective of the evidence provided and reasoning
advanced.
Achievement First: Elementary Science 2014
Program Overview
Science and Engineering Practice: Planning and Carrying Out Investigations
Students should have opportunities to plan and carry out several different kinds of investigations during their K -12 years. At all levels, they should engage in investigations that
range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of
materials)—to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61)
Supporting CCSS Literacy Anchor Standards
Connection to Science and Engineering Practice
CCR Reading Anchor #3: Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.
CCR Writing Anchor #7: Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the
subject under investigation.
CCR Writing Anchor #8: Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in
a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
Systematic investigations in the field or laboratory lie at the heart of scientific inquiry.
Reading Standard 8 emphasizes the importance of accuracy in carrying out such complex
experiments and procedures, in following a course of action that will provide the best
evidence to support conclusions.
Planning and carrying out investigations to test hypotheses or designs is central to scientific
and engineering activity. The research practices reflected in Writing Standard 7 reflect the
skills needed for successful completion of such research- based inquiries.
Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key
element of this scientific practice. Writing Standard 8 spells out the importance of gathering
applicable information from multiple reliable sources to support claims.
Carrying out investigations in collaborative settings is crucial to learning in science class and
engineering settings. Speaking and Listening
Science and Engineering Practice: Analyzing and Interpreting Data
Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such
have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of
data—and their relevance—so that they may be used as evidence.
Engineers, too, make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or
prototype and collecting extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the
prediction or assessment of performance but also helps define or clarify problems, determine economic feasibility, evaluate alternatives, and investigate failures. (NRC Framework,
2012, p. 61-62)
Supporting CCSS Literacy Anchor Standards
Connection to Science and Engineering Practice
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively, as well as in words.
Scientists and engineers present data in a myriad of visual formats in order to reveal meaningful
patterns and trends. Reading Standard 7 speaks directly to the importance of understanding and
presenting information that has been gathered in various formats to reveal patterns and
relationships and allow for deeper explanations and analyses.
Achievement First: Elementary Science 2014
Program Overview
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or Scientists and engineers use technology to allow them to draw on multiple sources of
topics in order to build knowledge or to compare the approaches the authors take. information in order to create data sets. Reading Standard 9 identifies the importance of
analyzing multiple sources in order to inform design decisions and create a coherent
understanding of a process or concept.
CCR Speaking and Listening #2: Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and orally.
CCR Speaking and Listening #5: Make strategic use of digital media and visual
displays of data to express information and enhance understanding of
presentations.
Central to the practice of scientists and engineers is integrating data drawn from multiple
sources in order to create a cohesive vision of what the data means. Speaking and Listening
Standard 2 addresses the importance of such synthesizing activities to building knowledge and
defining and clarifying problems. This includes evaluating the credibility and accuracy of data and
identifying possible sources of error.
Presenting data for the purposes of cross- comparison is essential for identifying the best design
solution or scientific explanation. Speaking and Listening Standard 5 stresses the importance of
visual displays of data within presentations in order to enhance understanding of the relevance
of the evidence. That way others can make critical decisions regarding what is being claimed
based on the data.
Science and Engineering Practice: Constructing Explanations and Designing Solutions
Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on
observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur.
In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or a
theory in science. Engineers’ activities, however, have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired
qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design
criteria, and refining design ideas based on the performance of a prototype or simulation. (NRC Framework, 2012, p. 68-69)
Supporting CCSS Literacy Anchor Standards
CCR Reading Anchor #1: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
Connection to Science and Engineering Practice
Evidence plays a critical role in determining a theory in science and a design solution in
engineering. The notion of close reading in Reading Standard 1 emphasizes pursing
investigations into well-supported theories and design solutions on the basis of evidence that is
either explicitly stated or implied.
CCR Reading Anchor #2: Determine central ideas or themes of a text and analyze Part of the power of a scientific theory or engineering design is its ability to be cogently
their development; summarize the key supporting details and ideas.
explained. That ability to determine and clearly state an idea lies at the heart of Reading
Standard 2.
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims Constructing theories and designing solutions both require analysis that is rooted in rational
in a text, including the validity of the reasoning as well as the relevance and
argument and in evidence stemming from an understanding of the world. Reading Standard 8
sufficiency of the evidence.
emphasizes evaluating the validity of arguments and whether the evidence offered backs up the
claim logically.
Achievement First: Elementary Science 2014
Program Overview
CCR Writing Anchor #2: Write informative/explanatory texts to examine and
Building a theory or a model that explains the natural world requires close attention to how to
convey complex ideas and information clearly and accurately through the effective weave together evidence from multiple sources. With a focus on clearly communicating complex
selection, organization, and analysis of content.
ideas and information by critically choosing, arranging, and analyzing information, Writing
Standard 2 requires students to develop theories with the end goal of explanation in mind.
CCR Writing Anchor #8: Gather relevant information from multiple print and digital Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key
sources, assess the credibility and accuracy of each source, and integrate the
element of constructing a theory with explanatory power or a design that meets multiple
information while avoiding plagiarism.
constraints. Writing Standard 8 spells out the importance of gathering applicable information
from multiple reliable sources in order to construct well-honed explanations.
CCR Writing Anchor #9: Draw evidence from literary or informational texts to
The route towards constructing a rigorous explanatory account centers on garnering the
support analysis, reflection, and research.
necessary empirical evidence to support a theory or design. That same focus on generating
evidence that can be analyzed is at the heart of Writing Standard 9.
CCR Speaking and Listening Anchor #4: Present information, findings, and
supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and
audience.
A theory in science and a design in engineering is a rational explanatory account of how the
world works in light of the evidence. Speaking and Listening Standard 4 stresses how the
presentation of findings crucially relies on how the evidence is used to illuminate the line of
reasoning embedded in the explanation offered.
Science and Engineering Practice: Engaging in Argument from Evidence
The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon
and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and
advocate for the designs they propose. (NRC Framework, 2012, p. 73)
Supporting CCSS Literacy Anchor Standards
Connection to Science and Engineering Practice
CCR Reading Anchor #6: Assess how point of view or purpose shapes the content The central motivation of scientists and engineers is to put forth what they believe is the best
and style of a text.
explanation for natural phenomena or design solution, and to verify that representation through
well-wrought arguments. Understanding the point of view of scientists and engineers and how
that point of view shapes the content of the explanation is what Reading Standard 6 asks
students to attune to.
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims Formulating the best explanation or solution to a problem or phenomenon stems from
in a text, including the validity of the reasoning as well as the relevance and
advancing an argument whose premises are rational and supported with evidence. Reading
sufficiency of the evidence.
Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered
backs up the claim logically.
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or Implicit in the practice of identifying the best explanation or design solution is comparing and
topics in order to build knowledge or to compare the approaches the authors take. contrasting competing proposals. Reading Standard 9 identifies the importance of comparing
different sources in the process of creating a coherent understanding of a phenomenon,
concept, or design solution.
Achievement First: Elementary Science 2014
Program Overview
CCR Writing Anchor #1: Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient
evidence.
CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
CCR Speaking & Listening Anchor #3: Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
CCR Speaking and Listening Anchor #4: Present information, findings, and
supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and
audience.
Central to the process of engaging in scientific thought or engineering practices is the not ion
that what will emerge is backed up by rigorous argument. Writing Standard 1 places
argumentation at the heart of the CCSS for science and technology subjects, stressing the
importance of logical reasoning, relevant evidence, and credible sources.
Reasoning and argument require critical listening and collaboration skills in order to identify
the best explanation for a natural phenomenon or the best solution to a design problem.
Speaking and Listening Standard 1 speaks directly to the importance of comparing and
evaluating competing ideas through argument to cooperatively and collaboratively identify
the best explanation or solution.
Evaluating the reasoning in an argument based on the evidence present is crucial for
identifying the best design or scientific explanation. Speaking and Listening Standard 3
directly asserts that students must be able to critique the point of view within an argument
presented orally from the perspective of the evidence provided and reasoning advanced by
others.
The practice of engaging in argument from evidence is a key ingredient in determining the
best explanation for a natural phenomenon or the best solution to a design problem.
Speaking and Listening Standard 4 stresses how the presentation of findings crucially relies
on how the evidence is used to illuminate the line of reasoning embedded in the explanation
offered.
Science and Engineering Practice: Obtaining, Evaluating, and Communicating Information
Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a
language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p.
76)
Supporting CCSS Literacy Anchor Standards
Connection to Science and Engineering Practice
CCR Reading Anchor #2: Determine central ideas or themes of a text and analyze Part of the power of a scientific theory or engineering design is its ability to be cogently
their development; summarize the key supporting details and ideas.
explained. That ability to determine and clearly state or summarize a salient scientific concept or
phenomena lies at the heart of Reading Standard 2.
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse
A key practice within scientific and engineering communities is communicating about data
formats and media, including visually and quantitatively, as well as in words.
through the use of tables, diagrams, graphs and models. Reading Standard 7 speaks directly to
the importance of understanding information that has been gathered by investigators in visual
formats that reveal deeper explanations and analyses.
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or The end goal of these scientific and engineering practices is to position scientists and engineers
topics in order to build knowledge or to compare the approaches the authors take. to be able to evaluate the merit and validity of claims, methods, and designs. Reading Standard
9 identifies the importance of synthesizing information from a range of sources to the process of
creating a coherent understanding of a phenomenon or concept.
Achievement First: Elementary Science 2014
Program Overview
CCR Reading Anchor #10: Read and comprehend complex literary and
informational texts independently and proficiently.
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. Reading Standard 10 asks students to read
complex informational texts in these fields with independence and confidence.
CCR Writing Anchor #2: Write informative/explanatory texts to examine and
The demand for precision in expression is an essential requirement of scientists and
convey complex ideas and information clearly and accurately through the effective engineers, and using the multiple means available to them is a crucial part of that
selection, organization, and analysis of content.
expectation. With a focus on clearly communicating complex ideas and information by
critically choosing, arranging, and analyzing information— particularly through the use of
visual means—Writing Standard 2 requires students to develop their claims with the end
goal of explanation in mind.
CCR Writing Anchor #8: Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
CCR Speaking and Listening Anchor #4: Present information, findings, and
supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and
audience.
CCR Speaking and Listening #5: Make strategic use of digital media and visual
displays of data to express information and enhance understanding of
presentations.
Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key
element of assessing the validity of claims, methods, and designs. Writing Standar d 8 spells
out the importance of gathering applicable information from multiple reliable sources so
that information can be communicated accurately.
Reasoning and argument require critical listening and collaboration skills in order to
evaluate the merit and validity claims, methods, and designs. Speaking and Listening
Standard 1 speaks directly to the importance of comparing and assessing competing ideas
through extended discussions grounded in evidence.
Central to the professional activity of scientists and engineers alike is communicating their
findings clearly and persuasively. Speaking and Listening Standard 4 stresses how the
presentation of findings crucially relies on how the evidence is used to illuminate the line of
reasoning embedded in the explanation offered.
Presenting data for the purposes of communication is essential for evaluating the merit and
validity of claims, methods, and designs. Speaking and Listening Standard 5 stresses the
importance of visual or digital displays of data within presentations in order to enhance
understanding of the evidence. That way others can make critical decisions regarding what is
being claimed based on the data.
Achievement First: Elementary Science 2014
Program Overview
II.
Math
Mathematical and computational thinking are also inherent in the practice of Science. These tools provide a foundation for collecting, organizing, analyzing,
synthesizing, and evaluating data from inquiry. Our science program is particularly focused in driving on the third key shift named in the Math CCSS.
3. Rigor: Require conceptual understanding, procedural skill and fluency, and application with intensity. In science class, students are expected to apply
mathematical practices in authentic situations to make meaning of content. According to NGSS, in K-2, this will look like students recognizing that
mathematics can be used to describe the natural and designed world(s). In 3-4, students will extend qualitative measurements to a variety of physical
properties and use computation and mathematics to analyze data and compare alternative design solutions. The below table defines the connection
between the Next Generation Science Standards and Math common core Domains and Math Practices.
K-2
3-4
Mathematical and Computational Thinking Practices Defined by
Next Generation Science Standards
Decide when to use qualitative vs. quantitative data
Use counting and numbers to identify and describe patterns in the
natural and designed world(s).
Describe, measure, and/or compare quantitative attributes of different
objects and display the data using simple graphs.
Use quantitative data to compare two alternative solutions to a
problem.
Decide if qualitative or quantitative data are best to determine whether
a proposed object or tool meets criteria for success.
Organize simple data sets to reveal patterns that suggest relationships.
Describe, measure, estimate, and/or graph quantities (e.g., area,
volume, weight, time)to address scientific and engineering questions
and problems.
Create and/or use graphs and/or charts generated from simple
algorithms to compare alternative solutions to an engineering problem
Math Common Core Domains and Math Practices Aligned to
Next Generation Science Standards
Measurement and Data, Reason abstractly and quantitatively (MP2)
Counting and cardinality, Numbers and operations in Base Ten, Reason
abstractly and quantitatively (MP2)
Measurement and Data, Use appropriate tools strategically (MP5)
Measurement and Data, Make sense of problems and persevere in
solving them (MP1)
Use appropriate tools strategically (MP5), Reason abstractly and
quantitatively (MP2)
Measurement and Data,
Measurement and Data, Geometry, Use appropriate tools strategically
(MP5)
Measurement and Data, Operations and Algebraic Thinking, Model with
mathematics (MP4), Make sense of problems and persevere in solving
them (MP1)
In addition to the overarching connection between our approach to Math in Science class and the third key shift named in the CCSS, our scope and sequence
documents are aligned specific Math CCSS by unit. These standards are drawn from appropriate grade-specific domains, as well as the Standards for
Mathematical Practices that extend across all grade levels. Unit guides will define for school how Common Core Math standards should be addressed in the
context of science class.
Achievement First: Elementary Science 2014
Program Overview
Appendix C: Program Logistics
I.
II.
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IV.
I.
Equity in Science
Coaching/Leadership
Space and Facilities
Materials Management
Equity in Science:
The Next Generation Science Standards explicitly address the idea of equity for diverse learners in the Science classroom in the appendix to the standards called
“All Standards, All Students”. The front matter of the standards states,
“There is no doubt that science—and, therefore, science education—is central to the lives of all Americans. Never before has our world been so complex and
science knowledge so critical to making sense of it all. When comprehending current events, choosing and using technology, or making informed decisions about
one’s healthcare, science understanding is key. Science is also at the heart of the United States’ ability to continue to innovate, lead, and create the jobs of the
future. All students—whether they become technicians in a hospital, workers in a high tech manufacturing facility, or Ph.D. researchers—must have a solid K–12
science education.”
Thusly, we are charged with incredibly important duty of ensuring that all scholars, regardless of race, economic status, or unique learning needs, receive an
excellent college and career-ready Science education. AF believes that all scholars are entitled to the opportunity to develop content knowledge and skills. In
addition to the Science knowledge and skills built as part of our course of study, the AF Science program directly supports student proficiency across a large
breadth of different subjects (reading, writing, and math). We must ensure that all of scholars have access to the science course of study. This means:
1. Intervention, pull-out, and small group instruction should not occur during science class unless it is performed specifically as a differentiation strategy for
science (meaning that the intervention is directly tied to the instruction occurring in the traditional classroom). Students who miss science time fall
further behind in a core subject and miss out on the opportunity to develop proficiency with science core knowledge and practices over time in affect
creating a second achievement gap.
2. All students should have science instruction for the full duration of their class period M-TH in each grade of elementary school. At minimum, all third
and fourth grade students should receive full year Science instruction. We also recommend that schools strongly consider a full year Science
instructional block in second grade.
Achievement First: Elementary Science 2014
Program Overview
II.
Coaching/Leadership:
The coaching of Science requires knowledge of the essentials of instruction, content knowledge specific to the grade level, and familiarity with the instructional
resources and curriculum. At the elementary level, where teachers tend to be responsible for instruction more than one subject area, coaches need to ensure
that teachers receive a balance of Science-specific support through observation, feedback, and co-planning in line with support for other subject areas. For
teachers who are departmentalized science teachers, coaching should be both targeted to the essentials and Science-specific content and competencies. All
deans and leaders who coach Science teachers are responsible for being versed in the program documents, curriculum, assessments, and instructional resources
of their grade levels of ownership. In this way, they can better coach Science instruction at their school, as well as turnkey important information from Team
Teaching and Learning to their Science teachers. Coaches will specifically focus on the development of teacher content knowledge in SY ’13-14. They will do this
through unit unpacking protocols, LASW protocols, and facilitating the attendance of their teachers at FOSS professional development workshops.
III.
Space/Facilities:
In cases where Science teachers are not departmentalized, we recommend that elementary schools allot space in their building for 1-2 dedicated science
laboratory spaces to be shared among all of the science classes. Departmentalized Science teachers should have their own classroom when at all possible,
especially in grades 3-4, to accommodate the extensive equipment and materials required in a successful science classroom. In cases where this is not possible,
departmentalized teachers who move from classroom to classroom to teach Science should have dedicated space in each room where they work to store
materials, as well as a cart to transport equipment. Science teachers who move from classroom to classroom must have a voice in the design and set-up of the
classrooms in which they teach. Science instruction often requires the grouping of desks so that students can work together and share lab materials. Desks
should be arranged to accommodate this need. Alternatively, students in grades 3 and 4 can be instructed in how to safely and efficiently move desks during
transition times in order to accommodate desk groups that will enhance Science classroom design. This will allow them to use transition time between classes as
effectively and efficiently as possible.
IV.
Materials Management:
Materials management is a key element of a well-organized Science program. The following should be considered when planning for materials usage
throughout the course of the school year:
a. OWNERSHIP : We recommend that 1-2 school team members coordinate the materials management. This allows for a more cohesive and organized
materials system for ordering to ensure teachers have the materials they need when they need them. We recognize that the process of managing and
organizing science materials is more time intensive than in other subject areas. It is therefore recommended that those who are responsible for the
management of science materials have time built into the schedule on a regular basis to maintain science materials.
Achievement First: Elementary Science 2014
Program Overview
b. STORAGE : A key component of the Science program, materials should be kept somewhere safe and secure in protective packaging. Possible locations for
materials storage include secure closets or in the classroom itself, if there is adequate room to house the materials. Materials should be kept within their
original boxes or other Tupperware-like containers to protect critical and expensive resources.
c. INVENTORY: Science kits contain a number of permanent and replenishable items. Keeping track of these items is essential in order implanting the
Science program smoothly. AF recommends printing inventory sheets for each science kit the school has purchased. Once a teacher completes a unit of
study, the teacher or science materials coordinator should allocate approximately an hour to marking the inventory sheet for missing and broken
materials or materials that need to be replenished. .This sheet should be turned into the Ops team to keep track for reordering purposes. We
recommend establishing inventory due dates prior to the start of the school year in order to ensure that teachers can plan adequate time for the
inventory process. Additionally, coaches should work with Science teachers to establish an appropriate time in the Science teacher’s schedule (prep
periods, release time, etc.) to do this work based upon the teacher’s daily instructional and planning responsibilities.
d. REORDERING : Materials should be reordered at the end of the school year to allow adequate time for them to arrive. Over the summer, materials can be
reorganized into the kits for use at the beginning of the school year.
e. PREPPING MATERIALS : Some materials arrive not completely ready to use (i.e. wire that needs to be stripped, test items that need to be separated into
groups). A best practice for prepping materials is to allocate time at the beginning of each unit or investigation to ensure that all materials are ready to
use well in advance of each lesson.
Achievement First: Elementary Science 2014
Program Overview
f.
SCIENCE SAFETY IN THE CLASSROOM : General classroom safety rules to share with students are listed below:
1)
2)
3)
4)
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6)
7)
8)
9)
10)
11)
12)
Listen carefully to your teacher’s instructions. Follow all directions. Ask questions if you don’t know what to do.
Tell your teacher if you have any allergies.
Never put materials in your mouth. Do not taste anything unless your teacher tells you to do so.
Never smell any unknown material. If your teacher tells you smell something, wave your hand over the material to bring the smell toward your
nose.
Do not touch your face, mouth, eyes, or ears while working with chemicals, plants or animals.
Always protect your eyes. Wear safety goggles when necessary. Tell your teacher f you wear contact lenses.
Always wash your hand with soap and warm water after handling chemicals, plants, or animals.
Never mix any chemicals unless your teacher tells you to do so.
Report all spills, accidents, and injuries to your teacher.
Treats animals with caution, respect, and consideration.
Clean up your work space after each investigation.
Act responsibly during all science activities.