Understanding 2014
Science Standards
Structured Investigations of the
Science Standards Institute
(SISSI)
The Progression
South Carolina Academic Standards and
Performance Indicators for Science
Framework for Science Ed
The framework is designed to help realize
a vision for education in the sciences and
engineering in which students, over
multiple years of school, actively engage in
scientific and engineering practices and
apply crosscutting concepts to deepen
their understanding of the core ideas in
these fields (A Framework, p. 10).
Framework for Science Ed
The framework and subsequent standards
will not lead to improvements in K-12
science education unless the other
components of the system - curriculum,
instruction, professional development, and
assessment - change so that they are
aligned with the framework’s vision. (A
Framework, p. 17).
Principles of the Framework
•
•
•
•
Children are born investigators
Focusing on core ideas and practices
Understanding develops over time
Science and engineering require
knowledge and practice
• Connecting to students’ interests and
experiences
• Promoting equity
Dimensions of the Framework
• Science and Engineering Practices
(SEPs)
• CrossCutting Concepts (CCCs)
• Disciplinary Core Ideas
Science and Engineering
Practices (SEPs)
1. Asking questions (for science) and defining problems
(for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing
solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
CrossCutting Concepts
(CCCs)
1. Patterns
2. Cause and effect: Mechanism and
explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and
conservation
6. Structure and function
7. Stability and change
Disciplinary Core Ideas
Physical Sciences
• 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 Sciences
• LS1: From molecules to organisms:
Structures and processes
• LS2: Ecosystems: Interactions, energy,
and dynamics
• LS3: Heredity: Inheritance and variation
of traits
• LS4: Biological evolution: Unity and
diversity
Disciplinary Core Ideas
Earth and Space Sciences
• 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
• Released April 10th, 2013
• 26-state consortium
South Carolina Academic Standards and
Performance Indicators for Science
• State Board of Education Approval
January 8, 2014
• Education Oversight Committee
Approval February 10, 2014.
• Begin Implementation 2014-15
– Testing on common standards
• Full Implementation 2015-16
• Testing on new standards
South Carolina
CrossCutting Concepts (CCC)
• Identical to A Framework for K-12
Science Education
• Should become common and familiar
• Have value to scientists and engineers
• Identify universal properties and
processes found.
• Should not be taught in isolation
Some important themes pervade science,
mathematics, and technology and appear
over and over again, whether we are
looking at an ancient civilization, the
human body, or a comet. They are ideas
that transcend disciplinary boundaries and
prove fruitful in explanation, in theory, in
observation, and in design.
—American Association for the Advancement of Science
South Carolina Science and
Engineering Practices (SEPs)
1. Ask questions and define problems
Asking questions (for science) and defining problems
(for engineering)
2. Develop and use models
3. Plan and conduct investigations
4. Analyze and interpret data
5. Use mathematical and computational thinking
6. Construct explanations and design solutions
7. Engage in scientific argument from evidence
8. Obtain, evaluate, and communicate information
South Carolina Science and
Engineering Practices (SEPs)
• Part B
• 4th Disciplinary Core Idea from Framework
– Engineering, Technology, and Applications of
Science
SEPs Essential Questions
• Why Science and Engineering Practices?
• How do the practices of scientists compare
with those of engineers?
• How are the SEPs arranged in the 2014
Standards and Performance Indicators?
• How are the SEPs developed through the
grades from kindergarten to high school?
SEPs Essential Question
Why Science and Engineering
Practices?
What happened to Inquiry?
Why practices ?
• Practice refers to doing something
repeatedly in order to become proficient
• Working with core ideas and practices over
multiple years supports learning
• Science and engineering require both
knowledge and practice
• Scientific inquiry is one form of scientific
practices.
– So, the perspective in the Framework is not one
of replacing inquiry; rather, expanding and
enriching teaching and learning of science.
Four proficiencies linking
content and practices
Students who are proficient in science:
• Know, use, and interpret scientific explanations
of the natural world;
• Generate and evaluate scientific evidence and
explanations;
• Understand the nature and development of
scientific knowledge; and
• Participate productively in scientific practices
and discourse.
Duschl, Schweingruber, and Shouse. Taking Science to School. 2007.
SEPs Essential Question
How do the practices of scientists
compare with those of engineers?
In the K-12 context,
• “Science” means the traditional natural sciences:
physics, chemistry, biology, and Earth, space, and
environmental science
• “Engineering” means any engagement in a
systematic practice of design to achieve solutions to
particular human problems
• “Technology” includes all types of human-made
systems and processes (not just electronic)
“Technologies result when engineers apply their
understanding of the natural world and of human
behavior to design ways to satisfy human needs and
wants.” (NRC 2011, pp 1-3, 4)
What are the eight SEPs?
Ask questions and define
problems
Use mathematical and
computational thinking
Develop and use models
Construct explanations
and design solutions
Plan and carry out
investigations
Engage in scientific
argument
Analyze and interpret data
Obtain, evaluate, and
communicate information
1. Ask Questions and Define
Problems
Science
• Begins with a question
about a phenomenon
Engineering
• Begins with a problem,
need or desire
2. Develop and Use Models
Science
• Uses models to develop
explanations
Engineering
• Uses models to analyze
and test systems
3. Plan and Conduct
Investigations
Science
• Uses investigations to
gain data
– Develop new theories
– Test and revise existing
theories
Engineering
• Uses investigations to
gain data
– Specify design parameters
– Test designs
4. Analyze and Interpret Data
Science
• Analyzes and interprets
data to derive meaning
• Use a range of tools to
identify features and
patterns
Engineering
• Analyzes and interprets
data to determine how
well a design meets
criteria
• Use a range of tools to
identify features and
patterns
5. Use Mathematics and
Computational Thinking
Science
• Represent physical
variables
• Enable predictions of
physical systems
Engineering
• Integral part of design
• Develop, test and
improve designs
6. Construct Explanations and
Design Solutions
Science
• Understanding our world
• Construct theories to
explain phenomenon
Engineering
• Solving problems in our
world
• Construct designs to
solve problems
• Based on scientific
knowledge
7. Engage in Argument from
Evidence
Science
• Identifying strengths and
weaknesses in reasoning
• Examine understanding
in light of evidence
• Collaborate with peers to
search for explanations
Engineering
• Finding the best possible
solution
• Compare alternatives
• Collaborate with peers to
select most promising
solution
8. Obtain, Evaluate, and
Communicate Information
Science
• Derive meaning from
scientific sources
• Evaluate scientific validity
• Communicate findings
Engineering
• Derive meaning from the
work of others
• Compare alternatives
• Communicate solutions
SEPs Essential Question
How are the SEPs arranged in the
2014 Standards and Performance
Indicators?
Structure of the 2014
Standards
• Grade Level (High School Course)
Overview
• SEPs and Content/Core Area
– Standard
– Conceptual Understanding
– Performance Indicators
• a specific science and engineering practice
• content knowledge and skills
Deconstruct Performance
Indicators (PI)
• Individually
– Use two PIs (different areas)
– Identify the SEP
– Identify the content
– Identify CCCs
• Small Group
– Individuals share 1 deconstructed PI
• Large Group
– Small Groups share 1 PI
SEPs Essential Question
How are the SEPs developed
through the grades from kindergarten
to high school?
Scientific Inquiry vs SEPs
2014 Science and
Engineering Practices
2005 Scientific Inquiry
•
•
•
•
•
•
•
•
Observe
Infer
Predict
Classify
Generate questions
Use scientific tools
Plan investigations
Organize and interpret
data
•
•
•
•
•
Ask questions and define problems
Develop and use models
Plan and conduct investigations
Analyze and interpret data
Use mathematical and computational
thinking
• Construct explanations and design
solutions
• Engage in scientific argument using
evidence
• Obtain, evaluate and communicate
information
K-2
Ask and answer questions about the natural
world using explorations, observations, or
structured investigations.
3-4
Ask questions that can be (1) answered using
scientific investigations or (2) used to refine
models, explanations, or designs.
5
Ask questions and
define problems
6-8
B, C, P, E
Ask questions to (1) generate hypotheses
for scientific investigations or (2) refine
models, explanations, or designs.
Ask questions to (1) generate hypotheses for
scientific investigations, (2) refine models,
explanations, or designs, or (3) extend the
results of investigations or challenge
claims.
Ask questions to (1) generate hypotheses for
scientific investigations, (2) refine models,
explanations, or designs, or (3) extend the
results of investigations or challenge
scientific arguments or claims.
Develop
and use
models
Develop and use models to
(1) understand or represent
phenomena, processes, and
K-12
relationships, (2) test devices
or solutions, or (3)
communicate ideas to others.
structured investigations
Plan and conduct investigations
K
With teacher guidance, conduct
to answer
scientific questions, test predictions and develop explanations: (1) predict possible outcomes,
(2) identify materials and follow procedures, (3) use appropriate tools or instruments to make
nonstandard
qualitative observations and take
measurements, and (4) record
and represent data in an appropriate form. Use appropriate safety procedures.
1-2
With teacher guidance, conduct structured investigations to answer scientific questions, test
predictions and develop explanations: (1) predict possible outcomes, (2) identify materials and
follow procedures, (3) use appropriate tools or instruments to collect qualitative and
quantitative data, and (4) record and represent data in an appropriate form.
Use appropriate safety procedures.
Plan and conduct scientific investigations to answer questions, test predictions and develop
explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify
3-4
variables
materials, procedures, and
, (3) select and use appropriate tools or
instruments to collect qualitative and quantitative data, and (4) record and represent data in an
appropriate form. Use appropriate safety procedures.
controlled
5-8
Plan and conduct
scientific investigations to answer questions, test
hypotheses, and develop explanations: (1) formulate scientific questions and testable
hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate
tools or instruments to collect qualitative and quantitative data, and (4) record and represent
data in an appropriate form. Use appropriate safety procedures.
Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and
develop explanations: (1) formulate scientific questions and testable hypotheses based on
scientific information, (2) identify materials, procedures,
B, C, P, E credible
and variables, (3) use appropriate laboratory equipment, technology, and techniques to
collect qualitative and quantitative data, and (4) record and represent data in an appropriate
form. Use appropriate safety procedures.
Analyze and interpret data
K-3
Analyze and interpret data from observations, measurements, or
investigations to understand patterns and meanings.
Analyze and interpret data from informational texts,
observations, measurements, or investigations using a range of
4
methods (such as tabulation or graphing) to (1) reveal patterns
and construct meaning or (2) support explanations, claims, or
designs.
Analyze and interpret data from informational texts, observations,
measurements, or investigations using a range of methods (such
as tabulation or graphing) to (1) reveal patterns and construct
5
meaning or (2) support hypotheses, explanations, claims, or
designs.
Analyze and interpret data from informational texts, observations,
measurements, or investigations using a range of methods
6-8
(such as tabulation, graphing, or statistical analysis) to (1) reveal
patterns and construct meaning or (2) support hypotheses,
explanations, claims, or designs.
Analyze and interpret data from informational texts and data
collected from investigations using a range of methods (such as
B, C, P, tabulation, graphing, or statistical analysis) to (1) reveal patterns
and construct meaning, (2) support or refute hypotheses,
E
explanations, claims, or designs, or (3) evaluate the strength
of conclusions.
Use mathematical and computational
thinking
K
1
2-3
4
5
6-8
B, C, P, E
Use mathematical thinking to (1) recognize and express quantitative
observations, (2) collect and analyze data, or (3) understand patterns
and relationships.
Use mathematical and computational thinking to (1) recognize
and express quantitative observations, (2) collect and analyze data, or
(3) understand patterns and relationships.
Use mathematical and computational thinking to (1) express
quantitative observations using appropriate English or metric units,
(2) collect and analyze data, or (3) understand patterns, trends and
relationships.
Use mathematical and computational thinking to (1) express
quantitative observations using appropriate English or metric units, (2)
collect and analyze data, or (3) understand patterns, trends and
relationships between variables.
Use mathematical and computational thinking to (1) express
quantitative observations using appropriate metric units, (2) collect
and analyze data, or (3) understand patterns, trends and relationships
between variables.
Use mathematical and computational thinking to (1) use and
manipulate appropriate metric units, (2) collect and analyze data, (3)
express relationships between variables for models and
investigations, or (4) use grade-level appropriate statistics to
analyze data.
Construct explanations and design solutions
K
Construct explanations of phenomena using (1) studentgenerated observations and measurements, (2) results of
investigations, or (3) data communicated in graphs,
tables, or diagrams.
1-2
Construct explanations of phenomena using (1) studentgenerated observations and measurements, (2) results of
scientific investigations, or (3) data communicated in
graphs, tables, or diagrams.
3-5
Construct explanations of phenomena using (1) scientific
evidence and models, (2) conclusions from scientific
investigations, (3) predictions based on observations
and measurements, or (4) data communicated in graphs,
tables, or diagrams.
Construct explanations of phenomena using (1) primary
6-8
or secondary scientific evidence and models, (2)
conclusions from scientific investigations, (3) predictions
B, C, P, E based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
Engage in scientific argument from evidence
K
1-2
3-5
6-8
B, C, P, E
Construct scientific arguments to support
explanations using evidence from
observations or data collected.
Construct scientific arguments to support
claims or explanations using evidence from
observations or data collected.
Construct scientific arguments to support
claims, explanations, or designs using
evidence from observations, data, or
informational texts.
Construct and analyze scientific arguments to
support claims, explanations, or designs using
evidence from observations, data, or
informational texts.
Construct and analyze scientific arguments to
support claims, explanations, or designs using
evidence and valid reasoning from
observations, data, or informational texts.
Obtain, evaluate, and communicate
information
K-2
Obtain and evaluate informational texts, observations, data collected,
or discussions to (1) generate and answer questions about the
natural world, (2) understand phenomena, (3) develop models, or
(4) support explanations. Communicate observations and
explanations using oral and written language.
3-4
Obtain and evaluate informational texts, observations, data collected,
or discussions to (1) generate and answer questions, (2) understand
phenomena, (3) develop models, or (4) support explanations,
claims, or designs. Communicate observations and explanations
using the conventions and expectations of oral and written language.
Obtain and evaluate informational texts, observations, data collected,
or discussions to (1) generate and answer questions, (2) understand
phenomena, (3) develop models, or (4) support hypotheses,
5
explanations, claims, or designs. Communicate observations and
explanations using the conventions and expectations of oral and
written language.
Obtain and evaluate scientific information to (1) answer questions, (2)
explain or describe phenomena, (3) develop models, (4) evaluate
6-8
hypotheses, explanations, claims, or designs or (5) identify
and/or fill gaps in knowledge. Communicate using the
B, C, P, conventions and expectations of scientific writing or oral
presentations by (1) evaluating grade-appropriate primary or
E
secondary scientific literature, or (2) reporting the results of student
experimental investigations.
Engineering Design
K-2
3-5
6-8
Construct devices or design solutions to solve specific problems or
needs: (1) ask questions to identify problems or needs, (2) ask
questions about the criteria and constraints of the devices or
solutions, (3) generate and communicate ideas for possible devices
or solutions, (4) build and test devices or solutions, (5) determine if
the devices or solutions solved the problem, and (6) communicate
the results.
Construct devices or design solutions to solve specific problems or
needs: (1) ask questions to identify problems or needs, (2) ask
questions about the criteria and constraints of the devices or
solutions, (3) generate and communicate ideas for possible devices
or solutions, (4) build and test devices or solutions, (5) determine if
the devices or solutions solved the problem and refine the
design if needed, and (6) communicate the results.
devices or design solutions using scientific
knowledge to solve specific problems or needs: (1) ask questions
B, C, P, to identify problems or needs, (2) ask questions about the criteria
E
and constraints of the device or solutions, (3) generate and
communicate ideas for possible devices or solutions, (4) build and
test devices or solutions, (5) determine if the devices or solutions
solved the problem and refine the design if needed, and (6)
communicate the results.
Construct
SEPs – Complementing
Goals
• Science and engineering practices are
complementary; should be mutually reinforcing
• Shift to practices includes scientific inquiry and
reinforces the need to involve students actively
in learning
• Abilities and understandings of the SEPs for
students should progressively get deeper and
broader across the K-12 continuum
• SEPs should be taught as both learning
outcomes and instructional strategies
• When students engage in scientific practices,
activities become the basis for learning about
experiments, data and evidence, social
discourse, models and tools, and mathematics
and for developing the ability to evaluate
knowledge claims, conduct empirical
investigations, and develop explanations.
•
Bybee, Roger W. “Scientific and Engineering Practices in K-12
Classrooms.”
Resources
• Bybee, Roger W. “Scientific and Engineering Practices in K-12
Classrooms.” Published in the December 2011 issues of NSTA
Journals.
• Duschl, R., H. Schweingruber, H., and A. Shouse. (Eds.). 2007.
Taking science to school: Learning and teaching science in
grades K-8. Washington, DC: National Academies Press.
• Michaels, S., A. Shouse, and H. Schweingruber. 2008. Read, Set,
Science!: Putting research to work in K-8 science classrooms.
Washington, DC: National Academies Press.
• National Research Council (NRC). 2011. A framework for K-12
science education: Practices, crosscutting concepts, and core
ideas. Washington, DC: National Academies Press.
• Sneider, Carl. “Core Ideas of Engineering and Technology.”
Published in the January 2012 issues of NSTA Journals.
Some content from:
(SC)2 Professional Development Day
February 21, 2014
by
Dana M Hutto
Education Consultant
danahutto@bellsouth.net