CCRS Implementation
Team
Science - Quarterly Meeting #1
http://alex.state.al.us/ccrs/
1
Outcomes
• Develop an awareness of the 3 Dimensions
of A Framework for K-12 Science Education
and its impact on classroom instruction.
• Identify how science and literacy are
connected.
• Identify how the 3 Dimensions of the
Framework are integrated in classroom
instruction.
• Prepare to share research and practice with
team members.
2
Participating with Poll Everywhere
How to vote via text messaging
From a text message
From any browser
7474443578
(code or keyword) <your
response>
How familiar are you with
A Framework for K-12 Science Education?
www.polleverywhere.com
Text a CODE to __________
Know it from cover to 271323
cover!
Have touched the content 271325
a few times.
Have heard of it but am not 271327
familiar with its content
What’s that? 371335
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Understanding the
Framework
A Framework for
K-12 Science Education
…is based on a rich and growing body of research
on teaching and learning in science. . .
 AAAS’s Benchmarks for Science Literacy (1993)
 National Science Education Standards (1996)
 Taking Science to School (2007)
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Current research on science learning
recommends…
 The next generation of science standards and
curricula … should be structured to identify a
few core ideas in a discipline and elaborate how
those ideas can be cumulatively developed over
grades K-8.
 Developers of curricula and standards should
present science as a process of building theories
and models using evidence, checking them for
consistency and coherence, and testing them
empirically.
Excerpts from Taking Science to School: Learning and Teaching Science in Grades K-8
8
The Framework
provides a coherent vision which includes:
• Limited number of core ideas
• Depth and coherence, not breadth of
coverage
• Core ideas revisited in increasing depth
and sophistication across years; focus
on connections
• Learners involved in practices that
develop, use, and refine the scientific
ideas, not “explain” the science for
students.
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Principles of The Framework
 Children are born investigators
 Understanding over time
 Science and Engineering require both
knowledge and practice
 Connecting to students’ interests and
experiences is essential
 Focusing on core ideas and practices
 Promoting equity
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3 Dimensions of the Framework
1. Scientific and Engineering Practices
2. Crosscutting Concepts
3. Disciplinary Core Ideas
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Science & Engineering Practices
How they work together…
Asking questions
and defining
problems
Using
mathematics and
computational
thinking
1
7
Developing and
using models
Planning and
carrying out
investigations
2
Analyzing and
interpreting data
6
Constructing
explanations and
designing
solutions
Engaging in
argument from
evidence
Obtaining,
evaluating, and
communicating
information
12
Crosscutting Concepts
Cause and Effect
Patterns
Scale and
Quantity
Systems
Change and
Stability
Structure and
Function
Matter and
Energy
13
Disciplinary Core Ideas
Physical Science
• PS1: Matter and its Interactions
• PS2: Motion and Stability: Forces and
Interactions
• PS3: Energy
• PS4: Waves and Their Applications in
Technologies for Information Transfer
Life Science
• LS1: From Molecules to Organisms:
Structure and Processes
• LS2: Ecosystems: Interactions, Energy, and
Dynamics
• LS3: Heredity: Inheritance and Variation of
Traits
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• LS4: Biological Evolution: Unity and Diversity
Disciplinary Core Ideas
Earth and Space Science
• ESS1: Earth’s Place in the Universe
• ESS2: Earth’s Systems
• ESS3: Earth and Human Activity
Engineering, Technology, and
Applications of Science
• ETS1: Engineering Design
• ETS2: Links Among Engineering, Technology,
Science, and Society
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Vision: Science for all students
 Science, engineering, and technology are
cultural achievements and a shared good
of humankind
 Science, engineering, and technology
permeate nearly every facet of modern life
 Understanding of science and engineering
is critical to participation in public policy
and good decision making
 More and more careers require knowledge
of science
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Prepared Graduate Defined
Possesses the
knowledge and
skills needed to
enroll and succeed
in credit-bearing,
first-year courses at
a two- or four-year
college, trade
school, technical
school, without the
need for
remediation.
Possesses the ability
to apply core
academic skills to
real-world situations
through collaboration
with peers in problem
solving, precision, and
punctuality in delivery
of a product, and has
a desire to be a lifelong learner.
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Experiencing the Framework
•
•
•
•
•
Anticipation Guide
Think – Pair – Share
Rubber Band
Investigation
Tuning Fork
Investigation
Index Card
18
https://getkahoot.com
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Lesson Debrief
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CCRS Teacher/Administrator Surveys
How prepared are teachers in
your school to teach CCRS to the
following groups of students?
(from Very Prepared to Not At All Prepared)
Students as a whole
English Language Learners
Students with Disabilities
Low-income Students
81%
61%
64%
75%
Academically At-Risk Students 75%
About 40% do not
feel prepared to
teach ELL students
and Students with
disabilities
Case Studies
A look into how the 3 Dimensions
of The Framework are woven
together in classroom instruction.
22
Next Steps
Target one Science & Engineering
Practice and…
•
one Crosscutting Concept to…
infuse into a lesson before returning to next
CCRS meeting.
•
•
•
Bring a reflection on:
What did you choose,
• How did you use it, and
• How do you think it went?
• Bring student work samples, if generated.
•
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Prepare to Share
Planning forward
• What will you recommend to your
team for how this should be shared
in your LEA?
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