1. Understanding 2014 Science Standards
Structured Investigations of the Science Standards Institute (SISSI)
August 4-7, 2014

2. The Progression South Carolina Academic Standards and
Performance Indicators for Science

4. 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).

5. 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).

6. 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

7. Dimensions of the Framework
Science and Engineering Practices (SEPs)
CrossCutting Concepts (CCCs)
Disciplinary Core Ideas

8. Science and Engineering Practices (SEPs)
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

9. CrossCutting Concepts (CCCs)
Patterns
Cause and effect: Mechanism and explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change

10. 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

11. 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

12. Disciplinary Core Ideas
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity

13. Disciplinary Core Ideas
Engineering, Technology, and Applications of Science
ETS1: Engineering design
ETS2: Links among engineering, technology, science, and society

14. Released April 10th, 2013
26-state consortium

15. Approved by the State Board of Education on January 8, 2014
South Carolina Academic Standards and
Performance Indicators for Science
Approved by the State Board of Education on January 8, 2014
Approved by the Education Oversight Committee on February 10, 2014.
Implementation in the academic year.

16. 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

17. 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

18. South Carolina Science and Engineering Practices (SEPs)
Ask questions and define problems Asking questions (for science) and defining problems (for engineering)
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 from evidence
Obtain, evaluate, and communicate information

19. South Carolina Science and Engineering Practices (SEPs)
Part B
4th Disciplinary Core Idea from Framework
Engineering, Technology, and Applications of Science

20. 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?
The revised South Carolina Academic Standards and Performance Indicators for Science (2014) incorporate the science and engineering practices identified in A Framework for Science Education (NRC, 2012).

21. SEPs Essential Question
Why Science and Engineering Practices? What happened to Inquiry?
The revised South Carolina Academic Standards and Performance Indicators for Science (2014) incorporate the science and engineering practices identified in A Framework for Science Education (NRC, 2012).

22. 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.

23. 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

24. SEPs Essential Question
How do the practices of scientists compare with those of engineers?
The revised South Carolina Academic Standards and Performance Indicators for Science (2014) incorporate the science and engineering practices identified in A Framework for Science Education (NRC, 2012).

25. 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)

26. 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

27. 1. Ask Questions and Define Problems
Science
Engineering
Begins with a question about a phenomenon
Begins with a problem, need or desire

28. 2. Develop and Use Models Science Engineering
Uses models to develop explanations
Uses models to analyze and test systems

29. 3. Plan and Conduct Investigations
Science
Engineering
Uses investigations to gain data
Develop new theories
Test and revise existing theories
Uses investigations to gain data
Specify design parameters
Test designs

30. 4. Analyze and Interpret Data
Science
Engineering
Analyzes and interprets data to derive meaning
Use a range of tools to identify features and patterns
Analyzes and interprets data to determine how well a design meets criteria
Use a range of tools to identify features and patterns

31. 5. Use Mathematics and Computational Thinking
Science
Engineering
Represent physical variables
Enable predictions of physical systems
Integral part of design
Develop, test and improve designs

32. 6. Construct Explanations and Design Solutions
Science
Engineering
Understanding our world
Construct theories to explain phenomenon
Solving problems in our world
Construct designs to solve problems
Based on scientific knowledge

33. 7. Engage in Argument from Evidence
Science
Engineering
Identifying strengths and weaknesses in reasoning
Examine understanding in light of evidence
Collaborate with peers to search for explanations
Finding the best possible solution
Compare alternatives
Collaborate with peers to select most promising solution

34. 8. Obtain, Evaluate, and Communicate Information
Science
Engineering
Derive meaning from scientific sources
Evaluate scientific validity
Communicate findings
Derive meaning from the work of others
Compare alternatives
Communicate solutions

35. SEPs Essential Question
How are the SEPs arranged in the 2014 Standards and Performance Indicators?
The revised South Carolina Academic Standards and Performance Indicators for Science (2014) incorporate the science and engineering practices identified in A Framework for Science Education (NRC, 2012).

36. 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

37. 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

38. SEPs Essential Question
How are the SEPs developed through the grades from kindergarten to high school?
The revised South Carolina Academic Standards and Performance Indicators for Science (2014) incorporate the science and engineering practices identified in A Framework for Science Education (NRC, 2012).

39. Scientific Inquiry vs SEPs
2014 Science and Engineering Practices
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

40. Ask questions and define problems
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 to (1) generate hypotheses for scientific investigations or (2) refine models, explanations, or designs.
6-8
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.
B, C, P, E
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.

41. Develop and use models
K-12
Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

42. Plan and conduct investigationsK
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 make qualitative observations and take nonstandard 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.
3-4
Plan and conduct scientific investigations to answer questions, test predictions and develop explanations: (1) formulate scientific questions and predict possible outcomes, (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.
5-8
Plan and conduct controlled 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.
B, C, P, E
Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, 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.

43. Analyze and interpret data
K-3
Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings. 4
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 meaning or (2) support explanations, claims, or designs. 5
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 meaning or (2) support hypotheses, explanations, claims, or designs.
6-8
Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.
B, C, P, E
Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.

44. Use mathematical and computational thinking
Use mathematical thinking to (1) recognize and express quantitative observations, (2) collect and analyze data, or (3) understand patterns and relationships. 1
Use mathematical and computational thinking to (1) recognize and express quantitative observations, (2) collect and analyze data, or (3) understand patterns and relationships.
2-3
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. 4
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. 5
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.
6-8
B, C, P, E
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.

45. Construct explanations and design solutionsK
Construct explanations of phenomena using (1) student-generated observations and measurements, (2) results of investigations, or (3) data communicated in graphs, tables, or diagrams.
1-2
Construct explanations of phenomena using (1) student-generated 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.
6-8
B, C, P, E
Construct explanations of phenomena using (1) primary or secondary 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.

46. Engage in scientific argument from evidenceK
Construct scientific arguments to support explanations using evidence from observations or data collected.
1-2
Construct scientific arguments to support claims or explanations using evidence from observations or data collected.
3-5
Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
6-8
Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
B, C, P, E
Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts.

47. 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. 5
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, explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language.
6-8
B, C, P, E
Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

48. Engineering Design K-2 3-5 6-8 B, C, P, E
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.
3-5
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.
6-8
B, C, P, E
Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria 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.

49. 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

50. 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.”

51. How do the CCSS and Science Standards compare?
The Common Core State Standards ARE NOT the SC Science Standards and Performance Indicators
The CCSS complement the Science Standards
Two different tests
Two different sets of knowledge and skills

52. 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.) Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
Michaels, S., A. Shouse, and H. Schweingruber Read, Set, Science!: Putting research to work in K-8 science classrooms. Washington, DC: National Academies Press.
National Research Council (NRC) 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.

53. Some content from: (SC)2 Professional Development Day February 21, 2014 by Dana M Hutto Education Consultant