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

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) 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

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

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

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 2014-15 academic year.

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) 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

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? 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).

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).

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? 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).

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 Engineering Begins with a question about a phenomenon Begins with a problem, need or desire

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

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

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

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

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

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

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

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).

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? 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).

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

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.

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.

Plan and conduct investigations K 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.

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.

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.

Construct explanations and design solutions K 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.

Engage in scientific argument from evidence K 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.

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.

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.

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.”

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

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