1. Arizona Science Standards
Created By Angela Eaton
April 2019

2. Objective TAP Connection
At the end of the Clusters, teachers will begin to develop understanding of the new science standards
-research behind change in Arizona science standards
-identify the 3 dimensions of science
Instructional plans
Goals align to state standards
Assessments
Align to state standards
Standards and Objectives

3. Arizona Science Standards
*Adopted in October 2018
*Developed from large body of Science Research, specifically
-A Framework for K-12 Science Education
-Working with Big Ideas of Science Education
*Heart of research
Students should learn science by doing science
*Next Generation standards follow same research of Framework
In October of 2018, the Arizona State Board of Education Adopted new Arizona Science State Standards. The newly adopted standards were developed on a large body of research for teaching and learning Science. Specific research tools for developing standards included: A Framework for K-12 Science Education and Working with Big Ideas of Science Education. Heart of this research is that students should learn science by doing science!

4. 3 Dimensions of Science Instruction
The Standards are organized between 3 dimensions using the research from A Framework for K-12 Science Education. The 3 dimensions are Science and Engineering Practice, Crosscutting concepts, and core ideas

5. Dimension 1: Science and Engineering Practices
*Describe process on how scientists engage in as they investigate and build models and theories about the natural world
*Describe how engineers design and build systems
The 1st dimension outlined in the framework is the Science and Engineering Practices.The science and engineering practices describe a process on how scientists investigate and build models and theories of the natural world or how engineers design and build systems.

6. Science and Engineering Practices
There are 8 science and engineering practices
Page 4 of Science Standards
8 practices as identified in A Framework for K-12 Science Education

7. Science and Engineering Practices
*Asking Questions and Defining Problems
The 1st dimension outlined in the framework is the Science and Engineering Practices. These describe behaviors on how ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, obtain evaluate and communicate information.

8. Science and Engineering Practices *Developing and Using Models
The 1st dimension outlined in the framework is the Science and Engineering Practices/ These describe behaviors on how scientist ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, obtain evaluate and communicate information

9. Science and Engineering Practices
*Planning and Carrying Out Investigations
The 1st dimension outlined in the framework is the Science and Engineering Practices/ These describe behaviors on how scientist ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, obtain evaluate and communicate information

10. Science and Engineering Practices *Analyzing and interpreting data
The 1st dimension outlined in the framework is the Science and Engineering Practices/ These describe behaviors on how scientist ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, obtain evaluate and communicate information

11. Science and Engineering Practices
*Using Mathematics and Computational Thinking
The 1st dimension outlined in the framework is the Science and Engineering Practices/ These describe behaviors on how scientist ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, obtain evaluate and communicate information

12. Science and Engineering Practices
*Constructing and Explanations and Designing Solutions
The 1st dimension outlined in the framework is the Science and Engineering Practices/ These describe behaviors on how scientist ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, obtain evaluate and communicate information

13. Science and Engineering Practices *Engaging in argument from evidence
The 1st dimension outlined in the framework is the Science and Engineering Practices/ These describe behaviors on how scientist ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, obtain evaluate and communicate information

14. Science and Engineering Practices
*Obtaining evaluating and communicating information

15. BIG IDEA for Dimension 1 (The Science and Engineering Practices):
*Science and Engineering practices is what students DO during science
The pages numbers correlate to Framework Research (not standards)

16. Science and Engineering Practices
*Pages of Science Standards and discuss the science and engineering practices
JIGSAW- Each take one Science and Engineering Practice and share finding
-see both examples
General definition
K Progression

17. Dimension 2: Crosscutting Concepts
*bridge science with other disciplines and connect core ideas and practices
*purpose is help students deepen understanding of the core ideas in the standards and develop coherent and scientifically based view of the world.
There are 7 cross cutting concepts which include patterns, cause and effect, structure and function, systems and system models, stability and change, scale/proportion/quantity and energy/matter. The cross cutting concepts bridge science with other disciplines and connect ideas and practices. The Framework for K-12 Science Education emphasises of using the cross cutting concepts from sole teacher use to students use. That way, students internalize these tools (cause and effect/patterns) and apply into other concepts for future use.

18. BIG IDEA for Dimension 2 (Cross Cutting Concepts):
*Cross Cutting Concepts is what students SHOW during science

19. Dimension 2: Crosscutting Concepts
Page 5 Overview of Cross Cutting Concepts
Pages Appendix 1
Page 5 of Science Standards describes the Crosscutting concepts and Appendix 1 gives further explanation. Please pause video and look over cross cutting concepts

20. Dimension 3: Core Ideas 13 Core Ideas in Science and Engineering
Knowing Science (10)
*Physical
*Earth and Space Science
*Life Science
Using Science (3)
*Specific to Arizona
There are 10 core ideas for Knowing Science
Physical Science (4)
Earth and Space Science (2)
Life Science (4)
Using Science- Only specific to Arizona (not framework or Next Generation Standards)
U1= from scientist perspective
U2= from engineer persepctive
U3 from ethical, social, economic and/political implications

21. BIG IDEA for Dimension 3 (The Core Ideas):
*The Core Ideas are what students KNOW & USE during science
Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena.
U1= from scientist perspective
U2= from engineer perspective
U3 from ethical, social, economic and/political implications

22. Dimension 3: Core Ideas Read Core Ideas Page 6 Appendix 3 Pages 36-38
Distribution of Standards

23. Distribution of Core Ideas in Grades K-12

24. Distribution of USING Science Core Ideas Grades 3-5 Standards
U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.
U2: The knowledge produced by science is used in engineering and technologies to create products.
U3: Applications of science often have both positive and negative ethical, social, economic, and political implications.
P1: All matter in the Universe is made of very small particles.
5.P1U1.1
5.P1U1.2
P2: Objects can affect other objects at a distance.
3.P2U1.1
3.P2U1.2
4.P2U1.3
5.P2U1.3
P3: Changing the movement of an object requires a net force to be acting on it.
5.P3U1.4
5.P3U2.5
P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.
3.P4U1.3
4.P4U1.1
4.P4U1.2
5.P4U1.6
4.P4U3.4
E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.
3.E1U1.4
4.E1U1.5
4.E1U1.6
4.E1U1.7
4.E1U1.8
4.E1U2.10
4.E1U3.9
E2: The Earth and our solar system are a very small part of one of many galaxies within the Universe.
5.E2U1.7
5.E2U1.8
L1: Organisms are organized on a cellular basis and have a finite life span.
3.L1U1.5
L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
3.L2U1.6
3.L2U1.7
3.L2U1.8
L3: Genetic information is passed down from one generation of organisms to another.
5.L3U1.9
5.L3U1.10
L4: The unity and diversity of organisms, living and extinct, is the result of evolution.
4.L4U1.11
5.L4U3.11
5.L4U3.12
Distribution of USING Science Core Ideas Grades 3-5 Standards

25. 3 Dimensions of Science in Action
Arizona changed math standards...mirrored common core but not exact
Arizona changed science standards….mirrored Next Generation Science Standards but not exact
Same idea in math...not just one way to solve. We have more than one way. Math mathematical practices allow us to dig deeper. (MP Reason abstractly, model with mathematics) Looking at the bigger picture of WHY

26. Resources Next Generation Standards Storylines

27. Next Generation Standards Storylines

28. CK-12 https://www.commonsense.org/education/website/ck-12
Subjects...library

29. Please note the timeline for implementation of the new science standards and science assessment is tentative. As the implementation process evolves, ADE will solicit input from various stakeholders and share information regarding updates as necessary

30. Ticket Out
*What questions do you have about the Science Standards?
*How might I further support your learning?

31. How to Read Standard Start at 8:10
How to Read Code