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CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
2016 Revision of the
CA Science Framework
California Science
Education Conference
October 21, 2016
Palm Springs, CA
TOM TORLAKSON State Superintendent
of Public Instruction
2016 Revision of the
CA Science Framework
• Stephanie Gregson, Ed.D., Director, Curriculum Frameworks & Instructional Resources Division
• Bryan Boyd, Ed.D., Lead Consultant, Curriculum Frameworks & Instructional Resources Division
• Matthew d’Alessio, Ph.D., Associate Professor, California State University Northridge
2
TOM TORLAKSON State Superintendent
of Public Instruction
2016 Revision of the
CA Science Framework
Update on the revision and approval
process of the CA Science
Framework
Guidance to support implementation
in the field
3
TOM TORLAKSON State Superintendent
of Public Instruction
4
http://instapage-static-page.s3.amazonaws.com/85fd08db/886203/try.oldschoolvalue.com/stock-ideas-sites/1ksbk28-funnel-original.png
Who contributed to the draft
CA Science Framework?
Writers CDE
Staff
Professional
Organizations
(including CSTA!) The field
TOM TORLAKSON State Superintendent
of Public Instruction
Science Curriculum Framework
Committee (CFCC)
5
13 Teachers
3 District Staff
2 Professional Developers
2 College Professors
TOM TORLAKSON State Superintendent
of Public Instruction
6
3,031 individual suggestions
“The entire document needs to
be more concise.”
“Correct spelling of ‘students’
(currently 'studenst') on page
145, paragraph 2, line 3.
Public Comment was integral.
TOM TORLAKSON State Superintendent
of Public Instruction
7
Three-dimensional
Coherent across the curriculum
Relevant to local communities and student interests
What Guided the Organization
and Content of the
CA Science Framework?
TOM TORLAKSON State Superintendent
of Public Instruction
Handout #2
Instructional Shifts
Chapter 9: Instructional Strategies
Table 9 1. Instructional Shifts
Required by the CA NGSS
• With a partner, discuss the
impact of how two or three of
these examples will impact
current science instruction. 8
TOM TORLAKSON State Superintendent
of Public Instruction
What are New Features of
the CA Science Framework?
• Snapshots and vignettes
• Links to resources and Web sites
for additional support
• Connections to other standards:
CA CCSS for ELA/Literacy, CA
CCSS for Mathematics, and the
CA ELD Standards.
9
TOM TORLAKSON State Superintendent
of Public Instruction
What are New Features of
the CA Science Framework?
• Engineering Connections
• Integration of the Environmental
Principles and Concepts (EP&Cs)
10
Define Problem
Develop solutions
Optimize
TOM TORLAKSON State Superintendent
of Public Instruction
Handout #3 Engineering Connections
With a person next to you discuss
the following:
• What are the students doing?
• How could you apply this to your
current practice?
11
TOM TORLAKSON State Superintendent
of Public Instruction
Chapter 1
Overview of the California Next
Generation Science Standards
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Prepare Future Citizens
and Future Scientists
and beyond…
TOM TORLAKSON State Superintendent
of Public Instruction
Grade-Span Chapters 2–6
At-A-Glance
Grade-Span Grade-Level
Introduction Sections
• Introduction of the grade span
• Overview of the grade
• Outline of the instructional segments
13
TOM TORLAKSON State Superintendent
of Public Instruction
We bundled PEs from each grade into
“Instructional Segments”
14
TOM TORLAKSON State Superintendent
of Public Instruction
The two most useful
resources I used when writing
the Framework:
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5. Energy and matter: Flow, cycles and conservation.
Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
Primary School (Grades K-2) Elementary School (Grades 3-5) Middle School (Grades 6-8) High School (Grades 9-12)
Students observe objects may break into smaller
pieces, be put together into larger pieces, or change
shapes.
Students learn matter is made of particles and energy
can be transferred in various ways and between objects.
Students observe the conservation of matter by tracking
matter flows and cycles before and after processes and
recognizing the total weight of substances does not
change.
Students learn matter is conserved because atoms are
conserved in physical and chemical processes. They also
learn within a natural or designed system, the transfer of
energy drives the motion and/or cycling of matter. Energy
may take different forms (e.g. energy in fields, thermal
energy, energy of motion). The transfer of energy can be
tracked as energy flows through a designed or natural
system.
Students learn that the total amount of energy and matter
in closed systems is conserved. They can describe
changes of energy and matter in a system in terms of
energy and matter flows into, out of, and within that
system. They also learn that energy cannot be created or
destroyed. It only moves between one place and another
place, between objects and/or fields, or between
systems. Energy drives the cycling of matter within and
between systems. In nuclear processes, atoms are not
conserved, but the total number of protons plus neutrons
is conserved.
Progressions
Evidence
Statements
(NGSS Appendices D, E, F) Framework Appendix 1
Achieve Web site:
http://nextgenscience.org/evidence-statements
As stated in standards Simplified for K-2
Asking questions (science) / Defining problems (engineering)
Wondering (science) / Deciding the 'rules' (engineering)
Developing and using models Drawing diagrams, building models, and coming up with ways to think about how things work
Planning and carrying out investigations Doing ‘exploriments’
Analyzing and interpreting data Comparing and looking for patterns
Using mathematical and computational thinking Counting and measuring
Constructing explanations (science) / designing solutions (engineering)
Describing what happened (science) / Tinkering (engineering)
Engaging in argument from evidence "I think ____ because I see or know ____."
Obtaining, evaluating, and communicating information
Writing and talking about what we know, Reading and understanding to find out new things (ELA connections)
Age Appropriate Science & Engineering Practices K-2
Introduced in
Middle School
Added
Complexity in
High School
Concept Maps of DCIs showing how content builds from
Middle to High School
The Northridge earthquake triggered more than 11,000 landslides simultaneously.
(CC-BY) by B. Garrett, http://www.flickr.com/photos/billgarrett-newagecrap/11144123964/ https://pubs.usgs.gov/of/1995/ofr-95-0213/EFFECTS.HTML
What does a good phenomenon look like in CA NGSS?
Bare soil
exposed by
landslides
Dust thrown up by
landslides
Physical Science
Earth Science
Life Science
Engineering
(CC-BY-SA) by Dave Dunford, https://commons.wikimedia.org/wiki/File:Landslide,_Black_Clough_-_geograph.org.uk_-_175772.jpg; http://www.discoverearthlife.com/landslide-causes-and-mitigations/; (CC-BY-SA) by Eurico Zimbres, https://en.wikipedia.org/wiki/Retaining_wall#/media/File:Anchored_wall.jpg; (CC-BY-SA) by Wilson44691,
https://en.wikipedia.org/wiki/Soil_erosion#/media/File:Dead_Sea_Coastal_Erosion_March_2012.JPG
Integrated Science: Understanding the scope of the problem involves all four disciplines of CA
NGSS.
What are the forces
involved?
How is Earth’s surface
reshaped by interactions
between different
Earth systems?
How can we mitigate this
hazard?
How does the ecosystem respond?
Topography Image Slope
Steepness Rock
Strength
? Where will landslides be worst?
Give students an authentic question
Dreyfus, Rafje, and Jibson 2013 – https://profile.usgs.gov/myscience/upload_folder/ci2015Mar1616002242737109-Northridge%20models,%20ENGEO.pdf
middle school
college & career
Year 1
Year 2
Year 3
Year 4
Physics in the Universe
Chemistry of the
Earth System
Living Earth
Chemistry
Biology
Physics
Earth & Space
Science
Order of courses is NOT
prescribed
Order of courses is NOT
prescribed
More integration of science disciplines
Every Science,
Every Year
3 Year Model
ESS Integration
3 Course Model
Discipline
Specific
4 Course Model
Planetary Motion
Spectra
Star Stuff
Origins of our
Universe
Radiometric Dating
Nuclear
Processes Fusio
n
Decay
Electromagnetic
Spectrum
Gravity
Forces &
Motion Forces at a
distance
Earthquake Waves
Wave
propagatio
n
Seafloor age
evidence of plate
tectonics
Energy
Conversion
Gravity
Fission
Physics in the Universe
3 course model
Each course follows a well
considered conceptual flow.
TOM TORLAKSON State Superintendent
of Public Instruction
Chapter 7
Assessment
23
• Purpose of assessment
• Statewide science assessment
• Assessing three-dimensional learning
Performance tasks
Strategies for three-dimensional
assessment
TOM TORLAKSON State Superintendent
of Public Instruction
Chapter 8
Access and Equity
24
TOM TORLAKSON State Superintendent
of Public Instruction
Chapter 9
Instructional Strategies for
the Next Generation Science
25
TOM TORLAKSON State Superintendent
of Public Instruction
Handout #4 (Part 1)
Instructional Strategy Snapshot:
Scientific Methods and the Nature
of Science
Part 1: Before the CA NGSS
1. Read the snapshot
2. Provide suggestions for Ms. A
3. Share your ideas with a neighbor
26
TOM TORLAKSON State Superintendent
of Public Instruction
Handout #4 Part 2
Part 2: After the CA NGSS
1. Read the rest of the snapshot
2. Compare your suggestions with
Part 2 of the Snapshot
3. Share your ideas with a neighbor
27
TOM TORLAKSON State Superintendent
of Public Instruction
Chapter 10
Implementing High-Quality
Science Instruction
• Implementing within a collaborative
culture
• Professional learning, including
sources, research, and critical
content
• Leadership and professional
collaboration
• Other programs of support (e.g.,
libraries, extended learning, parents
and families) 28
TOM TORLAKSON State Superintendent
of Public Instruction
Chapter 11
Criteria for Evaluating
Instructional Materials
29
TOM TORLAKSON State Superintendent
of Public Instruction
What are the next steps for CA
Science Framework?
• Second 60-day field review
concluded on August 29,2016.
• SBE action in November 2016
• Rollout plan and guidance for
districts and the field
• Prepare the draft CA Science
Framework for publication
• CA Science Framework Executive
Summary
30
TOM TORLAKSON State Superintendent
of Public Instruction
Where can I find the CA
Science Framework?
CA Science Framework
http://www.cde.ca.gov/ci/sc/cf/
CA NGSS
http://www.cde.ca.gov/pd/ca/sc/ngsssta
ndards.asp
31
TOM TORLAKSON State Superintendent
of Public Instruction
Questions on the
CA Science Framework?
Stephanie Gregson, Ed.D., Director
sgregson@cde.ca.gov
916-319-0663
Bryan Boyd, Ed.D., Lead Consultant
bboyd@cde.ca.gov
916-445-4910
32
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