Connecticut State Department of EducationConnecticut State Department of EducationBureau of Curriculum & InstructionBureau of Curriculum & Instruction

CONNECTING WITH CONNECTING WITH THE NEWTHE NEW

CORE CORE SCIENCE SCIENCE

CURRICULUM CURRICULUM FRAMEWORKFRAMEWORK

An Invitation for Students and An Invitation for Students and Teachers to Explore Science and Its Teachers to Explore Science and Its

Role in SocietyRole in Society

www.state.ct.us/sdewww.state.ct.us/sde

Presentation GoalPresentation Goal

To describe the underlying To describe the underlying beliefs, goals and format beliefs, goals and format of the new Science Core of the new Science Core Curriculum FrameworkCurriculum Framework

How Was The NewHow Was The NewFramework Developed?Framework Developed?

Fall 2002 to Summer 2003Fall 2002 to Summer 2003: 1: 1stst draft written draft written by committee of science educators.by committee of science educators.

October 2003October 2003: 1st draft reviewed and : 1st draft reviewed and edited by State Board of Education.edited by State Board of Education.

Fall 2003Fall 2003:: Expert review and edits by Expert review and edits by committees of science teachers and committees of science teachers and department chairs.department chairs.

Winter/Spring 2004: Winter/Spring 2004: On-line posting at On-line posting at www.state.ct.us/sdewww.state.ct.us/sde to solicit feedback to solicit feedback from school districts.from school districts.

Spring 2004Spring 2004: Suggested revisions and edits : Suggested revisions and edits incorporated.incorporated.

Spring 2004Spring 2004: 2: 2ndnd draft reviewed and edited draft reviewed and edited by teachers, university professors, by teachers, university professors, museum/nature center educators, and museum/nature center educators, and corporate scientists.corporate scientists.

October 2004October 2004: Framework approval by the : Framework approval by the State Board of Education. State Board of Education.

What Is The Role Of The What Is The Role Of The Science Framework?Science Framework?

Establish and articulate a Establish and articulate a common vision for science common vision for science education in Connecticuteducation in Connecticut

Identify the major science Identify the major science principles, concepts and principles, concepts and processes that processes that allall students should learnstudents should learn

Provide guidance to school Provide guidance to school districts as they make districts as they make decisions about their decisions about their science programsscience programs

Connections That Connections That Support LearningSupport Learning

STANDARDS: What Students

ShouldKnowCURRICULUM

INSTRUCTION

ASSESSMENT

District Scope & Sequence

District Summative & Classroom Formative Assessments

State Framework

State Summative CMT & CAPT

State: CCT & BEST

District: Professional Growth Plan & PD

Why Change Current Practice?Why Change Current Practice? IMPROVE STUDENT ACHIEVEMENTIMPROVE STUDENT ACHIEVEMENT

• CAPT-Science scores CAPT-Science scores • National NAEP science scores National NAEP science scores • International TIMSS science scoresInternational TIMSS science scores

INCREASE STUDENT INTERESTINCREASE STUDENT INTEREST• To learn more science in HS and collegeTo learn more science in HS and college• To enter science-related careersTo enter science-related careers• Alarming decline in # of US college students Alarming decline in # of US college students

majoring in sciencemajoring in science

ENHANCE SCIENCE LITERACYENHANCE SCIENCE LITERACY• citizens must be able to apply science knowledge citizens must be able to apply science knowledge

and reasoning skills to understand current and reasoning skills to understand current events and make informed decisions about social events and make informed decisions about social and personal issuesand personal issues

• All All students (not just future scientists) should students (not just future scientists) should have access to a rich & challenging science have access to a rich & challenging science curriculumcurriculum

GLOBAL ECONOMY & QUALITY OF LIFEGLOBAL ECONOMY & QUALITY OF LIFE• US needs more scientists and engineers to US needs more scientists and engineers to

remain globally competitive in biotechnology, remain globally competitive in biotechnology, energy production, agriculture, pharmaceuticals, energy production, agriculture, pharmaceuticals, etc.etc.

CURRENT RESEARCH ABOUT LEARNINGCURRENT RESEARCH ABOUT LEARNING• Importance of multisensory experiencesImportance of multisensory experiences• Connecting new learning to prior knowledgeConnecting new learning to prior knowledge• Placing learning in a relevant contextPlacing learning in a relevant context

NCLBNCLB & CLOSING THE ACHIEVEMENT GAP & CLOSING THE ACHIEVEMENT GAP• Raising expectations and accountabilityRaising expectations and accountability

How Does NCLB Influence How Does NCLB Influence The Science Framework?The Science Framework?MANDATES:MANDATES:1.1. States must define grade-by-States must define grade-by-

grade science learning grade science learning standardsstandards

2.2. A statewide science A statewide science assessment must be given assessment must be given once in elementary, middle once in elementary, middle and high schooland high school

3.3. All students in a grade must All students in a grade must take the same science test take the same science test

CONNECTICUT’S RESPONSE:CONNECTICUT’S RESPONSE:1.1. New core curriculum New core curriculum

frameworkframework

2.2. Statewide science tests at Statewide science tests at Grades 5, 8 and 10 assessing Grades 5, 8 and 10 assessing scientific reasoning and scientific reasoning and knowledge in life, physical and knowledge in life, physical and earth sciencesearth sciences

What Is The Framework’s Vision for What Is The Framework’s Vision for Science Education?Science Education?

To promote scientific literacy, conceptual To promote scientific literacy, conceptual understanding and science interest, understanding and science interest, school science should:school science should:

build on children's innate curiosity and build on children's innate curiosity and desire to make sense of desire to make sense of natural natural phenomenaphenomena

promote understanding of important promote understanding of important science concepts, principles and theories science concepts, principles and theories within a within a contextcontext that is relevant and that is relevant and engaging to studentsengaging to students

provide provide allall students with opportunities to students with opportunities to understand fundamental life, chemistry, understand fundamental life, chemistry, physics and earth science concepts at the physics and earth science concepts at the high school levelhigh school level

support students’ abilities to apply support students’ abilities to apply science knowledge and ways of thinking science knowledge and ways of thinking to access and analyze information and to access and analyze information and make informed decisions about personal make informed decisions about personal and societal and societal issuesissues

support all students’ support all students’ interest and interest and enthusiasmenthusiasm for learning about science for learning about science and pursuing studies and careers in and pursuing studies and careers in science, technology and engineeringscience, technology and engineering

How Are Framework How Are Framework Learning Goals Focused?Learning Goals Focused?

PreK-2PreK-2: : • Development of Development of wonderwonder about the natural about the natural

world and the ability to apply basic process world and the ability to apply basic process skillsskills

Grades 3-5Grades 3-5: : • Development of basic Development of basic descriptionsdescriptions of natural of natural

phenomena and the ability to perform simple phenomena and the ability to perform simple explorations explorations

Grades 6-8Grades 6-8::• Development of basic Development of basic explanationsexplanations for natural for natural

phenomena, and the ability to apply phenomena, and the ability to apply experimental procedures to acquire new experimental procedures to acquire new knowledge knowledge

Grades 9-10Grades 9-10::• Development of Development of interestinterest in global issues and in global issues and

the ability to collect, the ability to collect, analyzeanalyze and use data to and use data to explore and explore and explainexplain related science concepts related science concepts

Grade 11-12:Grade 11-12:• Development of Development of deep understandingdeep understanding of of

science concepts and principles; preparation science concepts and principles; preparation for future studies/careersfor future studies/careers

How Is The Framework How Is The Framework Document Structured?Document Structured?

INTRODUCTIONINTRODUCTION communicates framework underlying beliefs and communicates framework underlying beliefs and goals for science educationgoals for science education

USERS’ GUIDEUSERS’ GUIDE explains the presentation of information and the explains the presentation of information and the coding system.coding system.

GRADE-BY-GRADEGRADE-BY-GRADE learning expectations. These are intended as learning expectations. These are intended as GUIDELINES, NOT MANDATES, for curriculum developers. School GUIDELINES, NOT MANDATES, for curriculum developers. School districts may reorganize the standards at different grades, guided districts may reorganize the standards at different grades, guided by the developmental appropriateness of the concepts, by the developmental appropriateness of the concepts, connections among concepts, and the need to address them by connections among concepts, and the need to address them by the TESTING YEAR.the TESTING YEAR.

CONTENT STANDARDSCONTENT STANDARDS are narrative statements of science are narrative statements of science concepts that guide the development of a rich and rigorous concepts that guide the development of a rich and rigorous curriculumcurriculum. Content Standards include:. Content Standards include:

• A conceptual theme followed by an overarching guiding A conceptual theme followed by an overarching guiding question (italics)question (italics)

• The Content Standard, a broad conceptual statement, The Content Standard, a broad conceptual statement, identified with a numerical code, that serves as a general identified with a numerical code, that serves as a general learning goal for a unit of study (bold)learning goal for a unit of study (bold)

• One or two supportive concept statements that provide more One or two supportive concept statements that provide more specific information about the focus of the learning unit specific information about the focus of the learning unit (bullets)(bullets)

EXPECTED PERFORMANCESEXPECTED PERFORMANCES identify which main ideas from the identify which main ideas from the learning unit will be learning unit will be assessed assessed on statewide tests given at Grades on statewide tests given at Grades 5, 8 & 105, 8 & 10. .

SCIENTIFIC INQUIRY, LITERACY AND NUMERACYSCIENTIFIC INQUIRY, LITERACY AND NUMERACY standards standards are described separately, as developmentally appropriate, for are described separately, as developmentally appropriate, for gradespans preK-2, 3-5, 6-8 and 9-10. These are intended to be gradespans preK-2, 3-5, 6-8 and 9-10. These are intended to be learned and applied through the exploration of each of the learned and applied through the exploration of each of the Content Standards, rather than taught independently of the Content Standards, rather than taught independently of the science content.science content.

How Can School Districts Respond?How Can School Districts Respond?

ACCESS SCIENCE FRAMEWORK DOCUMENTS ON-LINE ACCESS SCIENCE FRAMEWORK DOCUMENTS ON-LINE www.state.ct.uswww.state.ct.us . Follow links to . Follow links to ““curriculum” & “science”curriculum” & “science”

Examine current science Examine current science programprogram: is there a : is there a clear picture of its purpose, process and clear picture of its purpose, process and product? How is success measured?product? How is success measured?

Examine district Examine district policypolicy regarding time regarding time allocated for science learning (especially K-5). allocated for science learning (especially K-5). Do the frequency and duration of class Do the frequency and duration of class sessions allow for hands-on inquiry?sessions allow for hands-on inquiry?

Identify Identify professional developmentprofessional development needs of needs of teachers (content, pedagogy, safety)teachers (content, pedagogy, safety)

Compare current district science Compare current district science curriculumcurriculum to to new framework; begin to identify content new framework; begin to identify content standards that are not currently addressed by standards that are not currently addressed by specified TESTING YEARS (i.e., Grades 5, 8 and specified TESTING YEARS (i.e., Grades 5, 8 and 10)10)

Consider current Consider current instructional materialsinstructional materials in in relation to new performance expectations. Do relation to new performance expectations. Do they provide opportunities to explore they provide opportunities to explore questions by collecting and analyzing data? Is questions by collecting and analyzing data? Is there administrative, community and there administrative, community and materials support for updating and materials support for updating and maintaining materials?maintaining materials?

Develop a district Develop a district curriculumcurriculum that will include that will include specific learning objectives, activities and specific learning objectives, activities and assessments aligned with framework vision assessments aligned with framework vision and guidelines.and guidelines.

Need More Info?Need More Info?

www.state.ct.us/sdewww.state.ct.us/sde

SDE SCIENCE CURRICULUM CONTACTS:SDE SCIENCE CURRICULUM CONTACTS:

High School Science EducationHigh School Science Education

Dr. Michal LomaskDr. Michal Lomask

860-713-6815860-713-6815

Michal.lomask@po.state.ct.usMichal.lomask@po.state.ct.us

K-8 Science Education:K-8 Science Education:

Liz ButtnerLiz Buttner

860-713-6849860-713-6849elizabeth.buttner@po.state.ct.uselizabeth.buttner@po.state.ct.us