The Science Content Standards for California Public Schools

Jeremy Amarant

Palmdale School District

in cooperation with

Dr. Michael P. KlentschyLaurie Thompson

Through grants from the NSF

http://www.cde.ca.gov/be/st/

Achieved Curriculum

Intended Curriculum

Implemented Curriculum

Not Aligned

The Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve represents the content of science education and includes the essential skills and knowledge students will need to be scientifically literate citizens in the twenty-first century. By adopting these standards, the State Board of Education affirms its commitment to provide a world-class science education for all California students. These standards reflect the diligent work and commitment of the Commission for the Establishment of Academic Content and Performance Standards (Academic Standards Commission) and the commission's Science Committee to define the common academic content of science education at every grade level.

Glenn T. Seaborg, one of the great scientific minds of this time and of all times, chaired the Academic Standards Commission's Science Committee. In "A Letter to a Young Scientist," Dr. Seaborg said, "Science is an organized body of knowledge and a method of proceeding to an extension of this knowledge by hypothesis and experiment."1 The National Science Education Standards reflects this view of science and the balance between the "body of knowledge" and the "method" of scientific inquiry.2 The standards provide the opportunity to make substantial and significant improvements in California's education system.

The Science Content Standards serves as the basis of statewide student assessments, the science curriculum framework, and the evaluation of instructional materials. The Science Framework for California Public Schools aligns with the standards. The framework suggests ways in which to use the standards and make connections within and across grades; it also provides guidance for instructional planning. However, the standards do not prescribe the methods of instruction. Students should have the opportunity to learn science by receiving direct instruction, by reading textbooks and supplemental materials, by solving standards-based problems, and by doing laboratory investigations and experiments. The Investigation and Experimentation standards should be integral to, and directly and specifically support, the teaching of the content strands and disciplines.

Grade 5, Standard 5

• 1.The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept:– 1.Students know the Sun, an average star, is the central and

largest body in the solar system and is composed primarily of hydrogen and helium.

– 2.Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.

– 3.Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.

Framework 5 - 1

• The Sun is about one million times the volume of Earth. Its mass can be calculated from the shapes of the planetary orbits, which result from the gravitational attraction between the Sun and its planets. The fusion of hydrogen to helium produces most of the Sun’s energy.

Framework 5 - 2

• The solar system comprises nine planets, in the following order from the Sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. Most of the planets have moons in orbit about them, but only Earth’s moon is visible to the unaided eye. Asteroids and comets are small bodies, most of which are in irregular orbits about the Sun. Many science texts and Web sites provide information and photographs of objects in the solar system that are collected from NASA’s planetary, comet, and asteroid missions and from the use of Earth and space telescopes.

Framework 5 - 3• Planets move in elliptical but nearly circular orbits around

the Sun just as the Moon moves in a nearly circular orbit around Earth. Each object in the solar system would move in a straight line if it were not pulled or pushed by a force. Gravity causes a pull, or attraction, between the mass (matter) of each of the planets and the mass (matter) of the Sun. This pull is what continually deflects a planet’s path toward the Sun and produces its orbit. Students may wonder why the pull of gravity does not cause the planets to ﾒ fall ﾓ into the Sun or the Moon into Earth. One explanation is that the planets and Moon are in fact falling, but they are also moving very fast to the side.

Framework 5 - 3 cont.

• As the Moon is pulled toward Earth, it also moves forward creating the curved path of its orbit. Thus the Moon is constantly falling, but the downward and sideways motions are exactly balanced so that the Moon never gets closer to or farther away from Earth. In the same way the planets are maintained in orbits around the Sun. Understanding that gravity exists in outer space may be made more difficult by the images of astronauts floating weightless in their capsules. When these pictures are taken, the astronauts are in orbit around Earth and are essentially free-falling (just like the Moon).

Problems

• The “No Child Left Behind” act holds schools accountable for all standards: English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts.

• While English Language Arts and Mathematics are tested every year, others are tested only at certain grade levels, i.e. Science is tested at grades 5, 8, 10, or they are not tested at all.

Problems

• Multiple Subjects Teachers do not have a strong science background

• The test does not test investigation and experimentation

• Etcetera, etcetera, etcetera…

What can be done?

• We are using a system of scaffolding guided inquiry that uses a process of self contained lessons and a journaling process.

Achieved Curriculum

Intended Curriculum

Implemented Curriculum

Intended Curriculum

Implemented Curriculum

Achieved Curriculum

Marzano (2001)

Scaffolding Guided Inquiry

Not AlignedAligned

Why Science Notebooks• Provides an expanded opportunity through writing to make meaning from

experiences

• Best Record of

– Lesson/Unit Implementation

– Student Performance

• Quality of communication

• Conceptual and/or

procedural understanding

This also is English Language Arts!

LESSON DESIGN BLUEPRINT – THE INTERNAL FRAMEWORK

INTENDED CURICULUM BIG IDEA – Make public LESSON CONTENT GOALS GUIDING QUESTIONS 1. 1. Make public 2. 2. Standard Addressed

• Student attitude goals

• Science process skills

• Research

-based teaching strategies

• Multidisciplinary connections

• Working word wall

IMPLEMENTED CURRICULUM ENGAGING SCENARIO Real -world narrative FOCUS QUESTION Connects scenario to content goals. PREDICTION I think or predict that ________________because_____. If _____then _____because_____. PLANNING • What should be changed (independent variable)? • What should be the same (contro lled variables)? • What kind of effect should be observed/measured (dependent variable)? • Material/tools? • Data organizer INVESTIGATION –enter data in notebook MAKING MEANING CONFERENCE Class organizer –thinking made visib le Analyzing trends and patterns in data CLAIMS AND EVIDENCE Explanation/conclusion with evidence Application examples CLOSURE - Discussion • New questions, next steps? • Revisit predictions & Big Idea REFLECTION • Prediction - supported or revised? How ? • Relate claims of this lesson to Big Idea

ACHIEVED CURRICULUM Feedback Guide

NOTEBOOK ENTRIES

FOCUS QUESTION PREDICTION PLANNING -Procedures -Materials -Data Organizer CLAIMS AND EVIDENCE REFLECTION

Making Standards Work

1. Power Standards

2. “Unwrap” the Standards

3. Determine the Big Ideas

4. Write the Essential Questions

5. Decide the Learning Tasks

6. Find Connections

7. Plan an Engaging Scenario or “Hook”

8. Write a Scoring Guide

(Reeves, 2002)

Intended Curriculum

• Big Idea

• Lesson Content Goals and Guiding Questions

• Standard being addressed

GUIDING QUESTIONS

1) Using a wire, a battery and a bulb, what does it require to light the bulb? What is the role of the battery, the bulb and the wire?

1) Using a wire, a battery and a bulb, what does it require to light the bulb? What is the role of the battery, the bulb and the wire?

1) It requires a complete loop (circuit from one end of an energy source (battery) through an energy receiver (bulb) and return to the other end of the battery to light the bulb. The wire (energy conductor) is the pathway for the energy to flow between the energy source and the energy receiver.

1) It requires a complete loop (circuit from one end of an energy source (battery) through an energy receiver (bulb) and return to the other end of the battery to light the bulb. The wire (energy conductor) is the pathway for the energy to flow between the energy source and the energy receiver.

2) A closed circuit is a complete loop that allows electricity to flow; an open circuit does not make a complete loop and the electricity will not flow.

2) A closed circuit is a complete loop that allows electricity to flow; an open circuit does not make a complete loop and the electricity will not flow.

2) What are the differences between an open and closed circuit?

2) What are the differences between an open and closed circuit?

LESSON CONTENT GOALS

IMPLEMENTED CURRICULUM• Engaging scenario• Focus Question• Prediction• Data• Claims and

Evidence• Conclusion• Reflection

• Engaging scenario• Focus Question• Prediction• Data• Claims and

Evidence• Conclusion• Reflection

Engaging Scenario You are out on a hike and accidentally

slide down the side of a small gorge. It is too steep to climb back up and the only way you might get out is to go through a cave. The good news is that it is possible to find your way out. The bad news is that you don’t have a light to see as you forgot your flashlight.

Engaging ScenarioYou find some objects in your backpack

that may help you.

• A small bulb

• Wire

• A battery

Focus Question

Criteria

• Provides students a role

• Is a simple question directly related to the scenario that can be investigated with results that can be communicated.

• Cannot be answered “yes” or “no”.

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

Prediction Gives students a stake in the results

• Write a prediction describing what you think will happen

• Conditional statements

If ………. then …….. will happen because…..or I think ……. will happen because ……

2ND NOTEBOOK ENTRY

Planning

“Organization is what you do before you do something. So when you do it, it’s not all mixed up.”

A.A. Milne aka Winnie the Pooh

Planning Steps

• Procedures– What should be changed?

(independent variable)– What should be kept the same?

(controlled variable)– What kind of effect will be observed/measured?

(dependent variable)

• Materials

• Data Organizer

Task• Diagram at least three ways to light the

bulb

• Diagram at least three ways the bulb did not light

• Accurately label your diagrams.

Things to consider

• How are you going to organize your diagrams? (data)

Data Organizer ?

Symbols to Use in Your Diagrams

Light Bulb Wire

+

-

Battery

l

Making Meaning Conference

• Planned discussion that uses an organizer to make thinking visible.

• Discussion Points – Guiding Questions.

1. Using a wire, a battery and a bulb, what does it require to light the bulb? What is the role of the battery, the bulb, and the wire? (What were you going to observe or measure)

2. What are the differences between a closed (a circuit that lights the bulb) and an open (a circuit that does not light the bulb) circuit? What is your evidence?

Examining Your Data

• Look at your diagrams showing when the bulb did not light– Where did the wire touch the bulb?– Where did the bulb touch the battery?

Examining Your Data• What claims can you make about the ways

the bulb did not light?

• What was your evidence?

I claim the bulb did not light because ……….

Examining Your Data• These places are called critical contact

points

• Be sure to label the critical contact points on your diagrams

Examining Your Data• What claims can you make about the

ways the bulb lit?

• What was your evidence?

I claim the bulb lit because ………….

Examining Your DataBecause you really need to remember

how to light the bulb in order to see the way out of the dark cave …………

Pathway Through the Bulb

FILAMENT

GLASS BEAD

SIDE TERMINAL

BASE TERMINAL

Examining Your Data• Add a battery and one or two wires to make a complete circuit.

• Use a red pencil to trace a complete circuit beginning at the negative end of the battery.

• Use this symbol on the traced path ->->-> to show the direction of the flow of electricity.

Word Wall

WATT’S MY WORD? Battery the energy source critical contact poi nt –very important place to make contact/touch negative positive Bulb energy user – is evidence of a complete or open circuit

if it lights or does not light What are examples of energy users? Wire completes the pathway between the energy source and

the energy user –wires are metal (copper) Complete circuit a complete/closed loop from one end of the power

source (battery) through the (energy user) bulb and back to the other end of the battery. E vidence of a complete circuit is a lit bulb.

Open circuit a circuit that does not make a complete loop – in an

open circuit the bulb does not light Conductor material that allows the flow of electricity Examples: metals such as copper Insulato r material that does not allow the flow of electricity Examples: glass, plastic, wood Why are insulators important? INSIDE A BULB Support wire

Critical contact point

What is the role of th e filament, glass bead, and support wires?

_++

Labeled diagram of a complete circuit with the circuit traced in red with arrows starting at the negative end of the battery

Labeled diagram of an open circuit –trace the path in red only as far as it goes

Filament -thin wire Glass bead Support wire Side terminal Base terminal

CLAIMS AND EVIDENCE - NOTEBOOK ENTRY Writing Organizer Title Focus Question turned into a statement (topic sentence) Bulbs that lit –give labeled example(s) Claim Evidence Claim Evidence Claim Evidence Bulbs that did not lig ht –give labeled example(s) Claim Evidence Claim Evidence Claim Evidence Conclusion – A restatement of the topic sentence

Closure

• How do the claims and evidence relate to the Big Idea?

• What are examples/useful applications of electricity being converted to light, sound, heat, and motion?

Prediction Revisited• Examine the prediction you made at the start of the lesson.

• How were your predictions supported by the evidence or how would you revise/change your thinking based upon the evidence?

• What did you learn that was new?

Reflection

Quick Write• How do the claims and evidence relate to the Big Idea? What

are examples/useful applications of electricity being converted to light, sound, heat and motion?

• How were your predictions supported by the evidence or how would you revise or change your thinking based upon the evidence?

• What did you learn that was new?

Notebook Entry

Next Steps – New Questions• Think about what we did today

• What new questions do you have about circuits?

• What else would you like to try with batteries, wires and bulbs to make a circuit?

LESSON DESIGN BLUEPRINT – THE INTERNAL FRAMEWORK

INTENDED CURICULUM BIG IDEA – Make public LESSON CONTENT GOALS GUIDING QUESTIONS 1. 1. Make public 2. 2. Standard Addressed

• Student attitude goals

• Science process skills

• Research

-based teaching strategies

• Multidisciplinary connections

• Working word wall

IMPLEMENTED CURRICULUM ENGAGING SCENARIO Real -world narrative FOCUS QUESTION Connects scenario to content goals. PREDICTION I think or predict that ________________because_____. If _____then _____because_____. PLANNING • What should be changed (independent variable)? • What should be the same (contro lled variables)? • What kind of effect should be observed/measured (dependent variable)? • Material/tools? • Data organizer INVESTIGATION –enter data in notebook MAKING MEANING CONFERENCE Class organizer –thinking made visib le Analyzing trends and patterns in data CLAIMS AND EVIDENCE Explanation/conclusion with evidence Application examples CLOSURE - Discussion • New questions, next steps? • Revisit predictions & Big Idea REFLECTION • Prediction - supported or revised? How ? • Relate claims of this lesson to Big Idea

ACHIEVED CURRICULUM Feedback Guide

NOTEBOOK ENTRIES

FOCUS QUESTION PREDICTION PLANNING -Procedures -Materials -Data Organizer CLAIMS AND EVIDENCE REFLECTION

Please remember that Palmdale School District is in year one of implementing this process and there is not sufficient data to show results… yet.I am providing the data for El Centro instead. We are also including Mathematics in this same process.

Where is El Centro?

El Centro

Our Community and Students

In Imperial County

• Mean income $16,322

• Poorest of all 58 counties

in California

• 30% unemployment rate

• 22,500 students in 14 Districts

In El Centro

6,500 K-8 students11 Title I, School-wide Project Schools77% Free/Reduced Lunch61% English Language Learners10% Migrant81% Hispanic, 12% Caucasian, 4% African-American, 3% Asian

Evidence

• SAT 9

• TIMSS Released Science

• Science-Literacy Connections

• Science-Mathematics Connections

Assessment and Evaluation

• Stanford Achievement Test: Science Scores1998-99 NPR

Gr4 Gr6# Tested 630 638Mean NPR 36 40

Participating 43 49n=393 n=358

Non-Participating 25 31n=237 n=280

Assessment and Evaluation

• Stanford Achievement Test: Science Scores1998-99 NPR - Sorted by Years in Program

Years Gr4 Gr6CUM 36 40

0 21 27n=137 n=174

1 32 32n =150 n=121

2 38 42n=141 n=132

3 47 50n=111 n=107

4 53 64n=91 n=104

Student AchievementScience Raw Scores By English Proficiency Grade 4 - 1999

0

5

10

15

20

25

30

Year 0 Year 1 Year 2 Year 3 Year 4

Limited Proficiency English Fluent 50th %ile

Student Achievement

Science Raw Scores By English Langugage Proficiency 6th Grade 1999

0

5

10

15

20

25

30

Year 0 Year 1 Year 2 Year 3 Year 4

Limited English Proficiency English Fluent

Assessment and Evaluation• TIMSS Released Multiple Choice: Science Scores

2000-2001 Mean Raw Scores- Sorted by Years in Program

Years Gr7 Gr8 Gr7/8CUM 9.4 11.1 10.2

0 8.7 10.0 9.5n=48 n=107 n=155

1 8.9 10.5 9.7n =136 n=103 n=239

2 9.0 10.7 9.8n=168 n=112 n=280

3 10.4 11.1 10.7n=125 n=90 n=215

4 11.0 13.3 12.7n=84 n=93 n=177

p<.023 p<.001p<.01

Assessment and Evaluation• TIMSS Released Multiple Choice: Science Scores

2000-2001 Mean Raw Scores- Sorted by Units Completed

Grade 7 Mean SD

High (4+ units) 10.335 3.998Low (3 or less units) 8.892 3.435

p<.001

Grade 8

High (4+ units) 12.137 4.319Low (3 or less units)10.558 3.551

p<.001

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

2000 2001 2002 2003 2004Imperial County

California

UC Eligibility Rate for Underrepresented Students

Evidence from Imperial County, California

• Stanford Achievement Test: Reading Scores1998-99 NPR – Grade 4 Sorted by Years in Program

Years LEP EOCUM = 33

0 21 30

1 22 39

2 39 51

3 34 57

4 49 64

Evidence from Imperial County, California

• Stanford Achievement Test: Reading Scores1998-99 NPR – Grade 6 Sorted by Years in Program

Years LEP EOCUM = 40

0 23 38

1 28 42

2 34 46

3 35 56

4 51 69

Science – Literacy ConnectionsImperial County, CA

• District Writing Proficiency

Grade 6

Spring 1999 Results

Cumulative Pass 64%n=636

Participating Classes 82%n=357

Non Participating Classes 41%n=279

Science – Literacy ConnectionsImperial County, CA

• District Writing ProficiencyGrade 6 Spring 1999

Cumulative Pass 64% n=636

Years %Pass n0 23% 174

1 68% 119

2 71% 132

3 90% 107

4 89% 104