Transcript Frameworks & Lesson Study Process

The CA Science Frameworks
and the “Lesson Study”
planning process
An Interactive Design Tool
The Purpose of this
Presentation is to:
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Provide you with a comprehensive
overview of the California Science
Frameworks and learn how to use these
for designing grade-level science units
Walk you through the Lesson Study
process
Provide samples from a 4th grade unit on
Electricity & Magnetism
What’s the difference?
CA Science Standards
CA Science Frameworks
The Science Content
Standards identify what
students need to know and
master at each grade level.
The Science Frameworks
provide an explanation of the
science and how to
suggestions for approaching
the standards.
Web Link:
Web Link:
http://www.cde.ca.gov/be/st/ss/scmain.asp
http://www.cde.ca.gov/re/pn/fd/sci-framedwnld.asp
CA Science Standards
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Developed by the Academic Standards
Commission
Adopted by State Board of Education, 1998
“the basis of statewide student assessments,
the science curriculum framework, and the
evaluation of instructional materials”
Available at http://www.cde.ca.gov/be/st/ss/scmain.asp
Science Content Standards for California Public Schools
Grades K-12
K-5
K
PS
LS
ES
I&E
1
PS
LS
ES
I&E
2
PS
LS
ES
I&E
6-8
9-12
Grade 6
Focus on Earth Science
Earth Sciences
ES PS LS I&E
Biology/Life Sciences
Chemistry
Grade 7
Focus on Life Science
Physics
3
ES
LS
PS
I&E
PS
LS
ES
I&E
4
PS
LS
ES
I&E
5
PS
LS
ES
I&E
Earth Science
Biology/Life Science
Physical Science
Investigation & Experimentation
LS PS ES I&E
Grade 8
Focus on Physical Science
PS ES LS I&E
Investigation &
Experimentation
CA Science Framework
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Developed by the Science Curriculum Framework and Criteria
Committee, Oct. 1998 – Dec. 2000
Further development by the Science Subject Matter Committee of the
Curriculum Commission, 2001
Adopted by State Board of Education, Feb. 2002
“…builds on the content standards and provides guidance for the
education community to achieve that objective…suggests ways in
which to use the standards and make connections within and across
grades.”
Frameworks provide philosophical recommendations, not
requirements.
Available at http://www.cde.ca.gov/re/pn/fd/sci-frame-dwnld.asp
2003 Science Framework
Table of Contents
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State Board Policy on the Teaching of Natural Science
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Chapter 1 – Introduction to the Framework
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Chapter 2 – The Nature of Science and Technology
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Chapter 3 – The Science Content Standards for Grades K-5
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Chapter 4 – The Science Content Standards for Grades 6-8
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Chapter 5 – The Science Content Standards for Grades 9-12
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Chapter 6 - Assessment of Student Learning
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Chapter 7 – Universal Access
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Chapter 8 – Professional Development
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Chapter 9 – Criteria for Evaluating K-8 Instructional Materials
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Appendix – Requirements of the Educational Code
Guiding Principles
1.
2.
Instruction and materials are
standards-based
3.
Reflect a balanced,
comprehensive approach that
includes the teaching of
investigation and
experimentation skills along
with direct instruction and
reading
4.
Multiple instructional
strategies and provide
students with multiple
opportunities to master the
content standards
Develop students’ command
of the academic language of
science used in the content
standards
Guiding Principles (con’t)
5.
6.
Assess students’ knowledge
and understanding on a
continuing basis and make
appropriate adjustments
during the academic year
Engage all students in
learning and
prepare/motivate students for
further instruction in science
7.
Utilize technology to teach
and assess content
knowledge, develop
information resources, and
enhance computer literacy
8.
Have adequate instructional
resources, as well as library,
media and administrative
support
9.
Utilize standards-based
connections with other core
subjects to reinforce science
teaching and learning
2003 Science Framework
Table of Contents

State Board Policy on the Teaching of Natural Science

Chapter 1 – Introduction to the Framework

Chapter 2 – The Nature of Science and Technology

Chapter 3 – The Science Content Standards for Grades K-5
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Chapter 4 – The Science Content Standards for Grades 6-8
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Chapter 5 – The Science Content Standards for Grades 9-12
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Chapter 6 - Assessment of Student Learning
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Chapter 7 – Universal Access
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Chapter 8 – Professional Development
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Chapter 9 – Criteria for Evaluating K-8 Instructional Materials
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Appendix – Requirements of the Educational Code
2003 Science Framework
Table of Contents

State Board Policy on the Teaching of Natural Science

Chapter 1 – Introduction to the Framework

Chapter 2 – The Nature of Science and Technology

Chapter 3 – The Science Content Standards for Grades K-5

Chapter 4 – The Science Content Standards for Grades 6-8
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Chapter 5 – The Science Content Standards for Grades 9-12
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Chapter 6 - Assessment of Student Learning
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Chapter 7 – Universal Access
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Chapter 8 – Professional Development

Chapter 9 – Criteria for Evaluating K-8 Instructional Materials

Appendix – Requirements of the Educational Code
2003 Science Framework
Table of Contents

State Board Policy on the Teaching of Natural Science

Chapter 1 – Introduction to the Framework

Chapter 2 – The Nature of Science and Technology

Chapter 3 – The Science Content Standards for Grades K-5

Chapter 4 – The Science Content Standards for Grades 6-8

Chapter 5 – The Science Content Standards for Grades 9-12

Chapter 6 - Assessment of Student Learning
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Chapter 7 – Universal Access
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Chapter 8 – Professional Development
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Chapter 9 – Criteria for Evaluating K-8 Instructional Materials

Appendix – Requirements of the Educational Code
CA Science Assessment
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CA Standards Tests (CST) - grades 5 and high
school
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CAT 6 - grades 9, 10, 11
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Core Knowledge Tests - to be developed for 6-9 and
10-12 (specific grades not yet determined), in
response to NCLB.
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Testing English learners information:
http://www.cde.ca.gov/statetests/star/faq/workshop.pdf
Aligning
Standards and Assessments
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CST - grades 5 and high school
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CAT 6 - grades 9, 10, 11
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Core Knowledge Tests - to be developed for
middle school and high school (grades not
yet determined)
Are students in your district receiving
“appropriately placed” science instruction?
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Blueprints for
CA Science Tests
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Blueprints are provided by CDE to indicate
standards that will be assessed on the various
CA Standards tests. The Blueprints also
indicate the number and percentage of test
items from each standard set.
www.cde.ca.gov/statetests/star/resources/bl
ueprints.html
2003 Science Framework
Table of Contents

State Board Policy on the Teaching of Natural Science

Chapter 1 – Introduction to the Framework

Chapter 2 – The Nature of Science and Technology

Chapter 3 – The Science Content Standards for Grades K-5

Chapter 4 – The Science Content Standards for Grades 6-8

Chapter 5 – The Science Content Standards for Grades 9-12

Chapter 6 - Assessment of Student Learning
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Chapter 7 – Universal Access
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Chapter 8 – Professional Development
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Chapter 9 – Criteria for Evaluating K-8 Instructional Materials

Appendix – Requirements of the Educational Code
Science &
Basic Skills
Development
Academic
Language
Development
Students with
Disabilities
UNIVERSAL
ACCESS
Advanced
Learners
English Learners
Getting Started
Ask yourself:
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What is your knowledge of this topic area?
What do you need to find out before teaching
the unit?
What curriculum materials are available on
the topic?
How will you explain some of the ideas to
students?
Begin with the Frameworks
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What are the Standards for Electricity &
Magnetism?
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What do the Frameworks say about these
Standards?
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Make a Concept Map
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Fill in the gaps
The Standards for Electricity &
Magnetism…
Electricity and magnetism are related effects that
have many useful applications in everyday life. As
a basis for understanding this concept:
1.
a.
b.
c.
Students know how to design and build simple series and
parallel circuits by using components such as wires,
batteries, and bulbs.
Students know how to build a simple compass and use it
to detect magnetic effects, including Earth’s magnetic
field.
Students know electric currents produce magnetic fields
and know how to build a simple electromagnet.
The Standards for Electricity &
Magnetism (continued) …
d.
e.
f.
g.
Students know the role of electromagnets in the
construction electric motors, electric generators,
and simple devices, such as doorbells and
earphones.
Students know electrically charged objects
attract or repel each other.
Students know that magnets have two poles
(north and south) and that like poles repel each
other while unlike poles attract each other.
Students know electrical energy can be
converted to heat, light, and motion.
Begin with the Frameworks
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What are the Standards for Electricity &
Magnetism?
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What do the Frameworks say about these
Standards?
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Make a Concept Map
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Fill in the gaps
A partial text of what the Frameworks says
about the grade four Electricity & Magnetism
standards can be found on the following
slide.
You can access the complete text on pages
56 to 60 of the Frameworks.
1. Electricity and magnetism are related effects that
have many useful applications in everyday life. As a
basis for understanding this concept:
Students in grade four will learn to
design and build simple electrical circuits
and experiment with components such
as wires, batteries, and bulbs. They will
learn how to make a simple
electromagnet and how electromagnets
work in simple devices. They will observe
that electrically charged objects may
either attract or repel one another and
that electrical energy can be converted
into heat, light, and motion…. (Page 56)
Begin with the Frameworks

What are the Standards for Electricity &
Magnetism?
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What do the Frameworks say about these
Standards?

Make a Concept Map
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Fill in the gaps
ELECTRICITY
&
MAGNETISM
are
that have
Related
effects
1
Series &
parallel
circuits affect
the pathway
& resistance
of current
a
Electric
currents
produce
magnetic
fields
c
Many useful
applications in
everyday life
1
Magnets
have 2 poles
(north &
south)
f
Electromagnets
d
Poles reversed if
orientation of battery
is reversed
c
Like poles
repel
f
Static
Electricity
e
Electrical
energy
g
can be
important in function of
Electromagnets
have 2 poles
c
Simple
compass
b
Converted
to heat,
light, &
motion
g
can make by
Unlike poles
attract
f
Electric
motors,
generators,
doorbells,
earphones,
etc.
d
Freely
suspended
magnet will
align with
Earth's
magnetic
field
b
Rubbing a
needle on a
strong
magnet, place
on a cork in
water
b
Begin with the Frameworks
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What are the Standards for Electricity &
Magnetism?
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What do the Frameworks say about these
Standards?
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Make a Concept Map
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Fill in the gaps
A number of resources are
available online, such as…
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How Power Distribution Grids Work
http://www.howstuffworks.com/power.htm
This link provides information from HowStuffWorks.com.
How Van de Graaff Generators Work
http://www.howstuffworks.com/vdg1.htm
This link provides information from HowStuffWorks.com.
Learning Power
http://www.southernco.com/learningpower/
"Welcome to Learning Power, the award-winning site for anyone who wants to understand electricity and power utilities
better. It's for kids, teachers, parents—and anyone who ever wondered how the juice gets to the plug."
ProTeacher Electricity Lesson Plans
http://www.proteacher.com/110016.shtml
This Web page contains electricity lesson plan links from ProTeacher.
AskERIC Lesson Plans
http://askeric.org/cgi-bin/print.cgi/Resources/Subjects/General_Lesson_Plans.html
This Web page is a collection of lesson plan links from AskERIC. "Ask ERIC is a personalized Internet-based service
providing education information to teachers, librarians, counselors, administrators, parents, and anyone interested in
education throughout the United States and the world."
Cool Experiments with Magnets
http://www.execpc.com/~rhoadley/magindex.htm
This Web page refers to online information and links related to magnets.
Frank Potter's Science Gems—Physical Science
http://www.sciencegems.com/physical.html
This Web page maintained by Frank Potter contains many links to online physical science lesson plans.
Magnets
http://www.col-ed.org/cur/sci/sci131.txt
This Web page is an online lesson plan.
Merrill's Science Education Resource Page
http://www.prenhall.com/science-cluster
Merrill's science education site includes links related to science teaching standards, constructivism, alternative assessment,
safety, special needs, and professional development.
ProTeacher Magnets Lesson Plans
http://www.proteacher.com/110077.shtml
This Web page contains magnet lesson plan links from ProTeacher.
Also, check out your school’s textbooks,
teacher’s guides and student materials,
including …
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State adopted materials from FOSS, Scott
Forseman, Insights, Macmillan/McGraw Hill,
and/or Prentice Hall.
So called “outdated” materials that address
the concepts.
Children’s books on the topic.
Collections from other teachers.
Science Methods Textbooks that provide
excellent background information to help
you learn the concepts …
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Science in Elementary Education by Joseph
Peters and Peter Gega. Merrill Prentice Hall.
Science K-8 by Edward Victor and Richard
Kellough. Pearson.
Teaching Children Science by Joseph
Abruscato. Allyn and Bacon.
Finally, consider online professional
development opportunities …
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The JASON Academy is “an innovative approach to professional
development for busy teachers who want to take content-rich,
continuing education science or mathematics courses anytime,
anywhere via the Internet. The JASON Academy enhances
teachers' science content background and provides them with
the tools to help students learn more effectively. JASON
Academy courses have no text materials, but instead use hot
linked references and provide numerous classroom applications
with demonstrations and hands-on activities. Through JASON
Academy courses, teachers are discovering new possibilities for
bringing standards-based instruction into their classrooms. “
Visit JASON online at
http://www.jasonproject.org/jason_academy/jason_academy.htm
OK, you’ve:
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identified the Standards
studied what the Frameworks say
created a Concept Map
filled the content gaps by accessing a variety of
resources
It’s time to complete your Lesson Study Planning
Template …
Click on the arrow …
If this doesn’t work exit this PowerPoint presentation and open
LS 3 Lesson Study PPT Part 3