1. Introduction to the NEW TN Science Standards
July 11, 2017

2. Today’s Schedule: Morning Sessions
Introduction to New Standards, k-12 Framework
Compare to Current Standards, Introduce Analysis Chart
10:20 – 11:40: Session 2
Scientific Method
Science Fair Introduction

3. 4 Corners Activity
Almost everything I’ve heard so far about the New TN State Standards has been positive.

4. 4 Corners Activity
Almost everything I’ve heard so far about the New TN State Standards has been positive.
The New TN State Standards will most likely be “same old; same old” and have little effect on what students actually learn or are able to do in Science.

5. 4 Corners Activity
Almost everything I’ve heard so far about the New TN State Standards has been positive.
The New TN State Standards will most likely be “same old; same old” and have little effect on what students actually learn or are able to do in Science.
I’m eager for the New TN State Standards to be implemented so that I can begin to use them in my classroom.

6. 4 Corners Activity
Almost everything I’ve heard so far about the New TN State Standards has been positive.
The New TN State Standards will most likely be “same old; same old” and have little effect on what students actually learn or are able to do in Science.
I’m eager for the New TN State Standards to be implemented so that I can begin to use them in my classroom.
Successful implementation of the new TN State Standards is going to require extensive, high-quality Professional Development for teachers.

7. KWL
In your group, use a large poster chart to start a K- W-L for the New TN Science Standards.
What do you Know?
What do you Want
to know?

8. Card Sort Separate your terms into 3 stacks:
Have a thorough understanding of the concept
Have a partial understanding of the concept
Unclear about the meaning of the concept

9. Card Sort Separate your terms into 3 stacks:
Have a thorough understanding of the concept
Have a partial understanding of the concept
Unclear about the meaning of the concept
Match each term with the definition

10. Card Sort Separate your terms into 3 stacks:
Have a thorough understanding of the concept
Have a partial understanding of the concept
Unclear about the meaning of the concept
Match each term with the definition
Put these aside for now; we will revisit them!

11. Why? Why New Standards? Why now?
Science is central to the lives of ALL Americans
Current documents are excellent, but they are 15 years old.
Reduction of US competitive economic edge
Lagging achievement of US students
Essential preparation for all careers in the modern workplace
Scientific and technological literacy for an educated society
Many states currently use the NRC’s National Science Education Standards and AAAS’s Benchmarks for Science Literacy as the basis for state standards; these documents are excellent, but they are 15 years old.
Reduction of the United States' competitive economic edge 
Shrinking share of patents: Foreign competitors filed over half of U.S. technology patent applications in 2010
Diminishing share of high-tech exports:  Our share of high-tech exports in on the decline, while China has become the single largest exporting country for high-tech products. Correspondingly, the United States' high-tech trade deficit continues to grow
Lagging achievement of U.S. students 
The United States ranked 14th in reading, 17th in science, and 25th in mathematics on the 2009 PISA assessment of 34 OECD countries
The United States ranked 11th in high school graduation rate among the 36 OECD countries for which data is available
Over a third of eighth-graders scored below basic on the 2011 NAEP Science assessment
In 2012, 54% of high school graduates did not meet the college readiness benchmark levels in mathematics, and 69% of graduates failed to meet the readiness benchmark levels in science
Essential preparation for all careers in the modern workforce
When we think science education, we tend to think preparation for careers in science, technology, engineering and mathematics, which are wellsprings of innovation in our economy. Why then is ensuring scientific and technological literacy for all students of equal concern? Over the past decades, demands have shifted in favor of skilled jobs requiring more education than the unskilled jobs they replaced. Moreover, many of the fastest growing occupations are those where science and mathematics play a central role.
The National Association of State Directors of Career Technical Education Consortium, grouped all occupations into 16 career clusters8. Fourteen of the 16 career clusters call for four years of science, with the remaining two clusters calling for three years. All 16 called for four years of mathematics. The inescapable message: to keep their options open and maximize their opportunities, all students should follow a rigorous program in both science and mathematics.
Scientific and technological literacy for an educated society
Beyond the concern of employability looms the larger question of what it takes to thrive in today’s society. Citizens now face problems from pandemics to energy shortages whose solutions require all the scientific and technological genius we can muster. Americans are being forced to increasingly make decisions—including on health care and retirement planning—where literacy in science and mathematics is a real advantage. Contrast these demands with the results of the 2003 National Assessment of Adult Literacy. Fewer than one in three college graduates can perform tasks such as interpreting a data table about blood pressure and physical activity
Internationally Benchmarked – Achieve studied 10 countries to benchmark the NGSS comparatively.
Strongest emphasis on Physical Sciences

12. Development of the New TN Science Standards
Developed by a committee of educators
Began with the Framework for K-12 Science Education
Available for free download or in print
Committee of 18 distinguished professionals in science and science education
Includes the most current research in science, science education, and what science K-12 students should know

13. Overview of the K-12 Framework
Find K-12 Framework here:
Savenger Hunt
What is the Framework for K-12 Science Education?
The Framework has 2 major goals: What are they? (page 12)
What components of the K-12 Science Education System need to be aligned with the Framework’s vision?
What are the guiding principles of the Framework? (pages 24 – 28)

14. Overview of the K-12 Framework
What are the Three Dimensions of the Framework? (pages 29 – 30)
Although all 8 Practices are for both Science and Engineering – identify the 2 Practices that are dissected into Science and Engineering as to show the differences.(page 42)
When you reflect on the Practices, what engages ALL scientists? (page 78)
What are the goals of the Cross Cutting Concepts? (page 83).
Identify the 7 Cross Cutting Concepts. (page 84)

15. Overview of the K-12 Framework
How will student’s understanding of the Crosscutting Concepts be reinforced? (page 101)
What are the Disciplinary Core Ideas (DCI) for Physical Science (PS)? (page 105)
What are grade levels used for Grade Band Endpoints for Physical Science?
What are the DCI’s for Life Sciences (LS)? (page 142)
What are grade levels used for Grade Band Endpoints for Life Sciences?
What are the DCI’s for Earth and Space Sciences (ESS)? (page 171)

16. Overview of the K-12 Framework
What are grade levels used for Grade Band Endpoints for Earth and Space Sciences?
What are the DCI’s for Technology, Engineering and Application of Science? (page 203)
What are grade levels used for Grade Band Endpoints for Technology, Engineering, and application of Science?
What are the set of values of scientific inquiry? (page 248)

17. Overview of the K-12 Framework
There is going to be a big impact on how science instruction, professional development and assessment will be conducted: list the big ideas from pages 253, 255, 257, 259, 260 – 264.
Equity for Science and Engineering is critical. Give 2 points that support this idea of equity.(page 277)

18. Thinking must be different!

19. “Children are born investigators who strive to make sense of and influence their world.”

20. Framework: Guiding Principles
Children are born investigators.
Over multiple years students have learning experiences that explore fundamental questions about the world and engage in science investigations and engineering design projects.
Science and Engineering incorporate both knowledge and practices.
Students apply Crosscutting Concepts to deepen their understanding of Disciplinary Core Ideas.
ALL students should be critical consumers of scientific information and enjoy a current understanding of the natural and human-made worlds.
Start at 9:00

21. Comparing the K-12 Framework and CCSS

22. Three Dimensions

23. Dimension One

24. Dimension Two Crosscutting Concepts Patterns Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter
Structure and Function
Stability and Change
1. Patterns. Observed patterns of forms and events guide organization and classification, and
they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,
sometimes multifaceted. A major activity of science is investigating and explaining causal
relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and
making explicit a model of that system—provides tools for understanding and testing ideas that
are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter
into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its
substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study.

25. Dimension Three
1. Patterns. Observed patterns of forms and events guide organization and classification, and
they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,
sometimes multifaceted. A major activity of science is investigating and explaining causal
relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and
making explicit a model of that system—provides tools for understanding and testing ideas that
are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter
into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its
substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study.

26. Integrating the Three Dimensions: Performance Expectations
Disciplinary Core Ideas
Science & Engineering Practices
Crosscutting Concepts
Practices are the processes of using Core Ideas to make sense of the natural and designed world, and Crosscutting Concepts hold the disciplines together.

27. Compare to current standards…
GROUP WORK!
Look through your standards
New
Old
What do you see that is the SAME?
What do you see that is DIFFERENT?
What will be GOOD for your students?
What will be a CHALLENGE?

28. K-12 Framework Planning Template
More Group Work!
Think of an activity you do in your classroom.
Complete the template based on that activity.