1. PA Science Curriculum Framework PSTA December 1, 2017
David A. Bauman, Ed.D.
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2. Pennsylvania Framework NGSS PSSA / Keystone Exams
Agenda
Pennsylvania Framework
NGSS
PSSA / Keystone Exams
Three Dimensional Learning
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3. Question
Is the Earth flat?
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4. Is the Earth flat? Is the Earth round? Question
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5. Question
How do you know?
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6. Higher one goes, the further one sees Riding in an airplane
Evidence
The moon
Ships
Constellations
Stick shadows
Higher one goes, the further one sees
Riding in an airplane
Center of mass
Images from space
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7. Evidence
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8. Science lives on the strength of the argument, NOT the text.
. . . Lawrence Lowery
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9. Novices struggle to find ways to organize and integrate knowledge
Experts vs. Novices
Novices hold disconnected and contradictory bits of knowledge as isolated facts
Novices struggle to find ways to organize and integrate knowledge
Experts understand core principles and theoretical constructs of their field
Experts use their understanding to make sense of new knowledge or tackle novel problems
Focusing on core concepts will enable students to become more like experts and less like novices
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10. Higher one goes, the further one sees Riding in an airplane
How Communicate Evidence?
The moon
Ships
Constellations
Stick shadows
Higher one goes, the further one sees
Riding in an airplane
Center of mass
Images from space
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11. Role of ELA . . .
It is very important that you learn about traxolite. Traxolite is a newly identified form of zionter which is montilled in Ceristanna. Large amounts of fevon are gristerlated and then bractered to quasol traxolite.
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12. Please answer the following questions in complete sentences:
Role of ELA . . .
Please answer the following questions in complete sentences:
What is traxolite?
2. Where is traxolite montilled?
3. How is traxolite quasoled?
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13. Research
Research shows that weaving together science and language development can increase students’ academic performance in reading, writing, and science simultaneously.
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14. Research
Some promising practices are resulting in achievement levels that are double and even triple the state average for English learners who met or exceeded proficiency.
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15.
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16. Best test prep should be good instruction.
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17. Scale, proportion, and quantity Systems and system models
Crosscutting Concepts (NGSS)
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change
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18. Personal Internal Incomplete Idosyncratic Unstable Mental Models
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19. Clear Shared External Analogs Structural Behavioral Functional
Physical Conceptual Models
Clear
Shared
External
Analogs
Structural
Behavioral
Functional
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20. Develop Models Use Models
Developing and Using Models
Develop Models
Conceptual Drawings
Represent Phenomena
Use Models
Use Simulations
Test Designs
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21. Asking Questions and Defining Problems Developing and Using Models
Scientific Practices (NGSS)
Asking Questions and Defining Problems
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Construction Explanations and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
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22. Traditional Research Based Learning Experiences Third Hand Second Hand
Reading
Writing
Second Hand
Models
Examples
First Hand
Experiences
Phenomena
First Hand
Experiences
Phenomena
Second Hand
Models
Examples
Third Hand
Reading
Writing
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23. Curiosity is the desire to know why, how, or who. . . . Mario Livio
What is the focus in our
science classrooms?
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24. John “Jack” Horner
What I discovered in my research was that many other scientists had preconceived ideas based on what they had read. When I discovered something, I wrote about what I found and what conclusions I personally drew from those findings.
I think that the best kind of science emerges when you follow your personal curiosity rather than following anybody else. Your only goal should be to try to satisfy your curiosity.
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25. Richard Feynman
I don’t know anything, but I do know that everything is interesting if you go into it deeply enough.
People find it much easier to learn about topics they are interested in.
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26. Chapter 4
§ 4.4. General policies.
It is the policy of the Board that the local curriculum be designed by school entities to achieve the academic standards under § 4.12 (relating to academic standards) and any additional academic standards as determined by the school entity.
§ Academic standards.
(a) School entities may develop, expand or improve existing academic standards in the following content areas:
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27. Science Standards Documents
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28. Science Standards Documents
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29. 2002 Standards 2009 – 2016 Voluntary Standards PDE Standards Documents
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30. 2002 Standards 2009 – 2016 Voluntary Standards PDE Standards Documents
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31. 2002 Standards 2009 – 2016 Voluntary Standards PDE Standards Documents
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32. PA Science Education Framework
PDE Standards Documents
PA Science Education Framework
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33. Fourth and Eighth Grade PSSA based on 2002 Standards
Assessment Anchors and Eligible Content
Fourth and Eighth Grade PSSA based on 2002 Standards
Only use 4th and 8th Grade AA / EC
50% of PSSA is Nature of Science
50% of PSSA is Physical, Life, Earth and Space Sciences
Biology Keystone
Use Biology Keystone AA / EC
Chemistry Keystone
Use Chemistry AA / EC
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34. PSSA Reporting Category
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35. PSSA Technical Report
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36. 2002 Science Standards
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37. 2002 Science Standards
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38. Science Framework Expectations
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39. SAS Voluntary Academic Standards
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40. 50% of PSSA is Nature of Science
SAS Voluntary Academic Standards
50% of PSSA is Nature of Science
50% of PSSA is Physical, Life, Earth and Space Sciences
Fourth and Eighth Grade PSSA based on 2002 Standards
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41. SAS Voluntary Science Standards
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42. SAS Voluntary Science Standards
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43. SAS Voluntary Science Standards
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44. . . . literature in the same way?
Would you teach . . .
. . . literature in the same way?
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45. . . . literature in the same way?
Would you teach . . .
. . . literature in the same way?
I don’t know anything, but I do know that everything is interesting if you go into it deeply enough Richard Feynman
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46. SAS Voluntary Standards
What do we ask of students?
SAS Voluntary Standards
Explain 72
Describe 65
Identify 42
Recognize 24
Demonstrate 16
Differentiate 13
Examine 10
NGSS
Develop/Use Models
Construct Argument
Plan and Conduct Investigation
Analyze Data
Make/Use Observations 14
Mathematical Representation
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47. A tool to utilize in developing K-12 science curriculum
The Framework is . . .
A tool to utilize in developing K-12 science curriculum
Not a standards document
Not a curriculum
A means to make sense of multiple documents
Conceptually based
Utilizes current research in teaching and learning science
Utilizes international research in science curriculum
Aligned with multiple assessment instruments
Provide direction for the coming years
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48. Inquiry (NGSS: Science Practices)
Science Framework
Nature of Science
Inquiry (NGSS: Science Practices)
Unifying Themes (NGSS: Crosscutting Concepts)
Content (DCI)
Physical Sciences
Life Science
Earth and Space Sciences
Alignment with Standards / AA & EC
Repetition / Gaps
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49. Scale, proportion, and quantity Systems and system models
Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change
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50. Ask Questions and Defining Problems Develop and Use Models
Science Practices
Ask Questions and Defining Problems
Develop and Use Models
Plan and Carry Out Investigations
Analyze and Interpret Data
Use Mathematics and Computational Thinking
Construct Explanations and Design Solutions
Engage in Argument from Evidence
Obtain, Evaluate, and Communicate Information
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51. Inquiry Three Dimensional Learning Inquiry (Science Practices) Student
Performance
Unifying
Themes
(Crosscutting
Concepts)
Content
(DCI)
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52. Inquiry Three Dimensional Learning Unifying Themes Content
(Crosscutting
Concepts)
Content
(DCI)
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53. Built on Constructivist Learning Theory
Conceptual Framework
Built on Constructivist Learning Theory
Utilizes three dimensional teaching and learning
Describes expectations of students to use knowledge and make sense of phenomena as a result of previous experiences
Inquiry Centered
Crosscutting concepts support students
in making sense of phenomena
Crosscutting concepts provide a structure
for engaging students in thinking
Focuses on making meaning
Standards based learning model
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54. Organization of Physical Science
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55. Organization of Life Science
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56. Organization of Earth and Space
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57. Topic Progression - Elementary
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58. Topic Progression - Middle School
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59. Science Framework Organization
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60. Science Framework Organization
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61. Science Framework Organization
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62. Science Framework Organization
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63. Science Practices Continuum
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64. Unifying Themes Continuum
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65. Science Framework Components65

66. Science Framework Components66

67. Science Framework Components67

68. Reflect Science and Engineering Practices?
Does your curriculum . . .
Include all Standards?
Reflect Science and Engineering Practices?
Reflect Crosscutting Concepts?
Include all AA / EC?
Incorporate 3-Dimensional Learning?
Match grade level progressions?
Follow progression of concepts / topics?
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69. SAS Curriculum Framework
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70. SAS Curriculum Framework
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71. SAS Curriculum Framework
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72. SAS Curriculum Framework
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73. Anything for clarification? Any questions? Next?
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74. Unlocking Learning: Science as a Lever for English Learner Equity
Resources
Unlocking Learning: Science as a Lever for English Learner Equity
A Framework for K-12 Science Education
How People Learn
NGSS
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