1. Common Core Standards and Implications for CaMSP Meeting the Challenge of Complexity, Coherence and Integration

2. Complexity Science programs need to respond to various mandates in the very near future California Science Content Standards (CSCS) California Common Core Standards-ELA NRC Conceptual Framework for Science Standards California Common Core Standards- Math

3. CSCS (today) Content strands focus on the four disciplines: biology, chemistry, physics and earth science Laboratory experiences are to constitute 25% or more of science programs The experimentation and investigations strand focuses on skills that evolve from the observation of phenomena, generation of results and logical reasoning

4. Investigation and Experimentation Use a variety of print Evaluate the reproducibility of data Distinguish between hypothesis and theory as scientific terms Recognize the cumulative nature of scientific evidence Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent and that the theory is sometimes wrong (Ptolemaic model)

5. Investigation and Experimentation Formulate explanations by using logic and evidence Communicate the logical connection among hypothesis, science concepts, tests conducted, data collected and conclusions drawn Communicate in written reports and oral presentation

6. CA Common Core Standards-ELA Standards Developed for Science Specific for Grades 6-8 and High school Writing Standard Reading Standard

7. Reading Standards for Literacy Fundamental Text Analysis includes: Key ideas and details; – Cite specific textual evidence to support analysis of science and technical texts. Craft and Structure – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical manner

8. Reading Standard for Literacy Integration of Knowledge and Ideas – Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9. Text types and purposed – Write arguments focused on discipline-specific content. – Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing Standards

10. Research to build and Present knowledge – Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

11. Draft Framework for Science Standards ( NRC) Asking Questions/Developing Hypothesis Identifying Relationships Using Archival Resources Constructing and Defending Arguments Reading Science Communicating Science : Writing and Speaking

12. Constructing and Defending Arguments: BeginningEmergingCompetentProficient Makes a claim and supports the claim with a reason. Recognizes that science requires evidence to support its arguments. Advances claims which are supported by both evidence and reasons Constructs arguments which are supported by empirical rather than personal data and warrants, and defends arguments with reasoning when questioned. In response to criticism, identifies flaws in own arguments and modifies and improves the arguments.

13. Critiquing Arguments: BeginningEmergingCompetentProficient Provides justifications for own claims Asks for justifications of others’ claims Recognizes that claims can be shown to be false or ideas weak by the use of evidence Identifies weaknesses in the arguments of others. Uses reasoning and evidence to construct a rebuttal or a counter argument to someone else’s argument. Comprehends that modeling and argumentation leads to the development of scientific theories or better solutions to problems.

14. Reading Science BeginningEmergingCompetentProficient Identifies the main topic, focus and key details of a scientific or technical text. Knows and uses various text features (e.g., captions, headings, tables of contents, glossaries, indexes, electronic menus, icons) to locate key facts or information Reads informational texts independently, proficiently, and fluently within the level of complexity appropriate for one’s age Reads and interprets multiple sources in researching a science question. Analyzes and summarizes in detail the main ideas in a text and their implications. Compares and contrasts arguments from different sources and combines information from them when it is consistent.

15. Writing Science BeginningEmergingCompetentProficient Uses notebooks to record observations and thoughts. Writes informative or explanatory texts that are either reports of a phenomenon, recounts of investigations or procedures for conducting a task. Uses writing about models and diagrams to articulate his or her understanding of a topic and construct questions Writes either: explanatory texts, reports or design briefs using relevant facts which lead to a conclusion Writes explanatory texts, reports and argumentative texts of increasing detail and sophistication. Produces coherent and detailed reports of any inquiry based activity using primary or secondary evidence

16. CA Common Core Standards Mathematics Probability and Statistics Mathematical Modeling

17. Coherence Can be achieved through analysis of the various standards Requires identification of common elements Work with Language arts and English teachers and or Mathematics teachers

18. Coherence Both CSCS and CACCs-ELA have overlapping standards English Language Development standards align with literacy and with E & I standards in both Similar to converging vectors from different disciplines Using similar terms but nested in different contexts

19. Some Common Elements Statement of a Hypothesis and Collection of data Development of reasoned argument from evidence gleamed from data Presentation of conclusions through oral, visual and written formats

20. Integration Focus on Literacy and Writing standards as well as CSCS when developing lessons Work with both science and ELA teachers together to develop literacy and writing Develop and adapt tools for assessing both science and literacy learning (e.g. rubrics, science writing heuristics)

21. Integration Look at current PD programs and assure that a strong literacy component is integrated into content Recruit Language arts or math teachers alongside science teachers. Assure that the development of lab protocols focus on reading and writing skills and the appropriate mathematics Understand that literacy and reading issues are different depending on students fluency and knowledge of English.

22. California Science Project csmp.ucop.edu/csp Maria Alicia Lopez Freeman mafreema@ucla.edu