california science education conference...chapter 1 overview of the california next ... of public...

CALIFORNIA DEPARTMENT OF EDUCATION

Tom Torlakson, State Superintendent of Public Instruction

2016 Revision of the

CA Science Framework

California Science

Education Conference

October 21, 2016

Palm Springs, CA

TOM TORLAKSON State Superintendent

of Public Instruction



• Stephanie Gregson, Ed.D., Director, Curriculum Frameworks & Instructional Resources Division

• Bryan Boyd, Ed.D., Lead Consultant, Curriculum Frameworks & Instructional Resources Division

• Matthew d’Alessio, Ph.D., Associate Professor, California State University Northridge

2





Update on the revision and approval

process of the CA Science

Framework

Guidance to support implementation

in the field

3



4

http://instapage-static-page.s3.amazonaws.com/85fd08db/886203/try.oldschoolvalue.com/stock-ideas-sites/1ksbk28-funnel-original.png

Who contributed to the draft

CA Science Framework?

Writers CDE

Staff

Professional

Organizations

(including CSTA!) The field



Science Curriculum Framework

Committee (CFCC)

5

13 Teachers

3 District Staff

2 Professional Developers

2 College Professors



6

3,031 individual suggestions

“The entire document needs to

be more concise.”

“Correct spelling of ‘students’

(currently 'studenst') on page

145, paragraph 2, line 3.

Public Comment was integral.



7

Three-dimensional

Coherent across the curriculum

Relevant to local communities and student interests

What Guided the Organization

and Content of the




Handout #2

Instructional Shifts

Chapter 9: Instructional Strategies

Table 9 1. Instructional Shifts

Required by the CA NGSS

• With a partner, discuss the

impact of how two or three of

these examples will impact

current science instruction. 8



What are New Features of

the CA Science Framework?

• Snapshots and vignettes

• Links to resources and Web sites

for additional support

• Connections to other standards:

CA CCSS for ELA/Literacy, CA

CCSS for Mathematics, and the

CA ELD Standards.

9



What are New Features of

the CA Science Framework?

• Engineering Connections

• Integration of the Environmental

Principles and Concepts (EP&Cs)

10

Define Problem

Develop solutions

Optimize



Handout #3 Engineering Connections

With a person next to you discuss

the following:

• What are the students doing?

• How could you apply this to your

current practice?

11



Chapter 1

Overview of the California Next

Generation Science Standards

12

Prepare Future Citizens

and Future Scientists

and beyond…



Grade-Span Chapters 2–6

At-A-Glance

Grade-Span Grade-Level

Introduction Sections

• Introduction of the grade span

• Overview of the grade

• Outline of the instructional segments

13



We bundled PEs from each grade into

“Instructional Segments”

14



The two most useful

resources I used when writing

the Framework:

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5. Energy and matter: Flow, cycles and conservation.

Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

Primary School (Grades K-2) Elementary School (Grades 3-5) Middle School (Grades 6-8) High School (Grades 9-12)

Students observe objects may break into smaller

pieces, be put together into larger pieces, or change

shapes.

Students learn matter is made of particles and energy

can be transferred in various ways and between objects.

Students observe the conservation of matter by tracking

matter flows and cycles before and after processes and

recognizing the total weight of substances does not

change.

Students learn matter is conserved because atoms are

conserved in physical and chemical processes. They also

learn within a natural or designed system, the transfer of

energy drives the motion and/or cycling of matter. Energy

may take different forms (e.g. energy in fields, thermal

energy, energy of motion). The transfer of energy can be

tracked as energy flows through a designed or natural

system.

Students learn that the total amount of energy and matter

in closed systems is conserved. They can describe

changes of energy and matter in a system in terms of

energy and matter flows into, out of, and within that

system. They also learn that energy cannot be created or

destroyed. It only moves between one place and another

place, between objects and/or fields, or between

systems. Energy drives the cycling of matter within and

between systems. In nuclear processes, atoms are not

conserved, but the total number of protons plus neutrons

is conserved.

Progressions

Evidence

Statements

(NGSS Appendices D, E, F) Framework Appendix 1

Achieve Web site:

http://nextgenscience.org/evidence-statements

As stated in standards Simplified for K-2

Asking questions (science) / Defining problems (engineering)

Wondering (science) / Deciding the 'rules' (engineering)

Developing and using models Drawing diagrams, building models, and coming up with ways to think about how things work

Planning and carrying out investigations Doing ‘exploriments’

Analyzing and interpreting data Comparing and looking for patterns

Using mathematical and computational thinking Counting and measuring

Constructing explanations (science) / designing solutions (engineering)

Describing what happened (science) / Tinkering (engineering)

Engaging in argument from evidence "I think ____ because I see or know ____."

Obtaining, evaluating, and communicating information

Writing and talking about what we know, Reading and understanding to find out new things (ELA connections)

Age Appropriate Science & Engineering Practices K-2

Introduced in

Middle School

Added

Complexity in

High School

Concept Maps of DCIs showing how content builds from

Middle to High School

The Northridge earthquake triggered more than 11,000 landslides simultaneously.

(CC-BY) by B. Garrett, http://www.flickr.com/photos/billgarrett-newagecrap/11144123964/ https://pubs.usgs.gov/of/1995/ofr-95-0213/EFFECTS.HTML

What does a good phenomenon look like in CA NGSS?

Bare soil

exposed by

landslides

Dust thrown up by

landslides

http://www.flickr.com/photos/billgarrett-newagecrap/11144123964/



Physical Science

Earth Science

Life Science

Engineering

(CC-BY-SA) by Dave Dunford, https://commons.wikimedia.org/wiki/File:Landslide,_Black_Clough_-_geograph.org.uk_-_175772.jpg; http://www.discoverearthlife.com/landslide-causes-and-mitigations/; (CC-BY-SA) by Eurico Zimbres, https://en.wikipedia.org/wiki/Retaining_wall#/media/File:Anchored_wall.jpg; (CC-BY-SA) by Wilson44691,

https://en.wikipedia.org/wiki/Soil_erosion#/media/File:Dead_Sea_Coastal_Erosion_March_2012.JPG

Integrated Science: Understanding the scope of the problem involves all four disciplines of CA

NGSS.

What are the forces

involved?

How is Earth’s surface

reshaped by interactions

between different

Earth systems?

How can we mitigate this

hazard?

How does the ecosystem respond?

https://commons.wikimedia.org/wiki/File:Landslide,_Black_Clough_-_geograph.org.uk_-_175772.jpg





http://www.discoverearthlife.com/landslide-causes-and-mitigations/

http://www.discoverearthlife.com/landslide-causes-and-mitigations/

https://en.wikipedia.org/wiki/Retaining_wall



Topography Image Slope

Steepness Rock

Strength

? Where will landslides be worst?

Give students an authentic question

Dreyfus, Rafje, and Jibson 2013 – https://profile.usgs.gov/myscience/upload_folder/ci2015Mar1616002242737109-Northridge%20models,%20ENGEO.pdf

https://profile.usgs.gov/myscience/upload_folder/ci2015Mar1616002242737109-Northridge models, ENGEO.pdf



middle school

college & career

Year 1

Year 2

Year 3

Year 4

Physics in the Universe

Chemistry of the

Earth System

Living Earth

Chemistry

Biology

Physics

Earth & Space

Science

Order of courses is NOT

prescribed

Order of courses is NOT

prescribed

More integration of science disciplines

Every Science,

Every Year

3 Year Model

ESS Integration

3 Course Model

Discipline

Specific

4 Course Model

Planetary Motion

Spectra

Star Stuff

Origins of our

Universe

Radiometric Dating

Nuclear

Processes Fusio

n

Decay

Electromagnetic

Spectrum

Gravity

Forces &

Motion Forces at a

distance

Earthquake Waves

Wave

propagatio

n

Seafloor age

evidence of plate

tectonics

Energy

Conversion

Gravity

Fission

Physics in the Universe

3 course model

Each course follows a well

considered conceptual flow.



Chapter 7

Assessment

23

• Purpose of assessment

• Statewide science assessment

• Assessing three-dimensional learning

Performance tasks

Strategies for three-dimensional

assessment



Chapter 8

Access and Equity

24



Chapter 9

Instructional Strategies for

the Next Generation Science

25



Handout #4 (Part 1)

Instructional Strategy Snapshot:

Scientific Methods and the Nature

of Science

Part 1: Before the CA NGSS

1. Read the snapshot

2. Provide suggestions for Ms. A

3. Share your ideas with a neighbor

26



Handout #4 Part 2

Part 2: After the CA NGSS

1. Read the rest of the snapshot

2. Compare your suggestions with

Part 2 of the Snapshot

3. Share your ideas with a neighbor

27



Chapter 10

Implementing High-Quality

Science Instruction

• Implementing within a collaborative

culture

• Professional learning, including

sources, research, and critical

content

• Leadership and professional

collaboration

• Other programs of support (e.g.,

libraries, extended learning, parents

and families) 28



Chapter 11

Criteria for Evaluating

Instructional Materials

29



What are the next steps for CA

Science Framework?

• Second 60-day field review

concluded on August 29,2016.

• SBE action in November 2016

• Rollout plan and guidance for

districts and the field

• Prepare the draft CA Science

Framework for publication

• CA Science Framework Executive

Summary

30



Where can I find the CA

Science Framework?


http://www.cde.ca.gov/ci/sc/cf/

CA NGSS

http://www.cde.ca.gov/pd/ca/sc/ngsssta

ndards.asp

31



Questions on the


Stephanie Gregson, Ed.D., Director

[email protected]

916-319-0663

Bryan Boyd, Ed.D., Lead Consultant

[email protected]

916-445-4910

32

mailto:[email protected]

mailto:[email protected]

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