The Curriculum Development Graphic Organizers are structured to help districts unburden their curriculum and to focus on the science content and practices that are essential for college and career readiness. The 2009 science standards intentionally focus on fewer concepts, are written to be clearer for the reader, and are intended to allow students to develop deeper conceptual understandings. The graphic organizer encourages educators to look at the big picture and then identify acceptable evidence of understanding before specific units, lessons or instructional materials are selected.
Structure and Function of the 2009 Standards
Updated Definition of Science Proficiency
Knowing science requires individuals to integrate a complex structure of many types of knowledge. These knowledge types include the ideas of science, the relationships between the ideas, the reasons for these relationships, and the ways to use these ideas to complete the following tasks: explain and predict other phenomena, interpret situations, solve problems and participate productively in science practice and discourse.
Updated Definition of Rigor
The meaning of rigor has evolved from a focus on learning all of the facts and specific examples about a concept to an understanding and application of core principles of the discipline and an integration of that knowledge with the processes that are necessary for practicing science.
Science Practices (5.1)
Contemporary views of learning prize understanding and application or knowledge in use. Learners who understand concepts and principles can use and apply them in novel and diverse contexts, drawing connections among multiple representations of a given concept. They appreciate the foundations of knowledge and consider the evidence for claims. Accomplished learners know when to ask a question, how to challenge claims, where to go to learn more, and they are aware of their own ideas and how these change over time (2007, NRC). This contemporary view requires students to use of science practices to make sense of the concepts and to use the practices to demonstrate understanding of the concepts. The practices and content are inextricably linked and must be integrated for effective instruction.
Science is the
overarching Standard.
The Domains organize the core concepts and principles of science.
The Strands identify the core concepts or principles that comprise literacy in each Domain.
The Science Practices emphasize the importance of students independently creating scientific arguments and explanations for observations made during investigations. Science curriculum thereby becomes a sense-making enterprise for students in which they are systematically provided with ongoing opportunities to:
Interact directly with the natural and designed world using tools, data-collection techniques, models, and theories of science.
Actively participate in scientific investigations and use cognitive and manipulative skills associated with the formulation of scientific explanations.
Use evidence, apply logic, and construct arguments for their proposed explanations. Beyond The Scientific Method
The process of theory development and testing is iterative, uses both deductive and inductive logic, and incorporates many tools besides direct experiment. Modeling (both mechanical models and computer simulations) and scenario building (including thought experiments) play an important role in the development of scientific knowledge. The ability to examine one’s own knowledge and conceptual frameworks, to evaluate them in relation to new information or competing alternative frameworks and to alter them by a deliberate and conscious effort is key scientific practices (2007, NRC).
The process by which scientific understandings are developed and the form that those understandings take differ from one domain of science to another, but all sciences share certain common features at the core of their problem-solving and inquiry approaches. Chief among these is that data and evidence hold a primary position in deciding any issue. Thus, when well-established data, from experiment or observation, conflict with a theory or hypothesis, then that idea must be modified or abandoned and other explanations must be sought that can incorporate or take account of the new evidence. This also means that models, theories, and hypotheses are valued to the extent that they make testable (or in principle testable) precise predictions for as yet unmeasured or unobserved effects; provide a coherent conceptual framework that is consistent with a body of facts that are currently known; and offer suggestions of new paths for further study. (2007, NRC)
Components of the Graphic Organizers
Unit Title: quick reference to the topic of the unit Number of Days:
Science Domain: The Standard (Physical, Life or Earth Systems) outlines the core understanding for each content domain. Each standard statement explains why the strands and cumulative progress indicators are important. Summary of Unit: quick reference of the overall learning accomplished by the unit
Grade Level: identify the grade band that this unit is designed for, by the end of grade 2, by the end of grade 4, by the end of grade 6, etc...
Stage 1: Desired Results (Learning Targets)
Strand: The strand defines a core concept or principle in physical, life, or earth systems science.Each strand runs throughout students’ K-12 academic experience. Each of the strands supports the core understanding of the standard. (include both the title and narrative text that follows)
Enduring Understandings
These understandings are insights that a student gains through learning experiences, and are transferable to new situations.
Essential Questions
These questions have no ‘right’ or ‘easy’ answer, and are meant to inspire investigation and raise more questions.
Unit Learning Targets
Students will understand…(content statements)
Unit Learning Targets
Students will be able to…(cumulative progress indicators)
These statements describe the concept/content that a student needs to understand about the strand at a specific grade band.
These statements describe how students can demonstrate their understanding of the concept/content. The CPIs are a deliberate connection between a content statement and a science practice.
21
Century Themesst
Global Awareness Financial, Economic, Business, and
Entrepreneurial Literacy
Civic Literacy Health Literacy
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National Academy Press, 2010)
http://www.nap.edu/catalog.php?record_id=12771#orgs
Adaptability Complex Communications/Social Skills Non-routine Problem-solving Skills Self-management/Self-development, Systems Thinking
Student use of Technology: identify the specific technology that students will use during this unit.
Materials/Equipment needed: identify the specific materials and equipment that students will use during this unit.
Stage 2: Evidence of Learning
Performance Assessment Task 1:
Performance Assessment Task 2:
Performance assessments are any form of testing that requires a student to create an answer or a product that demonstrates his or her understanding or skills. The goal of effective performance assessment is “to develop important tasks that are worthwhile and engaging for student, requiring the
application of skills and knowledge learned prior to the assessment. Effective performance assessment task should have the following design features:
Students should be active participants, not passive “selectors of the single right answer."
Intended outcomes should be clearly identified and should guide the design of a performance task.
Students should be expected to demonstrate mastery of those intended outcomes when responding to all facets of the task. Students must demonstrate their ability to apply their knowledge
and skills to reality-based situations and scenarios.
A clear, logical set of performance-based activities that students are expected to follow should be evident.
A clearly presented set of criteria should be available to help judge the degree of proficiency in a student response.
Other Evidence of Learning
Formative Assessment:
Summative Assessments:
Formative Assessment is part of the instructional process. When
incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve targeted standards-based learning goals within a set time frame.
Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. They are used at the end of instruction and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process.
Stage 3: Learning Plan
Learning Activities/Labs/Investigations
Timeframe
Name of Activity/Lab/Investigation # 1
X hours/Days
Description
Description
Name of Activity/Lab/Investigation # 3
X hours/Days
Description
Name of Activity/Lab/Investigation # 4
X hours/Days
Description
Individual Accommodations
Extra support
Enrichment or early finishers
Various learning styles
Limited English proficiency
UNIT REFLECTION
Reflect on the UNIT you have developed and rate the degree to which the UNIT
Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and
problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate 21
stcentury skills
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
Foster student use of technology as a tool to develop
critical thinking, creativity and innovation skills
Are varied to address different student learning styles and
preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and
skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to better meet
the varying needs of learners
Open Ended Teacher Reflection:
1. What changes would I make next time the lesson is taught?
