Common Core Standards and Implications for CaMSP
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Transcript of Common Core Standards and Implications for CaMSP
Common Core Standards and
Implications for CaMSP
Meeting the Challenge of
Complexity, Coherence and
Integration
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
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
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)
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
CA Common Core Standards-ELA
•Standards Developed for Science
•Specific for Grades 6-8 and High school
•Writing Standard
•Reading Standard
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
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.
• 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
Writing Standards
• 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.
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
Constructing and Defending Arguments:
Beginning Emerging Competent Proficient
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.
Critiquing Arguments: Beginning Emerging Competent Proficient
Provides justifications for own claimsAsks 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.
Reading ScienceBeginning Emerging Competent Proficient
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.
Writing ScienceBeginning Emerging Competent Proficient
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
CA Common Core Standards Mathematics
• Probability and Statistics
• Mathematical Modeling
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
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
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
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)
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.