Science Standards Overview

Marcia TorgrudeTIE Education Specialist and Science Facilitator

3-D LEARNINGGrade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems.

The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

SD STANDARDSdoe.sd.gov/ContentStandards/

SD STANDARDS3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence for how a pattern can be used to predict future motion. (SEP: 3; DCI: PS2.A; CCC: Patterns)

Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept

EXPLOREPush down on the plunger on a smooth surface and then pull straight up quickly.

1. Record your observations and any questions you have regarding what you observed.

2. Describe the parts included in the system under observation. In this case one part of the system is the plunger, but what are the other parts that might be contributing to what you observed?

ASSESSMENT

BEN GOWAN’S CLASSBen Clip 3 - Pay close attention to:

1.How does the teacher facilitate the class?

2.How do the students explain their understanding of the phenomenon?

BEN GOWAN’S CLASSQ1: How does Mr. Gowans react when the student already has an explanation ready when they have just started the activity? Why do you think he responds this way?

Watch the second clip of instruction: (Ben Clip 3b-c)

Then,Q2: What do you notice about how the student challenges what she thinks is Mr. Gowan’s claim that the plunger will not pick up the whiteboard?

Q3: What do you notice about how he responds to this challenge?

Q4: Do you think his response would make students feel safe in presenting ideas to the teacher that they think contradict the teacher's message? Is this a good thing? Why or Why not?

Watch the third clip of instruction: (Ben Clip 3d)

BEN GOWAN’S CLASS

Reflection Questions:Q1: What were the students learning about with this activity? (Disciplinary Core Ideas/Crosscutting Concepts)

Q2: What science processes were students engaged in to help them explain the phenomenon? (Science Practices)

Q3: What does it take for teachers to create learning environments that make this type of learning possible?

Q4: How did he make sure that he had a good sense of the students' depth of understanding of these science concepts?

BEN GOWAN’S CLASS

What Does it Look Like?The science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems.

1. Three-Dimensional Learning (Standards)2. Students Engaging in Phenomena and

Designed Solutions (Instruction)3. All three dimensions build coherent learning

progressions (Curriculum)4. Science is connected to math and literacy

(Integration)

Future Plans?

Ideas– Instructional Roadmapping/Disaggregating– Instructional Strategies (Phenomenon)– Performance AssessmentFeedbackWhat are your plans as a district to implement the standards?What do you need for PD in the area of science?