An Introduction to Florida’s new K-12 Science Standards Bringing K-12 Science Education into the 21st Century.

An Introduction to Florida’s new K-12 Science Standards

Bringing K-12 Science Education into the 21st Century

Defining Features of the New SSS Standards:

K-8 benchmarks organized under “Big Ideas” at each Grade Level

9-12 standards & benchmarks are organized under Four Bodies of Knowledge

Benchmarks rated for Depth of Knowledge (DOK)

K-12 vertically alignment to facilitate learning progressions based upon NRC research

Robust, research-based, Nature of Science component

What’s the Big Idea?

“Big Idea” term borrowed from the National Council of Teachers of Mathematics (NCTM)

The National Assessment of Educational Progress (NAEP) defined the central organizing principles that became the Big Ideas for the new standards.

The New Big Ideas The Practice of Science The Characteristics of Scientific

Knowledge The Role of Theories, Laws, Hypotheses,

and Models Science and Society Earth in Space and Time Earth Structures Earth Systems and Patterns

The New Big Ideas (cont.)

Properties of Matter Changes in Matter Forms of Energy Energy Transfer and

Transformations Motion of Objects Forces and Changes in Motion

The New Big Ideas (cont.)

Organization and Development of Living Organisms

Diversity and Evolution of Living Organisms

Heredity and Reproduction Interdependence Matter and Energy Transformations

9-12 Bodies of Knowledge

Nature of Science Earth and Space Science Physical Science Life Science

Are Bodies of Knowledge Courses?

Bodies of Knowledge (BOK) are disciplinary pools for course designers to draw from

Each BOK is divided into Standards (9-12’s equivalent to Big Ideas)

Each Standard contains benchmarks that are germane to it.

Benchmark Coding

SC.8.N.2.1

Subject Grade-Level Big Idea # Benchmark #Big Idea

What is a Learning Progression?

“Learning progressions are successively more sophisticated ways of thinking about a topic…over a broad span of time…” (Duschl, et al., 2007)

Learning progressions are anchored by previous student knowledge at one end and societal expectations of what the students should know at the other.

How do the new SSSS support Learning

Progressions? K-8 grade-level standards

empower curriculum designers and classroom teachers to organize content into horizontal and vertical progressions.

Conceptual knowledge organized around core ideas

Interconnected strands of scientific proficiency

A Learning Progression from Nature of Science

BenchmarkCode

Benchmark Excerpts within grade levels

Grade 6SC.6.N.2.2

scientific knowledge…is durable because it is open to change as new evidence or interpretations are encountered…

Grade 7SC.7.N.2.1

scientific knowledge has changed when new evidence or new interpretations are encountered

Grade 8SC.8.N.1.3SC.8.N.3.2

science does not offer conclusive 'proof'

theories may be modified but are rarely discarded

Grades 9–12*SC.912.N.2.4

scientific knowledge is both durable and robust and open to change

Scientific knowledge...is often examined and re-examined by new investigations

Scientific knowledge...is often examined and re-examined by...scientific argumentation

The Tentative Nature of Science

The “Evolving” Nature of Science

Nature of Science updated to accommodate recent research findings regarding: Need for explicit vs. implicit instruction

(Abd-ElKhalik, Lederman, Southerland) Previously unaddressed myths of

science, (eg. tentativeness of scientific explanations, subjectivity of scientists, limits of science, creativity of scientists, one scientific method)

Distinctions between scientific terminology and common usage of terms (eg. theories, laws, etc.)

What is the Office of Math and Science doing to facilitate

implementation?

Standards Database All new benchmarks have been rated for

DOK New course descriptions have been drafted

based upon DOK rated benchmarks. A crosswalk between ’96 and ’08 standards

is currently in draft form All professional development $$$ are being

devoted to PD for new standards

Standards Database

Standards can be searched by grade-level, BOK, Big Idea, or key word

Benchmarks can be downloaded in either excel or word in any number of groupings

Comments, remarks, and model lessons can be linked to each benchmark

Depth of Knowledge

A DOK committee was convened in late April to rate each benchmark using a modified version of Webb’s taxonomy

DOK ratings serve to define levels of cognitive rigor in courses

DOK ratings will be used in constructing item specifications for test-development

Course Descriptions

A course description committee was convened the week following the DOK committee meeting

The new CD’s are in draft and will be posted for on-line review on May 12

The CD’s will be submitted to the SBOE for adoption at their October meeting

Crosswalk A crosswalk is in draft and has been

submitted to the FCAT Science Advisory Committee for review

The crosswalk links ’08 benchmarks with ’96 benchmarks and rates these linkages as either weak, moderate, or strong

The crosswalk shows which topics have been moved up or down in grade level, and can be used to show which ’08 benchmarks complement the annually assessed ’96 benchmarks

Professional Development FCR-STEM is researching PD best practices PROMiSE will provide PD on the new

standards to the districts The Florida and the Islands Comprehensive

Center (FLICC) is planning a Middle School Science Initiative (MSSI) to disseminate research-driven strategies for teaching the new standards through inquiry

In Summation OMS, FCR-STEM, PROMiSE, and FLICC

are working to coordinate their efforts so that a coherent vision for standards implementation is supported

Implementation at the district level begins in the ’08-’09 school year

Implementation extends through 2012 when the FCAT will fully address the new standards

Florida Department of Education

Office of

Mathematics and Science

Science Specialist Lance King

April 22, 2008