The CA Science Frameworks and the Lesson Study arranging procedure

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The Purpose of this Presentation is to: . Furnish you with a thorough outline of the California Science Frameworks and figure out how to utilize these for planning evaluation level science unitsWalk you through the Lesson Study processProvide tests from a fourth grade unit on Electricity

Presentation Transcript

Slide 1

The CA Science Frameworks and the "Lesson Study" arranging process An Interactive Design Tool

Slide 2

The Purpose of this Presentation is to: Provide you with a thorough diagram of the California Science Frameworks and figure out how to utilize these for planning grade-level science units Walk you through the Lesson Study handle Provide tests from a fourth grade unit on Electricity & Magnetism

Slide 3

CA Science Standards The Science Content Standards recognize what understudies need to know and ace at each review level. Web Link: http://www.cde.ca.gov/be/st/ss/scmain.asp CA Science Frameworks The Science Frameworks give a clarification of the science and how to recommendations for moving toward the principles. Web Link: http://www.cde.ca.gov/re/pn/fd/sci-outline dwnld.asp What's the distinction?

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CA Science Standards Developed by the Academic Standards Commission Adopted by State Board of Education, 1998 "the premise of statewide understudy appraisals, the science educational modules system, and the assessment of instructional materials" Available at http://www.cde.ca.gov/be/st/ss/scmain.asp

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Science Content Standards for California Public Schools Grades K-12 ES Earth Science LS Biology/Life Science PS Physical Science I&E Investigation & Experimentation

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CA Science Framework Developed by the Science Curriculum Framework and Criteria Committee, Oct. 1998 – Dec. 2000 Further advancement by the Science Subject Matter Committee of the Curriculum Commission, 2001 Adopted by State Board of Education, Feb. 2002 "… expands on the substance guidelines and gives direction to the instruction group to accomplish that goal… proposes courses in which to utilize the principles and make associations inside and crosswise over evaluations." Frameworks give philosophical proposals, not prerequisites . Accessible at http://www.cde.ca.gov/re/pn/fd/sci-outline dwnld.asp

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2003 Science Framework Table of Contents State Board Policy on the Teaching of Natural Science Chapter 1 – Introduction to the Framework Chapter 2 – The Nature of Science and Technology Chapter 3 – The Science Content Standards for Grades K-5 Chapter 4 – The Science Content Standards for Grades 6-8 Chapter 5 – The Science Content Standards for Grades 9-12 Chapter 6 - Assessment of Student Learning Chapter 7 – Universal Access Chapter 8 – Professional Development Chapter 9 – Criteria for Evaluating K-8 Instructional Materials Appendix – Requirements of the Educational Code

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Instruction and materials are gauges based Develop understudies' charge of the scholastic dialect of science utilized as a part of the substance models Reflect an adjusted, far reaching approach that incorporates the instructing of examination and experimentation aptitudes alongside direct guideline and perusing Multiple instructional techniques and furnish understudies with numerous chances to ace the substance norms Guiding Principles

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Assess understudies' learning and comprehension on a proceeding with premise and make fitting conformities amid the scholarly year Engage all understudies in learning and plan/propel understudies for further guideline in science Utilize innovation to educate and survey content learning, create data assets, and improve PC proficiency Have satisfactory instructional assets, and additionally library, media and regulatory bolster Utilize measures based associations with other center subjects to strengthen science instructing and learning Guiding Principles (con't)

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2003 Science Framework Table of Contents State Board Policy on the Teaching of Natural Science Chapter 1 – Introduction to the Framework Chapter 2 – The Nature of Science and Technology Chapter 3 – The Science Content Standards for Grades K-5 Chapter 4 – The Science Content Standards for Grades 6-8 Chapter 5 – The Science Content Standards for Grades 9-12 Chapter 6 - Assessment of Student Learning Chapter 7 – Universal Access Chapter 8 – Professional Development Chapter 9 – Criteria for Evaluating K-8 Instructional Materials Appendix – Requirements of the Educational Code

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2003 Science Framework Table of Contents State Board Policy on the Teaching of Natural Science Chapter 1 – Introduction to the Framework Chapter 2 – The Nature of Science and Technology Chapter 3 – The Science Content Standards for Grades K-5 Chapter 4 – The Science Content Standards for Grades 6-8 Chapter 5 – The Science Content Standards for Grades 9-12 Chapter 6 - Assessment of Student Learning Chapter 7 – Universal Access Chapter 8 – Professional Development Chapter 9 – Criteria for Evaluating K-8 Instructional Materials Appendix – Requirements of the Educational Code

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2003 Science Framework Table of Contents State Board Policy on the Teaching of Natural Science Chapter 1 – Introduction to the Framework Chapter 2 – The Nature of Science and Technology Chapter 3 – The Science Content Standards for Grades K-5 Chapter 4 – The Science Content Standards for Grades 6-8 Chapter 5 – The Science Content Standards for Grades 9-12 Chapter 6 - Assessment of Student Learning Chapter 7 – Universal Access Chapter 8 – Professional Development Chapter 9 – Criteria for Evaluating K-8 Instructional Materials Appendix – Requirements of the Educational Code

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CA Science Assessment CA Standards Tests (CST) - grades 5 and secondary school CAT 6 - grades 9, 10, 11 Core Knowledge Tests - to be produced for 6-9 and 10-12 (particular evaluations not yet decided), in light of NCLB. Testing English learners data: http://www.cde.ca.gov/statetests/star/faq/workshop.pdf

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Aligning Standards and Assessments CST - grades 5 and secondary school CAT 6 - grades 9, 10, 11 Core Knowledge Tests - to be created for center school and secondary school (grades not yet decided) Are understudies in your locale accepting "fittingly put" science guideline?

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Blueprints for CA Science Tests Blueprints are given by CDE to show gauges that will be evaluated on the different CA Standards tests. The Blueprints additionally show the number and rate of test things from every standard set. www.cde.ca.gov/statetests/star/assets/blueprints.html

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2003 Science Framework Table of Contents State Board Policy on the Teaching of Natural Science Chapter 1 – Introduction to the Framework Chapter 2 – The Nature of Science and Technology Chapter 3 – The Science Content Standards for Grades K-5 Chapter 4 – The Science Content Standards for Grades 6-8 Chapter 5 – The Science Content Standards for Grades 9-12 Chapter 6 - Assessment of Student Learning Chapter 7 – Universal Access Chapter 8 – Professional Development Chapter 9 – Criteria for Evaluating K-8 Instructional Materials Appendix – Requirements of the Educational Code

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Getting Started

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Ask yourself: What is your insight into this point territory? What do you have to discover before instructing the unit? What educational programs materials are accessible on the point? In what manner will you clarify a portion of the thoughts to understudies?

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Begin with the Frameworks What are the Standards for Electricity & Magnetism? What do the Frameworks say in regards to these Standards ? Make a Concept Map Fill in the holes

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The Standards for Electricity & Magnetism… Electricity and attraction are connected impacts that have numerous valuable applications in regular daily existence. As a reason for comprehension this idea: Students know how to outline and assemble straightforward arrangement and parallel circuits by utilizing segments, for example, wires, batteries, and knobs. Understudies know how to construct a basic compass and utilize it to recognize attractive impacts, including Earth's attractive field. Understudies know electric streams create attractive fields and know how to construct a straightforward electromagnet.

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The Standards for Electricity & Magnetism (proceeded) … Students know the part of electromagnets in the development electric engines, electric generators, and basic gadgets, for example, doorbells and headphones. Understudies know electrically charged articles draw in or repulse each other. Understudies realize that magnets have two posts (north and south) and that like shafts repulse each other while dissimilar to posts draw in each other. Understudies know electrical vitality can be changed over to warmth, light, and movement.

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Begin with the Frameworks What are the Standards for Electricity & Magnetism? What do the Frameworks say in regards to these Standards ? Make a Concept Map Fill in the holes

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An incomplete content of what the Frameworks says in regards to the review four Electricity & Magnetism models can be found on the accompanying slide. You can get to the total content on pages 56 to 60 of the Frameworks .

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1. Power and attraction are connected impacts that have numerous helpful applications in regular day to day existence. As a reason for comprehension this idea: Students in review four will figure out how to outline and construct basic electrical circuits and try different things with segments, for example, wires, batteries, and globules. They will figure out how to make a basic electromagnet and how electromagnets function in basic gadgets. They will watch that electrically charged items may either draw in or repulse each other and that electrical vitality can be changed over into warmth, light, and movement… . (Page 56)

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Begin with the Frameworks What are the Standards for Electricity & Magnetism? What do the Frameworks say in regards to these Standards ? Make a Concept Map Fill in the crevices

Slide 33

Begin with the Frameworks What are the Standards for Electricity & Magnetism? What do the Frameworks say in regards to these Standards ? Make a Conc

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