Science Curriculum Analysis Worksheet Current research on science education emphasizes the importance of integrating the learning progressions from all three dimensions included in A Framework for K-12 Science Education in order to deepen student understanding of the big ideas connected to scientific phenomena. This Curriculum Analysis Worksheet is a tool that can be used to align your current instructional practices to a 3-dimensional model of instruction, designed to deepen student learning. 1. Identify a science concept or concepts within the Arizona Science Standard from Strands 4, 5, or 6 that you teach at your grade level/course. Record the science concept, big idea/scientific phenomena, and the three-dimensional learning outcome(s). 2. Identify learning progressions from each of the three dimensions that will be bundled together to build student conceptual understanding of the big idea/scientific phenomena selected in Step 1. 3. a. Identify objectives from the Arizona Science Standard from Strands 1, 2 and 3 that align with the Science and Engineering Practices learning progression(s) you have identified in Step 2. b. Examine your current science curriculum to identify ways you can modify instruction to reach the vision of A Framework for K-12 Science Education while you currently teach grade level objectives aligned to the Arizona Science Standard. 4. a. Identify the current objectives from the Arizona Science Standard from Strands 4, 5, and 6 that align with the Disciplinary Core Ideas learning progression(s) you have identified in Step 2. b. Examine your current science curriculum to identify ways you can modify instruction to reach the vision of A Framework for K-12 Science Education while you currently teach grade level objectives aligned to the Arizona Science Standard. 5. a. Identify the current unifying concept(s) from page viii of the Arizona Science Standard that aligns with the Crosscutting Concepts learning progression(s) you have identified in Step 2. b. Examine your current science curriculum to identify ways you can modify instruction to reach the vision of A Framework for K-12 Science Education while you currently teach grade level objectives aligned to the Arizona Science Standard. 6. a. Identify connections to grade level ELA/Literacy standards, as appropriate. b. Identify connections to grade level Mathematics standards and practices, as appropriate. Arizona Department of Education - K-12 Standards Section HS Earth Science Example – Energy in the Earth System Revised 5/2016 1. Arizona Science Concept: Strand 6 Concept 2: Energy in the Earth System Big Idea/Scientific Phenomenon: The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate. Changes in the Earth’s surface including weather and variations in the flow of energy cause changes in climate. 2. Science and Engineering Practices Learning Disciplinary Core Ideas Learning Progression Crosscutting Concepts Learning Progression Progression (See Learning Progressions for 6-12 Science) (See Learning Progressions for 6-12 Science) (See Learning Progressions for 6-12 Science) Developing and Using Models ESS2: Earth’s Systems Cause and Effect Use a model to provide mechanistic accounts of Earth’s systems, being dynamic and Empirical evidence is required to differentiate phenomena. interacting, cause feedback effects that can between cause and correlation and make claims Planning and Carrying Out Investigations increase or decrease the original changes. about specific causes and effects. Plan and conduct an investigation individually and The geological record shows that changes to collaboratively to produce data to serve as the basis for global and regional climate can be caused by Energy and Matter evidence, and in the design: decide on types, how much, interactions among changes in the sun’s Energy drives the cycling of matter within and and accuracy of data needed to produce reliable energy output or Earth’s orbit, tectonic between systems. measurements and consider limitations on the precision of events, ocean circulation, volcanic activity, the data (e.g., number of trials, cost, risk, time), and refine glaciers, vegetation, and human activities. Stability and Change the design accordingly. These changes can occur on a variety of time Much of science deals with constructing Analyzing and Interpreting Data scales from sudden (e.g., volcanic ash clouds) explanations of how things change and how they Analyze data using tools, technologies, and/or models to intermediate (ice ages) to very long-term remain stable. Feedback (negative or positive) (e.g., computational, mathematical) in order to make valid tectonic cycles. can stabilize or destabilize a system. and reliable scientific claims or determine an optimal The foundation for Earth’s global climate design solution. systems is the electromagnetic radiation from Engaging in Argument from Evidence the sun, as well as its reflection, absorption, Construct an oral and written argument or counter- storage, and redistribution among the arguments based on data and evidence. atmosphere, ocean, and land systems, and this energy’s re-radiation into space. Three Dimensional Learning Outcomes: Use data to support a claim about whether one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. Arizona Department of Education - K-12 Standards Section HS Earth Science Example – Energy in the Earth System Revised 5/2016 3. Science and Engineering Practices Identify performance objectives from Strands 1-3 within the Arizona Science Standard that align to Gap Analysis/Curriculum Examination the learning progressions listed above. Refer to the Science and Engineering practice learning progressions within the Learning (Strand 1: Inquiry; Strand 2: History and Nature of Science; Strand 3: Science and Social Perspectives) Progressions for 6-12 Science document and your current curriculum to answer the following questions. Concept 1: Observations, Questions, and Hypotheses What scientific phenomenon will students investigate and connect to the big idea? Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate What practices are currently missing from my curriculum? resources. What changes and refinements need to be made? PO 1. Evaluate scientific information for relevance to a given problem. What strategies/investigations can be implemented to achieve the vision? PO 2. Develop questions from observations that transition into testable hypotheses. PO 3. Formulate a testable hypothesis. PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling Engage: (not guessing or inferring). “There is a greater than 90% chance that El Niño will continue through Northern Hemisphere winter 2015-16, and around an 85% chance it will last Concept 2: Scientific Testing (Investigating and Modeling) Design and conduct controlled investigations. into early spring 2016”. Report Issued by Climate Prediction Center 2015 PO 1. Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, Ask students “What does this claim mean for the winter of 2015-16 in organisms) and behavior in all science inquiry. Arizona?” PO 2. Identify the resources needed to conduct an investigation. PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis: • Identify dependent and independent variables in a controlled investigation. Have students create a model of the El Nino climate pattern based • Determine an appropriate method for data collection (e.g., using balances, on their current experiences and knowledge of this phenomenon. thermometers, microscopes, spectrophotometer, using qualitative changes). • Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators). Explore: PO 4. Conduct a scientific investigation that is based on a research design. Have students evaluate the 1950 – 2015 data from the Oceanic Nino PO 5. Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. Index (ONI) to predict what years were El Nino and La Nina seasons. A Framework for for Framework A http://www.cpc.ncep.noaa.gov/products/analysis_monitoring/ensostuff/ensoyears. Concept 3: Analysis, Conclusions, and Refinements shtml Current Current Practice Evaluate experimental design, analyze data to explain results and propose further investigations. Education Science 12 - Have student research the weather including precipitation in Arizona Design models. K PO 1. Interpret data that show a variety of possible relationships between variables, including: of Vision during the years they have found to be el Nino years. positive relationship, negative relationship or no relationship PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis. PO 4. Evaluate the design of an investigation to identify possible sources of procedural error, including: sample size, trials, controls, analyses Explain: Use the data collected and models created to provide an evidence-based Concept 4: Communication explanation (Claim – Evidence - Reasoning) the prediction for this year’s Communicate results of investigations. weather pattern as a result of El Nino. PO