Long descriptions for Chapter One
Long descriptions for complex figures and tables in Chapter One of the Science Framework for California Public Schools, Kindergarten through Grade Twelve.Figure 1.1
Figure 1.1: The CA NGSS Logo Illustrates the Three Dimensions of Science.
The CA NGSS logo is a Mobius strip with the three representative colors, blue, green, and orange. There is a 2 by 2 table. The first row first cell reads Science and Engineering Practices (SEPs), and the second cell reads Behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The second row first cell reads Disciplinary Core Ideas (DCIs), and the second cell reads Key organizing concepts, problem solving tools, or underlying principles of a discipline. The third row first cell reads Crosscutting Concepts (CCCs), and the second cell reads Underlying themes that have value in all disciplines of science.
Figure 1.2
Figure 1.2: Chapters in this Framework Describe How Effective Implementation of the CA NGSS Requires Many Elements.
Flow chart showing the integration of different elements of effective science education. At the center is the CA NGSS logo with the word Standards. Arrows point out to boxes for Assessment (chapter 9), Instruction (chapter 11), Professional Learning (chapter 12), and Curriculum (chapter 13). Surrounding the whole diagram is a large oval with the statement: Access and Equity, All standards for all students (chapter 10).
Figure 1.3
Figure 1.3: Building a House as an Analogy for Three-Dimensional Learning.
Picture of a little boy building a house with a thought bubble containing the three dimensions of effective science education: picture of a tool belt representing Scientific and Engineering Practices, picture of construction blue prints representing Crosscutting Concepts, and a picture of boards representing the Disciplinary Core Ideas.
Figure 1.4
Figure 1.4: Relationships and Convergences among Mathematics (MP 1-8), Science (SEP 1-8), and ELA (EP 1-7) Practices.
This is a Venn Diagram of three content areas: Math, Science, and ELA, their practices, and how they overlap.
Math-only area.
- MP1: Make sense of problems and persevere in solving them
- MP2: Reason abstractly and quantitatively
- MP6: Attend to precision
- MP7: Look for and make use of structure
- MP8: Look for and express regularity in repeated reasoning
- Overlap of Math and Science
- SP2: Develop and use models
- MP4: Model with mathematics
- SP5: Use mathematics and computational thinking
Science-only Area.
- SP1: Ask questions and define problems
- SP3: Plan and carry out investigations
- SP4: Analyze and interpret data
- SP6: Construct explanations and design solutions
- Overlap of Science and ELA.
- SP8: Obtain, evaluate, and communicate information
- EP2: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience
ELA only area.
- EP4: Build and present knowledge through research by integrating, comparing, and synthesizing ideas from text
- EP5: Build upon the ideas of others and articulate their own clearly when working collaboratively
- EP6: Use English structures to communicate context specific messages
Overlap of ELA and Math.
- EP7: Use technology and digital media strategically and capably
- MP5: Use appropriate tools strategically
- Overlap of Math, Science and ELA in the middle
- EP1: Support analysis of a range of grade-level complex texts with evidence
- MP3 and EP3: Construct viable and valid arguments from evidence and critique reasoning of others
- SP7: Engage in argument from evidence
- SP8: Obtain, evaluate and communicate information
Figure 1.5
Figure 1.5: The Scientific and Engineering Enterprise Represented as an Interconnected Flow of Practices within a Social Community.
The initial stage of the scientific and engineering enterprise is the practice of investigating. Investigating includes observing phenomena in the real world through observing, experimenting, measuring, and testing, which are all necessary elements of the Collecting Data and Test Solutions phases.
Another stage in the interconnected flow of practices is developing explanations and solutions about the observed phenomena. Through the processes of creative thinking, reasoning, calculating, and planning, scientists can formulate hypotheses and propose solutions.
At the intersection of the two stages investigation and developing explanations and solutions is evaluating. In this practice, scientists and students argue, critique, and evaluate the validity and reliability of their data, contrasting their data with their theoretical predictions, and identifying flaws both in their own and others’ ideas.
Figure 1.6
Figure 1.6: Investigating Data and Multiple Interpretations.
Some students are investigating whether there is a pattern between a person’s pulse rate and the number of breaths they take. The scatter graph for their results is shown (and explained) below.
The title of the scatter graph is “Does heart rate depend on breathing rate?” The graph shows breathing rate in breaths per minute on the x axis and pulse in beats per minute on the y axis. There is an overall upward linear trend from the bottom left to the upper right, but there is a lot of scatter in the data points. For example, near 25 breaths per minute, there are measurements of pulse rates of about 70, 75, and 90.
Under the graph, text summarizes the student’s interpretations of the graph results. Different students tried to describe the pattern in the graph, each making one of the following statements:
- One student had the most breaths and she also had the highest pulse rate.
- All the people with a high breath rate had a high pulse rate.
- The higher your breathing rate, the greater the pulse rate.
- On the whole, people with a higher breath rate had a higher pulse rate.
Which student’s claim is the best interpretation of the data and why?
Figure 1.7
Figure 1.7: Relationship between Data and Models in Scientific Arguments.
On the left is the statement Model, Theory, or Explanation. On the right, there are two boxes, Prediction about data and Patterns in data. There is a right-pointing arrow connecting from Model, Theory, or Explanation to Prediction about data, and the starting point of the arrow is labeled evidence while the end is labeled claim. Another arrow pointing to the left from Patterns in data to Model, Theory, or Explanation also has an arrow that starts with evidence and ends with claim. The idea is that models can be used as evidence to generate a claim or as claims inferred from evidence.
Under the figure, text states “Data and models can both be used as claims and evidence, depending upon which SEPs are employed.”
Figure 1.8
Figure 1.8: How Do the Crosscutting Concepts Relate to One Another?
Scientific crosscutting concepts interact with one another in a three-part flow cycle displaying the connecting relationships between the three groups.
The observation of patterns induces students to search for a mechanism of the cause and effect relationship that underlies those patterns. The crosscutting concept of Structure and Function [CCC-6] can be thought of as a special case of Cause and Effect [CCC-2], which is why it is placed in the Causality group. The “System” group contains the crosscutting concepts: Systems and System Models; Scale, Proportion, and Quantity; Energy and Matter; and Stability and Change. Through these four concepts, scientists and engineers can gain a better description and definition of the system that they are trying to investigate, including tracking the movement of energy and matter and quantifying them as they change.
Figure 1.9
Figure 1.9: Similar Structure/Function Relationships in Earth Science and Engineering.
Mountains and car crashes (top) involve collisions whose movement and forces can be modeled in computer simulations (bottom).
Figure 1.11
Figure 1.11: The Engineering Design Process (ETS1).
Three interconnected boxes represent the Engineering Design Process: Define Problem (Specify constraints and criteria for success), Develop Solutions (Design and explore multiple solutions), and Optimize (Improve based on results of simple tests). Arrows point in both directions between the boxes to indicate that this is an iterative, interconnected process. Around the outside of the boxes are eight ovals for each of the science and engineering practices: beginning on the top right and going clockwise: Defining problems, Obtaining and evaluating information, Planning and carrying out investigations, Mathematical and computational thinking, Analyzing and interpreting data, Developing and using models, Engaging in arguments from evidence, and Communicating information.
Figure 1.12
Figure 1.12: Twenty-First Century Student Outcomes and Support Systems.
There are two main arches; the inner arch reads Core subjects – 3Rs and 21st century themes; The outer arch reads Life and career skills; Learning and innovation skills – 4Cs Critical Thinking, Communication, Collaboration, Creativity; Information, Media, and Technology Skills. The foundation (four semicircles radiating out from the arch, reads Standards and Assessments; Curriculum and Instruction; Professional Development; and Learning Environments.
Figure 1.13
Figure 1.13: Schematic View of the Layout of Standards in the CA NGSS.
This is a table with the following information:
First Row: Grade. CA NGSS Title
Second Row: Performance Expectations
Third Row, Column 1: Scientific and Engineering Practices; Third Row, Column 2: Disciplinary Core Ideas; Third Row, Column 3: Crosscutting Concepts
Fourth Row: Connections to:
Other science disciplines at this grade level
Other DCIs at lower or higher grade level
Suggested Common Core State Standards in Mathematics and Language Arts.
Figure 1.14
Figure 1.14: Example of a Standard Page for Grade 5 and Disciplinary Core Idea PS2, Forces and Interactions.
This is a three-part table with 11 definitions below it for explaining the various terms within the table. These definitions will be provided when noted within the text of the table.
Part 1 – 5-PS2 Motion and Stability: Forces and Interactions
The first paragraph is defined by #9” represents “What is Assessed,” which is explained as “A collection of performance expectations describing what students should be able to do when they have mastered this standard.”
Students who demonstrate understanding can: 5-PS2-1 (this is defined by #2 – Performance Expectation (PE) Code, which is a unique identifier to reference a specific performance expectation, for example: 5-PS2-4,. 5 = Grade Level. PS = Discipline of science/engineering. 2 = Core idea number within that discipline. 1 = Unique sub item number.
First paragraph continues with the next sentence being defined as #8 Performance Expectation (PE): “A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.” Support an argument that the gravitational force exerted by Earth on objects is directed down.
Clarification Statement is defined by #3: “Supplies examples or additional clarification to the performance expectation.” “Down” is a local description of the direction that points toward the center of the spherical Earth.
Assessment Boundary is defined by #4 as “Provides guidance about the scope of the performance expectation at a particular performance expectation at a particular.” “:Assessment does not include mathematical representation of a gravitational force.”
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education.
Middle Box: Foundation Box
A brief description of the practices, core disciplinary ideas, and crosscutting concepts that each performance expectation builds upon.
Within the middle box, three items are called out:
Item #1: Highlighted Scientific and Engineering Practices (defined by #5 as “Activities that scientists and engineers engage in to understand the world and solve problems.”). This consists of Engaging in Argument from Evidence. Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to critiquing…
- Support an argument with evidence, data, or a model (5-PS-1)
Item #2: Highlighted Disciplinary Core Ideas is defined by #6 as “Concepts that have broad importance within a discipline and have relevance to people’s lives.”
PS2.B: Types of Interactions
- The gravitational force of Earth acting on an object near earth’s surface pulls that object toward the planet’s center. (5-PS-1).
Item #3: Crosscutting Concepts (defined by #7 as “Tools for thinking about science and engineering that are common to all disciplines.)
Cause and Effect
- Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1)
Bottom Box: Connection Box
Connections to other DCIs in fifth grade: N/A.
Articulation of DCIs across grade-bands: 3.PS2.A (5-PS2-1); 3.PS2.B (5-PS2-1); MS.PS2.B (5-PS2-1); MS.ESS1.B (5-PS2-1); MS.ESS2.C (5-PS2-1) Other standards in NGSS and other disciplines (including Common Core) that relate to this group of performance expectations.
CA CCSS for ELA/Literacy Connections:
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-PS2-1)
Table 1.7
Table 1.7: Types of Models.
Figure information is displayed in the form of a table with three column headings: Model Type, Description, and Example.
Mental Models – A model of the way the world works that an individual carries in their mind; an internal construct. This is represented by a baseball player catching a ball.
Conceptual Models consist of a mental model that has been made explicit and conscious so it can be shared.
Pictorial models – Diagrams, concept maps, animations, and maps are all techniques for displaying systems visually. In the example, the diagram of Earth’s energy balance uses arrows to indicate the flow of energy between different components of the Earth system. In the diagram, three rows are labeled from top to bottom: Outer Space, Earth System Atmosphere, and Earth System Surface. Arrows show the path of energy as it flows from the Sun in outer space to Earth’s atmosphere where some of the energy reflects back into outer space; and to the surface of the Earth where more energy reflects back into outer space. Sunlight energy changes to heat energy, Some heat energy is absorbed in the atmosphere and on the Earth’s surface. There are arrows indicating that some of this heat energy gets stuck in the atmosphere creating the greenhouse effect. Energy measured coming into the Earth System is 340.4 and going out it measures 339.8 (no units are given).
Physical models – Physical models can reproduce the structure/shape and/or material properties of objects (as in a clay model of tectonic plates colliding or a scale model of a bridge), or their behavior (as when students act as droplets of water and move around the room as a model for the water cycle). The example includes six different pictures with wooden sticks held together with binder clips to form different types of bridge models. Text under the pictures states that “A scale model of a bridge allows students to compare different structural shapes.”
Mathematical Models – The variables in an equation represent components of an abstract system and the relationships between the components are expressed by the mathematical symbols. Graphs can also be used as mathematical models because they are essentially the graphical representations of the underlying equations. The Example includes the equation F = ma, which can be used to predict how quickly an object will change speeds when a force is applied.
Computer models – Computers enable modeling of systems that contain a large number of components and/or interactions, which are represented by a complicated set of interrelated mathematical equations. The example includes a computer simulation of a car crashing into a wall, with text explaining that “A computer simulation includes all the parts of a car and their material properties. The computer uses equations such as Newton’s laws to calculate the movement of each part during a collision. The color code represents the force per unit area calculated at every point on the car, providing engineers more detail than if they crashed a real car.
Analogies – Analogies help students understand relationships between objects and therefore are models. Analogies work well at conveying some ideas but can sometimes spawn unintended misconceptions. However, this feature is not unique to analogies: all models are simplifications of complex phenomena and therefore have limitations.
Example includes two pictures. The top picture is a bicycle chain connecting the pedals to the gears. On the bottom picture a battery connects to a light bulb with two wires, with one wire connected to each end of the battery. Visually, the battery, wires, and bulb make a broad circle or loop, mirroring the look of a bicycle chain. Under the pictures, the text explains that “A bicycle chain is an analogy for an electric circuit in that there is an energy source and a load and that must be connected in order to work.