Draft Arizona

Science Standards
S TAT E B O A R D O F E D U C AT I O N M E E T I N G
O C TO B E R 2 2 , 2 0 1 8
Purpose & Mission
To present the draft Arizona Science Standards to the
Arizona State Board of Education for consideration
and adoption.
Thank You
Arizona
Educators!
Science Standards
Working Groups
• 110 educators and community members
• Representing
86 districts, charters, and institutes of higher education
13 counties

All working group agendas and presentations located on the

Science Standards Review Update page
http://www.azed.gov/standards-practices/k-
12standards/k12engagement/az_sci_ss_standards-review/
 Develop vision: Articulate grade Identify critical
Critical content at bands to grade process skills at
Standards each grade band levels each grade level

Development
Review for vertical &
Process Grade level standards:
what students need to
horizontal alignment;
identify cross
know, understand, & do
An on-going disciplinary connections

cycle of improvement
Release draft for
Refine language
Internal review public feedback and
in standards technical review

Informed by research Reconvene working

Internal review Prepare final draft
& groups

public comment
Standards, Curriculum, & Instruction
Standards – What a student needs to know, understand, and be able to do
by the end of each grade. Standards build across grade levels in a
progression of increasing understanding and through a range of cognitive
demand levels. Standards are adopted at the state level by the State
Board of Education.
Standards, Curriculum, & Instruction
Curriculum – The resources used for teaching and learning the standards.
Curricula are adopted at a local level by districts and schools.
Instruction – The methods used by teachers to teach their students.
Instructional techniques are employed by individual teachers in response
to the needs of the students in their classes to help them progress through
the curriculum in order to master the standards.
 3-Dimensional Learning
Core ideas
Positive Science and engineering practices
Crosscutting concepts
Themes From
Public Depth the standards
Feedback
Shift from performance
objective to standards

Content progressions
Key Concerns Evolution
From Change in climate
Public Key concepts
Feedback
Kindergarten physical science
Too broad
Cross-disciplinary connections
Crosscutting concepts
Technical Reviewers
 Clear, informative introduction

Meaningful visuals

Positive Progression of standards shows appropriate

cognitive development for learners
Themes From
Technical Standards show a reasonable number of topic
areas
Review Appendices and links are helpful

Proposed standards are a big improvement over

the current Arizona Science Standards
 Coding is difficult to read and overly complicated,
especially in high school
Differences of high-school “plus” standards and the
“essential” standards

Lack of emphasis on safety expectations related to

Key Concerns chemical storage
From Too much emphasis on the scientific method
Technical
Lack of emphasis on the science and engineering
Review practices

Grammatical errors need to be addressed

Suggestions for adding an international system of

units
Research Base

1990-2000s 2004
Research Base

1990-2000s 2000-2010s
Research Base
Structure of the Framework
3 Dimensional Learning

Disciplinary Core Ideas in knowing

science and
Crosscutting Concepts using science
core ideas
Science and Engineering
Practices
 Research Base
Using Science
Core Ideas for Using Science
U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations.
Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence
Using is discovered, models and theories can be revised.

Science U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or
create products.
U3: Applications of science often have both positive and negative ethical, social, economic, and/or political
implications.
 Research Base
Knowing Science
All matter in the Universe is made of very small particles.
Objects can affect other objects at a distance.
Changing the movement of an object requires a net force to be acting on it.
The total amount of energy in a closed system is always the same but can be transferred from one energy store to
another during an event.

Knowing The composition of the Earth and its atmosphere and the natural and human processes occurring within them
shape the Earth’s surface and climate.
Science The Earth and our Solar System are a very small part of one of many galaxies within the Universe.
Organisms are organized on a cellular basis and have a finite life span.
Organisms require a supply of energy and materials for which they often depend on, or compete with, other
organisms.
Genetic information is passed down from one generation of organisms to another.
Evolution is an explanation for the unity and diversity of organisms, living and extinct.
Coding
Research Base
Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and systems models
Energy and matter
Structure and function
Stability and change
Research Base
Science & Engineering Practices
Ask questions and define problems
Develop and use models
Plan and carry out investigations
Analyze and interpret data
Use mathematics and computational thinking
Construct explanations and design solutions
Engage in argument from evidence
Obtain, evaluate, and communicate information
 The Framework in Action
4.P2U1.2: Develop and use a model to
demonstrate magnetic forces.
 The Framework in Action
4.P2U1.2: Develop and use a model to
demonstrate magnetic forces.
 The Framework in Action
4.P2U1.2 Develop and use a model to
demonstrate magnetic forces.
The Framework in Action
4.P2U1.2: Develop and
use a model to
demonstrate magnetic
forces.
The Framework in Action
4.P2U1.2: Develop and
use a model to
demonstrate magnetic
forces.
The Framework in Action

4.P2U1.2 Develop
and use a model
to demonstrate
magnetic forces.
 The Framework in Action

4.P2U1.2 Develop and

use a model to
demonstrate magnetic
forces.
Putting it Together – 3 Dimensions
Physical Science 4th Grade Arizona Draft Science Standard

4.P2U1.3 Develop and use a model to demonstrate magnetic

forces.

Core Idea Science & Crosscutting

P2: Objects can Engineering Concept:
affect others objects Practice: Energy and matter
at a distance Developing and
using models
Three Dimensions
How does it work? High School Example
Putting it Together – 3 Dimensions
Earth and Space Science High School Arizona Draft Science Standard
Essential HS.E2U1.16 Construct an explanation of how
gravitational forces impact the evolution of planetary motion,
structure, surfaces, atmospheres, moons, and rings.

Core Idea: Science & Crosscutting

E2: The Earth and our Engineering Concept:
solar system are a Practice: • Cause and effect
very small part of one Construct an • System and
of may galaxies within explanation system models
• Stability and
the Universe
change
 How does it work?
Essential and Plus Standards

Essential

+
Essential vs. Plus Standards
for High School
High School Essential Standards
Intended for all student to have learned by the end of three credits of high school science courses
May be assessed on the state science assessment
Goal to prepare students for adult science literacy

High School Plus Standards

Supporting standards designed to be used with the essential standards
For students taking a specific course in physics, chemistry, earth/space, and/or biology to prepare students
for college-level courses
May be assessed by districts but not by state
 How does it work?
Essential and Plus Standards

Essential

+
Goals of Arizona Science Draft Standards
Goal 1: K–12 science education reflects
three-dimensional learning
Connections among all three dimensions
Develop and apply the skills and abilities
described in the Science and Engineering
Practices
Make connections between different
Disciplinary Core Ideas through the Crosscutting
Concepts
2004 Standards

Discrete facts and concepts in science

disciplines
Limited application of practice
2004 Standards

Strand 2
The Science Standard
Articulated by Grade Level is
divided into the following six
strands: Strand 4 Strand 5 Strand 6

1. Inquiry Process
2. History and Nature of Science
3. Science in Personal and Social
Perspectives

4. Life Science
5. Physical Science
6. Earth and Space Science
 In the 2004 Science Standards

Example: Teachers need to include

1. Unifying concepts from
the introduction
2018 Proposed AZ Science standards: 2004 AZ Science Standards
All three 2. Content from strands 4, 5
K.E1U1.3 or 6
dimensions are Observe, record, and ask questions
Kinder S6C3: Understand characteristics of weather conditions and climate.
PO 1. Identify the following aspects of weather: 3. Inquiry from strand 1
about temperature, precipitation,
covered in the and other weather data to identify
• temperature
• wind
4. History and Nature of
wording of the patterns or changes in local weather.
• precipitation Science from strand 2 and
• storms 5. Science in Personal and
standard Crosscutting Concepts: patterns;
cause and effect; stability and PO 2. Describe observable changes in weather. Social Perspectives from
change4 PO 3. Give examples of how the weather affects people’s daily activities
strand 3
Grade 2 S6C3: Understand characteristics of weather conditions and climate. to include all information from
PO 1. Measure weather conditions (e.g., temperature, precipitation). the current standards
PO 2. Record weather conditions (e.g., temperature, precipitation).
document
Kinder S1C1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based on
observations. Locate appropriate resources
PO 1. Observe common objects using multiple senses.
PO 2. Ask questions based on experiences with objects, organisms, and events in the environment

Second Grade S1C1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based
on observations. Locate appropriate resources
PO 2. Ask questions based on experiences with objects, organisms, and events in the environment.

Kinder S2C1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific
knowledge.
PO 1. Give examples of how diverse people (e.g., children, parents, weather reporters, cooks, healthcare workers,
gardeners) use science in daily life.

First Grade: S3C2: Science and Technology in Society Understand the impact of technology.
PO 2. Describe how suitable tools (e.g., magnifiers, thermometers) help make better observations and measurements.
2004 Standards vs. 2018 Standards
Typically, strands 1, 2, and 3 are hidden in the background
or are an after thought for teachers.

Bringing all three dimensions and embedding them in the

2018 standards sheds light on the importance of both the
skills and content knowledge that are necessary for
students to be scientifically literate members of the
community.
Goal 2: Students engage in explaining
phenomena and designing solutions
Engaging with meaningful phenomena or
problems
Explained or solved through the
application of science and engineering
practices, crosscutting concepts, and
disciplinary core ideas
Instructional units that focus on students
explaining relevant phenomena
Provide the motivation students need to
become invested in their own learning
2004 Science Standards

Disconnected topics
Content taught in isolated
topics
Goal 3: Incorporate engineering design
Incorporating engineering design using
significant elements of science
Identifying and designing solutions for
problems
Investigations and communicating the
information
2004 Science Standards
Engineering design
Disconnected from science
learning
Design projects do not
require science knowledge to
complete successfully
Goal 4: Build coherent learning progressions
from Kindergarten to grade 12
Opportunities for students to develop a coherent
progression
Develops a deeper understanding of knowledge
and skills from elementary through high school
Builds on what has been learned
Foundation for learning at the next grade level
2004 Science Standards
Standards lack coherence in
knowledge
Discrete knowledge that
students memorize at each
grade level
Goal 5: Connection to English Language
Arts and Mathematics
Coherence
Integrate with other relevant classroom
subjects, science and engineering literacy
requires proficiency in computations and
communication skills
 Science and engineers use these skills daily
Career ready
Experiences explicitly connect learning in a
meaningful way
Deep conceptual understanding in all subject
areas
Overview of Science Changes
Shifted from performance objectives to broader standards
to allow for greater depth and more connections
Organized standards around big ideas in science learning
to develop a K-12 progression and build coherence
Connected science practices with content
Developed key concepts and disciplinary connections
Developed high school essential and plus standards
Implementation Overview
Phase 1: Standards Introduction (1/19-4/19)

Reading the new standards

Comparing new to old standards
Standards gap analysis
Webinars and recorded presentations
Technical assistance

Target audience - educators interested in learning about the new standards

Implementation Overview
Phase 2: Capacity Building (5/19-2/20)

Conceptual shifts from the old to the new standards

Tools and resources for mapping the standards into curriculum and instruction
Guidance and resources for vertical and horizontal progressions within the
standards
Shifts from performance objectives
Train the trainer workshops
Content specific workshops
Live and recorded webinars

Target audience- educators interested in learning about the new standards

Implementation Overview
Phase 3: Full Implementation (3/20-ongoing)

Designing learning sequences for units and lessons

Inquiry development and design
How to integrate formative assessment with the new standards
Evidence based learning
Workshops
Content expert seminars
Guidance documents
Live and recorded webinars
Technical assistance
Target audience- educators interested in learning about the new standards, specifically implementation of the new
standards and district and school-based curriculum leaders
 Student Grade SY 18-19 SY 19-20 SY 20-21 SY 21-22
K 2004 Standard 2004 Standard New Standards New Standards
Science Assessment
Update 1 2004 Standard 2004 Standard New Standards New Standards

• Board adopts standards in Fall 2 2004 Standard 2004 Standard New Standards New Standards
2018
3 2004 Standard 2004 Standard New Standards New Standards
• LEAs and Charters begin transition
activities 4 2004 Standard 2004 Standard New Standards New Standards
Old Assessment Old Assessment Old Assessment
• Curriculum alignment
• Professional development 5 2004 Standard 2004 Standard New Standards New Standards
New Assessment
• ADE creates guidance & technical Assesses 3-5 Standards
assistance 6 2004 Standard 2004 Standard New Standards New Standards

• Standards-based 7 2004 Standard 2004 Standard New Standards New Standards

• Assessment related
8 2004 Standard 2004 Standard New Standards New Standards
Old Assessment Old Assessment Old Assessment New Assessment
Assesses 6-8 Standards
9 2004 Standard 2004 Standard New Standards New Standards

10 2004 Standard 2004 Standard New Standards New Standards

Old Assessment Old Assessment Old Assessment

11 2004 Standard 2004 Standard New Standards New Standards

New Assessment
Assesses 9-11 Standards
Questions