Common Core Standards and

Implications for CaMSP

Meeting the Challenge of

Complexity, Coherence and

Integration

Complexity

• Science programs need to respond to various

mandates in the very near future

• California Science Content Standards (CSCS)

• California Common Core Standards-ELA

• NRC Conceptual Framework for Science

Standards

• California Common Core Standards- Math

CSCS (today)

• Content strands focus on the four disciplines:

biology, chemistry, physics and earth science

• Laboratory experiences are to constitute 25% or

more of science programs

• The experimentation and investigations strand

focuses on skills that evolve from the observation

of phenomena, generation of results and logical

reasoning

Investigation and Experimentation

• Use a variety of print

• Evaluate the reproducibility of data

• Distinguish between hypothesis and theory as

scientific terms

• Recognize the cumulative nature of scientific evidence

• Know that when an observation does not agree with

an accepted scientific theory, the observation is

sometimes mistaken or fraudulent and that the theory

is sometimes wrong (Ptolemaic model)

Investigation and Experimentation

•Formulate explanations by using logic and

evidence

•Communicate the logical connection among

hypothesis, science concepts, tests conducted,

data collected and conclusions drawn

•Communicate in written reports and oral

presentation

CA Common Core Standards-ELA

•Standards Developed for Science

•Specific for Grades 6-8 and High school

•Writing Standard

•Reading Standard

Reading Standards for Literacy Fundamental Text Analysis includes:

•Key ideas and details;

– Cite specific textual evidence to support analysis

of science and technical texts.

•Craft and Structure

– Determine the meaning of symbols, key terms,

and other domain-specific words and phrases as

they are used in a specific scientific or technical

manner

Reading Standard for Literacy

Integration of Knowledge and Ideas

– Compare and contrast findings presented

in a text to those from other sources

(including their own experiments), noting

when the findings support or contradict

previous explanations or accounts.

• Text types and purposed

– Write arguments focused on discipline-specific content.

– Write informative/explanatory texts, including the

narration of historical events, scientific procedures/

experiments, or technical processes.

• Production and Distribution

– Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience.

Writing Standards

Writing Standards

• Research to build and Present knowledge

– Conduct short as well as more sustained research

projects to answer a question (including a self-

generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize

multiple sources on the subject, demonstrating

understanding of the subject under investigation.

Draft Framework for Science Standards ( NRC)

• Asking Questions/Developing Hypothesis

• Identifying Relationships

• Using Archival Resources

• Constructing and Defending Arguments

• Reading Science

• Communicating Science : Writing and

Speaking

Constructing and Defending Arguments:

Beginning Emerging Competent Proficient

Makes a claim and supports the claim with a reason.

Recognizes that science requires evidence to support its arguments.Advances claims which are supported by both evidence and reasons

Constructs arguments which are supported by empirical rather than personal data and warrants, and defends arguments with reasoning when questioned.

In response to criticism, identifies flaws in own arguments and modifies and improves the arguments.

Critiquing Arguments: Beginning Emerging Competent Proficient

Provides justifications for own claimsAsks for justifications of others’ claims

Recognizes that claims can be shown to be false or ideas weak by the use of evidence

Identifies weaknesses in the arguments of others.

Uses reasoning and evidence to construct a rebuttal or a counter argument to someone else’s argument.Comprehends that modeling and argumentation leads to the development of scientific theories or better solutions to problems.

Reading ScienceBeginning Emerging Competent Proficient

Identifies the main topic, focus and key details of a scientific or technical text.

Knows and uses various text features (e.g., captions, headings, tables of contents, glossaries, indexes, electronic menus, icons) to locate key facts or information

Reads informational texts independently, proficiently, and fluently within the level of complexity appropriate for one’s age

Reads and interprets multiple sources in researching a science question.Analyzes and summarizes in detail the main ideas in a text and their implications.Compares and contrasts arguments from different sources and combines information from them when it is consistent.

Writing ScienceBeginning Emerging Competent Proficient

Uses notebooks to record observations and thoughts.

Writes informative or explanatory texts that are either reports of a phenomenon, recounts of investigations or procedures for conducting a task.Uses writing about models and diagrams to articulate his or her understanding of a topic and construct questions

Writes either: explanatory texts, reports or design briefs using relevant facts which lead to a conclusion

Writes explanatory texts, reports and argumentative texts of increasing detail and sophistication.Produces coherent and detailed reports of any inquiry based activity using primary or secondary evidence

CA Common Core Standards Mathematics

• Probability and Statistics

• Mathematical Modeling

Coherence

• Can be achieved through analysis of

the various standards

• Requires identification of common

elements

• Work with Language arts and English

teachers and or Mathematics teachers

Coherence

• Both CSCS and CACCs-ELA have overlapping

standards

• English Language Development standards align

with literacy and with E & I standards in both

• Similar to converging vectors from different

disciplines

• Using similar terms but nested in different contexts

Some Common Elements

• Statement of a Hypothesis and

Collection of data

• Development of reasoned argument

from evidence gleamed from data

• Presentation of conclusions through

oral, visual and written formats

Integration

• Focus on Literacy and Writing standards

as well as CSCS when developing lessons

• Work with both science and ELA teachers

together to develop literacy and writing

• Develop and adapt tools for assessing

both science and literacy learning (e.g.

rubrics, science writing heuristics)

Integration

• Look at current PD programs and assure that a strong

literacy component is integrated into content

• Recruit Language arts or math teachers alongside science

teachers.

• Assure that the development of lab protocols focus on

reading and writing skills and the appropriate mathematics

• Understand that literacy and reading issues are different

depending on students fluency and knowledge of English.

California Science Project

csmp.ucop.edu/csp

Maria Alicia Lopez Freeman

mafreema@ucla.edu