Science Framework, part 1 - Free Downloads (CA Dept of Education)

8Chapter 1Introduction tothe Frameworkinstruction that plants are primary producersin deserts, forests, and grasslands,the students must be able togeneralize the principle accurately toinclude other habitats (e.g., saltmarshes, lakes, tundra). Although thestandard is easily amenable to laboratoryand field activities, it cannot beentirely grasped by observation of orcontact with nature.In high school this standard is exploredin considerable depth as studentscome to learn about energy,matter, photosynthesis, and the cyclingof organic matter in an ecosystem.Standard 2.a in grade four preparesstudents to learn more.Another example of “preteaching”embedded in the science standards isStandard 1.h in grade three: “Studentsknow all matter is made of small particlescalled atoms, too small to seewith the naked eye.” 15 The intent ofthis standard is not to make third-gradestudents into atomic scientists, butsimply to introduce them to a way ofthinking that is reinforced in gradesfive and eight and then taught ingreater depth in high school.This framework is designed to ensurethat instructional materials aredeveloped to the intended depth ofeach standard and that the relationshipsare made clear among standardsacross grade levels and within branchesof science.Science and theEnvironmentEnvironmental concerns that oncereceived relatively little attention(e.g., invasive species of plants andanimals, habitat fragmentation, loss ofbiodiversity) have suddenly becomestatewide priorities. Entire fields ofscientific inquiry (e.g., conservationbiology, landscape ecology, ethnoecology)have arisen to address thoseconcerns. In general, there is an increasedsense of the complexity andinterconnectedness of environmentalissues. The public response to California’senvironmental challenges hasbeen profound as evidenced by the enactmentof Senate Bill 373 (Chapter926, Statutes of 2001). Senate Bill 373requires the following topics to be includedin this framework:• Integrated waste management• Energy conservation•Water conservation and pollutionprevention• Air resources• Integrated pest management• Toxic materials•Wildlife conservation and forestrySeveral science standards addressthose topics directly; provide studentswith the foundational skills and knowledgeto understand them; or incorporateconcepts, principles, and theoriesof science that are integral to them.The suggestions in this framework includeways of highlighting the topicsas follows:• Students in kindergarten throughgrade five learn about the characteristicsof their environment throughtheir studies of earth, life, and physicalsciences. For example, in gradethree students learn how environmentalchanges affect living organisms.• Students in grades six through eightfocus on earth, life, and physical sciences,respectively; and standards ateach grade level include the study ofecology and the environment.