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

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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.
9• Students in grades nine throughtwelve expand their knowledge ofhabitats, biodiversity, and ecosystemsassociated with the biology/life sciencecontent standards. High schoolearth science standards include thestudy of energy and its usage as wellas topics related to water resourcesand the geology of California.The Legislature has declared “that[we have] a moral obligation to understandthe world in which [we live] andto protect, enhance, and make thehighest use of the land and resources[we hold] in trust for future generations,and that the dignity and worthof the individual requires a qualityenvironment in which [we] can developthe full potentials of [our] spiritand intellect” (Education Code Section8704). Toward that end LEAs andindividual schools throughout Californiaare contributing to the bettermentof the environment in many ways, includingreplacing asphalt schoolgrounds with gardens, recycling schoolwaste, exchanging scientific data withthe international community throughWeb sites, and restoring local habitats.Specific programs of environmentaleducation enhance the learning ofscience at all grade levels. These programsenhance scientific and criticalthinking skills, enabling students toperceive patterns and processes of nature,research environmental issues,and propose reasoned solutions. Environmentaleducation is not advocacyfor particular opinions or interests, butit is a means of fostering a comprehensiveand critical approach to issues.Students get a personal sense of responsibilityfor the environment; consequently,schools are tied more closelyto the life of the communities theyserve.Guiding PrinciplesThe following principles form thebasis of an effective science educationprogram. They address the complexityof the science content and the methodsby which science content is best taught.They clearly define the attributes of aquality science curriculum at the elementary,middle, and high schoollevels.Effective science programs arebased on standards and usestandards-based instructionalmaterials.Comprehensive, standards-basedprograms are those in which curriculum,instruction, and assessment arealigned with the grade level-specificcontent standards (kindergartenthrough grade eight) and the contentstrands (grades nine through twelve).Students have opportunities to learnfoundational skills and knowledge inthe elementary and middle grades andto understand concepts, principles, andtheories at the high school level. Studentsuse instructional materials thathave been adopted by the State Boardof Education in kindergarten throughgrade eight. For grades nine throughtwelve, students use instructional materialsthat are determined by localboards of education to be consistentwith the science standards and thisframework.A California Standards Test in scienceis now administered at grade five,reflecting the cumulative science standardsfor grades four and five. Therefore,science instruction must be basedChapter 1Introduction tothe Framework
Page 1 and 2: Science Frameworkfor CaliforniaPubl
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Page 5 and 6: vForeword“The education of young
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Page 13 and 14: 3serve as a guide to the teaching o
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Page 31 and 32: 21tably challenge citizens to rethi

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