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On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by California Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework.

The SBE-adopted California Next Generation Science Standards (CA NGSS) can be viewed below by grade level Disciplinary Core Ideas (DCI): Life Sciences, Earth and Space Sciences, and Physical Sciences or by grade level Topic (e.g., Chemical Reactions, Structure and Function, or Space Systems).

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The documents below provide middle school educators the rationale for the CA NGSS Integrated Learning Progression Course for middle grades six through eight and the Alternative Discipline Specific Course for grades six through eight. The documents also describe learning progressions for each grade level.

Integrated Learning Progression Model (PDF)

This document provides middle school educators the rationale for the Integrated Learning Progression Course arrangement of standards developed by the California Science Expert Panel. Documents containing the standards for each grade level are below.

Discipline Specific Model (PDF)

This document provides middle school educators the rationale for the Discipline Specific Course arrangement. Documents containing the standards for each grade level are below.

Science is a way of knowing, a process for understanding the natural world. Engineering applies the fields of science, technology, and mathematics to produce solutions to real-world problems. The process of developing scientific knowledge includes ongoing questioning, testing, and refinement of ideas when supported by empirical evidence. Since progress in modern society is tied so closely to this way of knowing, scientific literacy is essential for a society to be engaged in political and economic choices on personal, local, regional, and global scales. As such, the Utah SEEd standards are based on the following essential elements of scientific literacy.

Science is principled and enduring.

Scientific knowledge is constructed from empirical evidence; therefore, it is both changeable and durable. Science is based on observations and inferences, an understanding of scientific laws and theories, use of scientific methods, creativity, and collaboration. The Utah SEEd standards are based on current scientific theories, which are powerful and broad explanations of a wide range of phenomena; they are not simply guesses nor are they unchangeable facts. Science is principled in that it is limited to observable evidence. Science is also enduring in that theories are only accepted when they are robustly supported by multiple lines of peer reviewed evidence. The history of science demonstrates how scientific knowledge can change and progress, and it is rooted in the cultures from which it emerged. Scientists, engineers, and society, are responsible for developing scientific understandings with integrity, supporting claims with existing and new evidence, interpreting competing explanations of phenomena, changing models purposefully, and finding applications that are ethical.

Just as science is an active endeavor, students best learn science by engaging in it. This includes gathering information through observations, reasoning, and communicating with others. It is not enough for students to read about or watch science from a distance; learners must become active participants in forming their ideas and engaging in scientific practice. The Utah SEEd standards are based on several core philosophical and research-based underpinnings of science learning.

Science learning is personal and engaging.

Research in science education supports the assertion that students at all levels learn most when they are able to construct and reflect upon their ideas, both by themselves and in collaboration with others. Learning is not merely an act of retaining information but creating ideas informed by evidence and linked to previous ideas and experiences. Therefore, the most productive learning settings engage students in authentic experiences with natural phenomena or problems to be solved. Learners develop tools for understanding as they look for patterns, develop explanations, and communicate with others. Science education is most effective when learners invests in their own sense-making and their learning context provides an opportunity to engage with real-world problems.

Science learning is multi-purposed.

Science learning serves many purposes. We learn science because it brings us joy and appreciation but also because it solves problems, expands understanding, and informs society. It allows us to make predictions, improve our world, and mitigate challenges. An understanding of science and how it works is necessary in order to participate in a democratic society. So, not only is science a tool to be used by the future engineer or lab scientist but also by every citizen, every artist, and every other human who shares an appreciation for the world in which we live.

Crosscutting Concepts (CCCs):

Crosscutting concepts are the organizing structures that provide a framework for assembling pieces of scientific knowledge. They reach across disciplines and demonstrate how specific ideas are united into overarching principles. For example, a mechanical engineer might design some process that transfers energy from a fuel source into a moving part, while a biologist might study how predators and prey are interrelated. Both of these would need to model systems of energy to understand how all of the features interact, even though they are studying different subjects. Understanding crosscutting concepts enables us to make connections among different subjects and to utilize science in diverse settings. Additional information on crosscutting concepts can be found in Chapter 4 of A Framework for K-12 Science Education.

Even though the science content covered by SEPs, CCCs, and DCIs is substantial, the Utah SEEd standards are not meant to address every scientific concept. Instead, these standards were written to address and engage in an appropriate depth of knowledge, including perspectives into how that knowledge is obtained and where it fits in broader contexts, for students to continue to use and expand their understandings over a lifetime.

The standards of any given grade or course are not independent. SEEd standards are written with developmental levels and learning progressions in mind so that many topics are built upon from one grade to another. In addition, SEPs and CCCs are especially well paralleled with other disciplines, including English language arts, fine arts, mathematics, and social sciences. Therefore, SEEd standards should be considered to exist not as an island unto themselves, but as a part of an integrated, comprehensive, and holistic educational experience.

2 Most Utah SEEd Standards are based on the Next Generation Science Standards (NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press) nextgenscience.org

The sixth-grade SEEd standards provide a framework for student understanding of thecycling of matter and the flow of energy through the study of observable phenomenaon Earth. Students will explore the role of energy and gravity in the solar system as theycompare the scale and properties of objects in the solar system and model the Sun-Earth-Moon system. These strands also emphasize heat energy as it affects some propertiesof matter, including states of matter and density. The relationship between heat energyand matter is observable in many phenomena on Earth, such as seasons, the water cycle,weather, and climates. Types of ecosystems on Earth are dependent upon the interactionof organisms with each other and with the physical environment. By researching interactionsbetween the living and nonliving components of ecosystems, students will understandhow the flow of energy and cycling of matter affects stability and change withintheir environment.

The Statewide Science Assessment measures student achievement of the Next Generation Sunshine State Standards in science. Students in grades 5 and 8 participate in the statewide science assessment. Achievement Levels for Science were established in 2012 through a standard setting process.

To learn more about the content of the statewide science assessment, individuals may review the Science standards and the Test Item Specifications. The Standards specify the expectations for student learning in Florida, and the Test Item Specifications describe how the test questions (or items) on the assessments will measure student achievement of these Standards.

The curriculum, which follows the Core Knowledge approach, provides students with a firm basis in the factual knowledge of the sciences and engineering design specified in the Core Knowledge Science Sequence. Additionally, this program has been informed by many positive aspects of the Next Generation Science Standards (NGSS).

Science 6 reveals the incredible intricacies of cells and organisms, matter and energy, astronomy, heredity, the nervous system, and the immune system. This elementary science educational materials includes exciting, but manageable science experiments and science projects.

The Third International Mathematics and Science Study (TIMSS) 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study of mathematics teaching. Larger and more ambitious than the first, the 1999 study investigated eighth-grade science teaching as well as mathematics teaching, expanded the number of countries, and included more countries with relatively high achievement on TIMSS assessments in comparison to the United States. The results of the mathematics portion of the study are presented elsewhere (Hiebert et al. 2003). Discussion of the results from the 1995 Video Study can be found in Stigler et al. (1999) and Stigler and Hiebert (1999). This document highlights key findings from the science lessons and is based on the full report, Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study (Roth et al. 2006). 17dc91bb1f