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Science Weekly Magazine: Still the “Next BIG Thing”

“Cross-cutting, culturally-responsive, differentiated”….and that was 26 years

ago! Science Weekly Magazine has been inspiring and empowering elementary

science students and teachers with “next generation” science standards since 1986.

Now entering the realm of customized digital learning, the company is holding true to

its mission to create effective and efficient products and services that change agents,

teachers, parents, and others, can use to produce high-quality teaching and learning.

Science Weekly’s goal is to capture the students’ interest and motivate their desire to

achieve.

What is Science Weekly

Magazine? Science Weekly Magazine is an award-

winning STEM publication for

elementary students and teachers. The

publication has been a valued resource

in classrooms for more than a quarter

century. How is it, then, that an “old”

publication can still be cutting edge?

Science Weekly is based on solid research - not just core science and mathematic principles, but also on the way children learn.

Cross-cutting Core Concepts For students, Science Weekly

introduces core science and math

concepts in age-appropriate

developmental sequence. Six

different levels of differentiation

provide increasing complexity,

depth and sophistication of

successive reading levels. As a

teaching aide, the publication and the

corresponding “teaching notes” are

designed to assist teachers in

becoming more competent and

confident using a differentiation

instructional model.

Science Weekly provides hard copy

and digital resources to assist in

adapting all core content (science,

math, social studies, and reading)

and teaching processes in response

to student readiness, interest, and

learning profile; therefore, resulting in

equity education, academic success,

and maximum student achievement

for students.

It’s Science · Biological Science

· Earth and Space Science

· Environmental Science

· Life Science

· Physical Science

· Technology

Science Weekly Magazine covers all

strands of science in most public school

systems.

An Interactive Structure A full classroom subscription to Science

Weekly Magazine provides a full color

4-page publication to every child. Each

edition includes a section dedicated to:

· Lab Work (hands-on)

· Vocabulary (content literacy)

· Challenge Work (problem

solving/critical thinking)

· Writing Activity(content literacy)

· Home Activity (reinforced

learning)

Benefits for Everyone Principals and Superintendents, face the challenge to identify teachers and tools that work together to effectively develop core skills that will promote students’ continued interest in learning. Science Weekly Magazine is the teaching supplement that allows your teachers to teach science and math with understanding, motivation and inspiration!

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udents.

·

BenePrincipth

Science Weekly helps

me connect with all

of my students and

meet their individual

learning needs!

July 2012

With the launch of the Science Weekly

online educator portal in the 2012-2013

school year, Teachers will enjoy access

to a repository of resources that further

support effective lesson planning,

teaching, and classroom management.

With Science Weekly Magazine, every

teacher can effectively integrate core

skill development into fun and

engaging science and math lessons.

Students have always loved receiving

their own copy of Science Weekly – to

write on, keep, and show off to parents -

because it’s a non-competitive activity that

makes learning fun and relevant.

Beginning in the 2012-2013 school

year, students will have the option to

access the online portal to read

Science Weekly Magazine in different

languages, get extra practice in areas

their parents and teachers recommend,

and further explore areas of science

that interest them.

and the Next Generation Science Standards

About the Next Generation Science Standards

Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce: Through a collaborative, state-led process managed by Achieve, new K–12 science standards are

being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National

Research Council.

What is in the Framework?

The framework consists of a limited number of elements in three dimensions: (1) scientific and engineering practices, (2) crosscutting concepts, and (3) disciplinary core ideas in science. It describes how they should be developed across grades K-12, and it is designed so that students continually build on and revise their knowledge and abilities throughout their school years. To support learning, all three dimensions need to be integrated into standards, curricula, instruction, and assessment.

I. Dimension One: Science and Engineering Practices

· Asking questions and defining the problem

· Planning and carrying out investigations

· Analyzing and interpreting data

· Using mathematics and computational thinking

· Engaging in Argument from evidence

· Obtaining, evaluation, and communicating information

· Developing and using models

· Constructing explanations and designing solutions

II. Dimension Two: Crosscutting Concepts

· Similarities and differences in patterns

· Sort, classify, and analyze simple rate of change

· Measurement to better describe differences and likeness

· Scales to assist in comparison : hot/cold, slow/fast

· Defining objects in terms of characteristics

· Objects may break up into smaller pieces---changes in shape

· Tests to gather evidence (data) to support or refute students ideas about cause and effect

· Patterns of change related to time to make predictions

III. Dimension Three: Disciplinary core ideas in science

· Physical Sciences

· Life Sciences

· Earth and Space Sciences

· Engineering, Technology, and the Applications of Science

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WHY IS A K-12 SCIENCE

FRAMEWORK NEEDED?

Science, engineering, and technology perme-ate every aspect of modern life. Some knowl-edge of science and engineering is required to understand and participate in many major pub-lic policy issues of today, as well as to make informed everyday decisions, such as selecting among alternate medical treatments or determin-ing whether to buy an energy-efficient furnace.

By the end of the 12th grade, students should have sufficient knowledge of science and en-gineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to be able to continue to learn about science throughout their lives. They should rec-ognize that our current scientific understanding of the world is the result of hundreds of years

of creative human endeavor. And these are goals for all of the nation’s students, not just those who pursue higher education or careers in science, engineering, or technology.

Today, science education in the United States is not guided by a common vision of what students finishing high school should know and be able to do in science. Too often, standards are long lists of detailed and disconnected facts, reinforcing the criticism that our schools’ science curricula tend to be “a mile wide and an inch deep.” Not only does this approach alienate young people, it also leaves them with fragments of knowledge and little sense of the inherent logic and consistency of science and of its universality. Moreover, the current fragmented approach neglects the need for students to engage in doing science and engineering, which is a key part of understanding science.

The time is ripe for a new framework for K-12 science education not only because of weaknesses in the current approaches, but also because new knowledge in both the sciences and the teaching and learning of science has accumulated in the past 15 years. In addition, the movement by most of the states to adopt common standards in mathematics and in language arts has prompted the call for comparable standards in science to guide state reforms.

A FRAMEWORK FOR K-12 SCIENCE EDUCATION:

PRACTICES, CROSSCUTTING CONCEPTS, AND CORE IDEAS

SCIENCE EDUCATIONAT THE NATIONAL RESEARCH COUNCIL

www.nationalacademies.org/bose

2 A Framework for K-12 Science Education July 2011

of the National Academy of Sciences was asked to develop a framework that would provide unifying guidance for the nation’s schools to improve all students’ understanding of science. The expert committee that developed the framework used research-based evidence on how students learn, input from a wide array of scientific experts and educators, and past national reform efforts, as well as its members’ individual expertise and col-lective judgment.

HOW WILL THE FRAMEWORK

BE USED?

The framework is designed to be the basis for the next generation of science standards. Using the practices, crosscut-ting concepts, and core ideas that the framework lays out, a group of states,

-

standards for what students should learn at different grade levels.

The framework is also designed to be useful to others who work in science edu-cation, including:

-ment designers;

-ate professional development materi-als for them;

who make key decisions about cur-riculum, instruction, and professional development; and

-mal settings, such as museum exhibit designers or writers and producers of documentary films.

WHAT IS IN THE FRAMEWORK?

be developed across grades K-12, and it is designed so that students continually build on and revise their knowledge and abilities throughout their school years. To support learning, all three dimensions need to be integrated into standards, curricula, instruction, and assessment.

NRC convened a committee of 18 experts in education

and scientists from many disciplines to develop the

framework drawing on their own expertise, current

research , and guidance from small teams of specialists.

A draft of the framework was released in the summer of 2010

to gather comments from scientists, teachers, and the public.

The National Science Teachers Association, the American

Association for the Advancement of Science, and other groups

aided this effort by collecting feedback from their members.

The committee revised the draft in response to all the

comments received.

As a final step to ensure high quality, the framework went

through the NRC's intensive peer-review process. More than

20 experts in the sciences, engineering, and teaching and

learning provided detailed comments.

The committee revised the framework again in response

to the experts' comments.

HOW THE FRAMEWORK WAS DEVELOPED

A Framework for K-12 Science Education 3July 2011

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

DIMENSION 1:

SCIENTIFIC AND ENGINEERING PRACTICES

This dimension focuses on important practices used by scientists and engineers, such as modeling, deve-loping explanations or solutions, and engaging in argumentation. For example, all of the disciplines of science share a commitment to data and evidence as the foundation for developing claims about the world. As they carry out investigations and revise or extend their explanations, scientists examine, review, and evaluate their own knowledge and ideas and critique those of others through a process of argumentation. These practices have too often been underemphasized in K-12 science education.

Engaging in the full range of scientific practices helps students understand how scientific knowledge devel-ops and gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Similarly, engaging in the practices of engineering helps students understand the work of engineers and the links between engineering and science.

The full report describes these eight practices, articulating the major competencies that students should have by the end of 12th grade and outlining how student competence might progress across the grades.

1. Patterns

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

DIMENSION 2:

CROSSCUTTING CONCEPTS THAT HAVE COMMON APPLICATION ACROSS FIELDS

4 A Framework for K-12 Science Education July 2011

The seven crosscutting concepts are key across science and engineering. They provide students with ways to connect knowledge from the various disciplines into a coherent and scientific view of the world. For example, the concept of “cause and effect: mechanism and explanation” includes the key understandings that events have causes, sometimes simple, sometimes multifaceted; that a major activity of science is in-vestigating and explaining causal relationships and the mechanisms by which they are mediated; and that such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

Students’ understanding of these crosscutting concepts should be reinforced by their repeated use in instruc-

could be discussed in the context of plant growth in a biology class and in the context of investigating the motion of objects in a physics class. Throughout their science and engineering education, students should be taught the crosscutting concepts in ways that illustrate their applicability across all the core ideas.

Physical Sciences

PS 1: Matter and its interactions

PS 2: Motion and stability: Forces and interactions

PS 4: Waves and their applications in technologies for information transfer

Life Sciences

Earth and Space Sciences

ESS 1: Earth’s place in the universe

ESS 2: Earth’s systems

Engineering, Technology, and the Applications of Science

ETS 1: Engineering design

DIMENSION 3:

CORE IDEAS IN FOUR DISCIPLINARY AREAS

A Framework for K-12 Science Education 5July 2011

The framework includes core ideas for the physical sciences, life sciences, and earth and space sciences because these are the disciplines typically included in science education in K-12 schools. Engineering and technology are featured alongside these disciplines for two critical reasons: to reflect the importance of understanding the human-built world and to recognize the value of better integrating the teaching and learning of science, engineering, and technology.

The focus on a limited number of core ideas in science and engineering is designed to allow sufficient time for teachers and students to explore each idea in depth and thus with understanding.

The full report provides detailed descriptions of each core idea, as well as descriptions of what aspects of each idea should be learned by the end of grades 2, 5, 8 and 12. Establishing limits for what is to be learned about each core idea for each grade band clarifies the most important ideas that students should learn.

HOW CAN THE VISION OF THE FRAMEWORK BE REALIZED?

Students will make the greatest strides in learning science and engineering when all components of the system—from professional development for teachers to curricula and assessments to time allocated for these subjects during the school day—are aligned with the vision of the framework. Aligning the existing K-12 system with that vision will involve overcoming many challenges, including teachers’ familiarity with new instructional practices and the time allocated to science. The full report identifies such challenges to help educators and policymakers begin to consider how to meet them. It also offers recommendations to guide standards developers and lays out a research agenda to inform updates of the framework and standards in the future.

COMMITTEE ON A CONCEPTUAL FRAMEWORK FOR NEW SCIENCE EDUCATION

STANDARDS

HELEN R. QUINN (Chair) WYATT W.

ANDERSON TANYA ATWATER

PHILIP BELL

Washington, Seattle; THOMAS B. CORCORAN RODOLFO

DIRZO PHILLIP A. GRIFFITHS, Institute for Advanced Study, DUDLEY R. HERSCHBACH

LINDA P.B. KATEHI JOHN

C. MATHER BRETT D. MOULDING, Utah JONATHAN OSBORNE, School of

Education, Stanford University; JAMES W. PELLEGRINO -STEPHEN L. PRUITT, Office of the State Superintendent of

BRIAN REISER, School of Education and Social Policy, Northwestern University; REBECCA R. RICHARDS-KORTUM -ing, Rice University; WALTER G. SECADA, School of Education, University of Miami; DEBORAH C.

SMITH

National Research Council Staff: HEIDI A. SCHWEINGRUBER - THOMAS

KELLER, - MICHAEL A. FEDER MARTIN

STORKSDIECK KELLY A. DUNCAN

REBECCA KRONE, Program Associate; STEVEN MARCUS

6 A Framework for K-12 Science Education July 2011

For More Information . . .

This brief was prepared by the Board on Science Education www.nationalacademies.org/bose.

the report, A Framework for K-12 Science Standards: Practices, Crosscutting Concepts, and Core Ideas, are

www.nap.edu. The study was . Any opinions, findings, conclusions, or recommendations expressed

Related Titles

Successful K-12 STEM EducationSurrounded by ScienceEngineering in K-12 EducationLearning Science in Informal EnvironmentsReady, Set, SCIENCE!Taking Science to SchoolAmerica’s Lab ReporSystems for State Science Assessment

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Permission is granted to reproduce this document in its entirety, with no additions or alterations.

.

Social Studies Mathematics

• interaction with environment

• recognize need to finish assigned tasks

• Identify traits of democratic leadership

• Recognizing safety symbols

• classifying subcultures

• distinguish between personal opinion and factual

accounts of events

• sequence events on a timeline

• contrast and compare opposing view points

• locate, gather and organize information

• make simple visuals (pictures, charts, graphs, and

tables)

• organizing data to support or refute a view point

• interpret and evaluate information

• redefine problems in new terms

• interpret visuals

• diagnostic practice to discover, reconstruct, and transmit

knowledge

• physical representations of addition and subtraction

• recognizing and naming numbers

• models of two dimensional shapes

• identifying characteristics of two and three dimensional

shapes

• classifying objects

• ordering numbers and points

• comparing properties

• collect and organize information

• collect data and construct graphs

• interpret and construct picture and bar graphs

• predict possible outcomes from a sample

• find relationships between fractions, decimals, percents,

and ratios

• interpret pictograms and use information to solve story

problems

Reading Skills Science Skills

• recognizing letters and words

• recognizing common prefixes and suffixes

• recognizing common base words

• naming objects events in people

• comparing and contrasting characteristics

• ordering sequencing

• arranging ideas

• considering multiple factors

• taking notes

• surveying reference materials

• using some parts of the book

• recording data in an orderly fashion

• developing precision and accuracy

• generalizing

• analyzing critically

• evaluating information

• recognizing main ideas and concepts

• establishing relationships

• describing with clarity

Identifying

• locate and name body parts related to each of the five

senses

• identify the position of objects

• distinguishing between

Classifying

• classifying plants habitat states of matter etc. a courting to

characteristics properties

Collecting data

• collect and record information

• graphically record information from collected data

• record and analyze information on histograms, bar graphs,

line graphs, etc.

Formulating Conclusion

• making assumptions and inferences about observed

interactions or changes

• suggest relationships between objects in a system and the

entire system

• interpret information displayed in pictures drawings and

tables

They all work together.

Don’t sacrifice one for another.

Science Weekly Magazine

brings it all together!