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Science lesson plan powerpoint/ activity

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Science lesson plan powerpoint/ activity

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2023 Mathematics Framework

At its meeting on July 12, 2023, the State Board of Education (SBE) adopted the Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve ( Mathematics Framework). The framework is important guidance designed to help educators align classroom teaching with California's rigorous math learning standards.

The Mathematics Framework reflects input from California parents, educators, students, and others who commented during the two 60-day field review periods that were held in 2021 and 2022.

California is committed to achieving excellence in math teaching and learning through curriculum and instructional approaches grounded in research and reflective of best practices across the globe. The Mathematics Framework provides guidance for mathematics learning for all students at all levels of math-including calculus-and ensures students have a wide variety of options including pursuing Science, Technology, Engineering, and Mathematics (STEM) in college and career.

Frequently Asked Questions
Information about the draftMathematics Framework.

Schedule of Significant Events for the Revision of the Mathematics Framework
At its meeting on July 13, 2022, SBE revised the Schedule of Significant Events (Timeline) for the Revision ofMathematics Framework. The Timeline was originally approved by the SBE on May 8, 2019, and was previously revised on September 11, 2019, May 7, 2020, July 14, 2021, and November 3, 2021.

A professionally-edited and designed PDF version of the framework will be posted at a later date. The content will not substantively change from the version posted below.

Curriculum Framework and Evaluation Criteria Committee

At their January 08, 2020, meeting the State Board of Education appointed 20 members to the Mathematics Curriculum Framework and Evaluation Criteria Committee (Mathematics CFCC) to assist in the development of the Mathematics Framework.

The Mathematics CFCC Meetings and Notices

Focus Groups

Pursuant to the California Code of Regulations, Title 5, Section 9511(c), the California Department of Education (CDE) convened four focus groups across California.

Listserv

Additional Resources

2013 Mathematics Framework

Assembly Bill 250 (Chapter 608, Statutes of 2011) called for the revision of the Mathematics Framework to align with the California Common Core State Standards for Mathematics.

Video: Overview of the Mathematics Framework (Dated 26-Feb-2015)
This video for teachers, administrators, and other educators provides an overview of the Mathematics Framework and how it supports implementation of the California Common Core State Standards for Mathematics.

Common Core State Standards for Mathematics (PDF; 3MB)
Links to the standards adopted by the California State Board of Education in August 2010 (Modified January 2013 Publication Version).

Common Core State Standards (CCSS) Initiative
The multi-state initiative released the CCSS on June 2, 2010. The initiative site includes information about the development and research behind the standards, appendices, the states that have adopted the CCSS, and frequently asked questions.

Appendix A
Designing High School Mathematics Courses Based on the CCSS.

2005 Mathematics Framework (Available on request)
The Framework was adopted by the State Board of Education on March 9, 2005.
*To order a copy of this framework please contact CDE Press.

Content Standards
Links to downloads of all Content Standards.

All Curriculum Frameworks
Links to downloads of all Curriculum Frameworks.

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Friday, October 20, 2023

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Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

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CC - English Collaborative Conversations  (1)

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EDU 505 TPEs  (78331889) TPEs-Full-Version doc

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Appendix F  Science and Engineering Practices in the NGSS(1)

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How to Read the Next Generation Science Standards

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An inquiry-focused method gives students a way to connect scientific ideas to their experiences and apply their learning.

Try to recall the last science class you taught. It probably had many components over the course of 50 minutes, such as a video, a mini-lecture, an assessment, discussion, or a demonstration. What were all the components? Did your students discuss a question in small groups? Was it a whole-class discussion? Did you introduce a new concept? In what order did you introduce these components? How did you decide what came first? What is the optimal order of activities in an inquiry-based science classroom?

Engage Students' Curiosity

Teaching science using an inquiry approach requires instructional planning that encourages students to engage their curiosity to ask questions, explore solutions to socio-scientific issues, use evidence-based explanations to justify their reasoning, elaborate on possible effects, evaluate their findings, and predict potential outcomes based on different variables. In inquiry science, students are cognitively challenged as they engage in authentic problems while learning content, practicing reasoning skills, and communicating their ideas.

One approach to inquiry science is the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate). The 5E model is a planning tool for inquiry teaching that provides a structure for students to connect science ideas with their experiences and apply their learning to new contexts. The 5E model comprises five phases that help teachers build a sequence of coherent and engaging learning experiences for students.

How the 5E Model Works

1. Engage. The teacher uses short activities to promote curiosity. The activity must connect prior knowledge to new learning experiences in order to expose any misconceptions and prepare students for new learning.

Novel questions, discrepant events, demonstrations, or a powerful visual are ideal ways to engage students and ascertain their prior knowledge or any misconceptions that might interfere with constructing new knowledge. For new concepts to become meaningful, students use their prior knowledge to connect their past and present learning experiences.The engagement phase doesn't have to be part of the class time. It can be structured as a homework assignment where students can read an article related to the new topic to be introduced, explore a website, watch a video, or answer a question related to their prior knowledge.

For example: Why are acidic drinks stored in a cold place?

2. Explore. A lab investigation or hands-on activities are usually introduced in this phase as students attempt to investigate a problem. Conflicting ideas, questions, and confusion are common and help students identify what they need to know before new terms or concepts are introduced in the Explain phase.

What is the problem I am trying to solve?

What do I need to find out?

What do I know already?

Students are provided with two identical soda cans, a bottle opener, hot water, and an ice bath. Students perform the activity in pairs or groups, write down their observations, and discuss their results in the group.
Encourage students to think of the following questions:

For example: Which soda, the warm or the cold one, had more dissolved carbon dioxide? List all the ways that you know.

3. Explain. With the teacher's guidance, students explain the concepts they explored in the previous phase and demonstrate their understanding of the new terms that were introduced. Depending on the topic and the grade level, teacher-led instruction might be necessary to address any confusion and questions that came up in the Explore phase. Questions can make learning more meaningful, interactive, and participatory.

Students provide a tentative explanation as they present their results to the whole class. The teacher may pose additional questions to support the discussion. It is recommended that the teacher introduce a formative assessment in this phase to identify if the students are ready to start the Elaborate phase and determine if additional instruction or assistance is needed.

For example: What is the best way to store an opened bottle of soda so that it doesn't go flat quickly?

4. Elaborate. Students apply their knowledge to new experiences and extend their conceptual understanding as they solve a problem in a new context before evaluation in the last phase of the 5E model. Elaboration activities can take place during classroom time, or they can be a homework assignment.

For example: Decompression sickness (DCS) occurs when divers swim to the surface too quickly (rapid ascent). What causes DCS to occur?

5. Evaluate. Students evaluate their learning and demonstrate their understanding and mastery of key concepts. Evaluation doesn't have to be limited to a quiz or test. It can be a product such as a presentation, a poster, a pamphlet, a journal article, or a final paper.
Many power plants condense steam by pumping cool river or lake water around the steam pipes. The steam cools and condenses as its heat is transferred to the water, which is then returned to the river or lake. What impact does this warm water have on the fish in the lake or river?
For example: In your opinion, why do fish wash ashore on hot summer days?

You may already be using these elements without being familiar with the 5E model's formal structure. Consider the phases discussed above and reflect on the activities you planned for the last science lesson you taught. Which component would you classify as an Engage activity? Explore? Explain? How well does the order you have planned reflect the 5E model?

The goal isn't to plan every science lesson according to the 5E model-it's to consider the order and sequence of activities to align with the model to maximize student learning.

Here are some final suggestions:

Start small. You might design a lesson with only two components of the 5E model. If your lesson already has a hands-on activity, you may want to start with Engage to get the students thinking about the hands-on activity they're going to complete in the Explore phase. A simple 3- to 5-minute activity such as a current events story, a video, an advertisement, a problem scenario, or a challenge statement based on a common misconception can engage students.

Explore before Explain. Lab investigations or hands-on activities in the Explore phase, no matter how simple, may be time-consuming. Yet, you can allow at least some exploration before explanation to prepare students to receive new information. They might attempt to solve a problem, make a prediction about an experiment or demonstration, or answer a complex question. Consider starting instruction (Explain) in the middle of the class session, as opposed to the beginning, after students have had time to do some exploration.

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How to Use the 5E Model in Your Science Classroom

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An inquiry-focused method gives students a way to connect scientific ideas to their experiences and apply their learning.

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This section is focused on literacy in Science.

The information and resources address the reading and viewing, writing, and speaking and listening modes across the Science curriculum.

Literacy in Science is not the same as scientific literacy, but the two are interconnected.

Literacy in Science:

refers to the literate practices and strategies that enable individuals to understand, synthesise and communicate Science content knowledge

relates to the reading, viewing, writing, speaking and listening practices that students use to access, understand and communicate scientific knowledge.

Scientific literacy refers to:

an individual's understanding of scientific concepts, phenomena and processes, and their ability to apply this knowledge to new and, at times, non-scientific situations (PISA, 2018).

For students to develop scientific literacy, they must first engage in literate practices to develop their understanding of scientific concepts. Put another way, improving students' literacy in Science will help them to better develop their scientific understanding and scientific inquiry skills, which increases their scientific literacy.

Language is fundamental to Science. Literacy strategies allow students to develop their understanding of science and to do and communicate science (Yore et al., 2003). Knowing how to read and write scientific texts and diagrams, for example, facilitates students' understanding of complex scientific knowledge and processes.

Integral to the scientific method is the ability to:

ask questions

listen to explanations

present a conclusion.

Scientific language can be incredibly dense for some students, and in many cases every day and scientific uses of words or terms differ. For example,

"weight" and "mass" are used interchangeably in everyday situations, whereas in science they have completely different meanings

in science, the word "culture" refers to the process of growing living material, not the set of shared attitudes, beliefs and values of a group of people.

By using targeted literacy teaching strategies, teachers are able to support:

students to understand and correctly use new scientific vocabulary and terms

students' ability to question, predict and explain.

These skills not only support students' ability to navigate the scientific method, but also help students to clarify, extend and communicate their developing knowledge of scientific content.

Communication and writing in Science is highly specialised. Students must be able to read and write texts that are often dense, technical and abstract (Fang, 2005).

Scientific texts are also complex as they are comprised of multiple genres. Explicitly teaching students about the textual features of the various genres they will encounter in Science should help to improve students' reading and writing. The common genres students will read and write in Science include:

procedural recounts

explanations

discussions.

Scientific texts are also typically multimodal, containing written language, diagrams and images. Teaching students how multimodal elements of a text work together to create meaning will help them to develop and communicate their scientific understanding.

In this video, Prof Jan van Driel and Dr Victoria Millar discuss the importance of teaching literacy in Science. They also outline the various genres students encounter in the Science classroom.

Teacher prompts

What are the range of texts students write in your classroom? How do you support your students to write these texts?

How do you support students to read in science? How do you ensure diverse learners are able to meet the complex demands of reading in science?

Literate practices are embedded in the aims of the Victorian Curriculum: Science. For example, the curriculum aims to make sure students develop an:

interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live

ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims (VCAA, n.d.).

The Science Inquiry Skills strand emphasises the subject-specific nature of language and literacy requirements as part of the scientific method. Within Science, students do reading and viewing, writing, and speaking and listening to:

identify and construct questions

propose predictions

plan experiments

record and analyse data

communicate information and ideas.

The literacy demands of Science go beyond the inquiry skills. Being able to read, view, write, speak about and listen to a variety of texts in Science allow students' to access new scientific content, and as a result,develop their scientific knowledge.

Fang, Z. (2005). Scientific literacy: A systemic functional linguistics perspective. Science education, 89(2), 335-347.

PISA. (2018). Scientific literacy

VCAA. (n.d). Victorian Curriculum: Science.

Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International journal of science education, 25(6), 689-725.

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This section is focused on literacy in Science. The information and resources address the reading and viewing, writing, and speaking and listening modes across the Science curriculum. Literacy in Science is not the same as scientific literacy, but the two are interconnected.

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BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

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Welcome to Classroom Resources--a diverse collection of lessons and web resources for classroom teachers, their students and students' families. Materials are arranged by subject area to help you quickly find resources in your interest area, and then use them to create lesson plans or at-home activities.
Classroom Resources by research area:

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Welcome to Classroom Resources--a diverse collection of lessons and web resources for classroom teachers, their students and students' families. Materials are arranged by subject area to help you quickly find resources in your interest area, and then use them to create lesson plans or at-home activities.

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Classroom Resources - National Council of Teachers of Mathematics

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Writing a Behaviour Intervention Plan (BIP) - How to ABA

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A Behaviour Intervention Plan (BIP) is what takes the observations from a functional assessment and turns them into a concrete plan of suggestions. It is also sometimes known as a behaviour protocol or behaviour treatment plan. It should be based on a functional assessment or a functional analysis so that the suggestions made are function-based.

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Quick Flip Questions for the Revised Bloom's Taxonomy
In this article, we will explore 30 examples of bloom's taxonomy learning objectives for teachers. But before proceeding to discuss the examples, first, let us see what is blooms taxonomy.

Bloom's taxonomy approach is widely used in education and is also branded as the Taxonomy of Educational Objectives. It facilitates the teachers to achieve their teaching objectives by setting goals for the student learning and then creating assessments to observe the learning outcomes.

The use of bloom's taxonomy is widespread among educators as it helps them in:

Creating lesson plans, learning activities and instructional strategies based on the complexity of the subject matter

Curriculum mapping and designing courses

Creating assessments to measure the learning outcomes of the students

Best Articles from Educationise

1. 8 Tips to Write Effective Learning Objectives Using Bloom's Taxonomy

2. Bloom's Taxonomy Made Simple: 10 Practical Strategies for Teachers

3. Using Bloom's Taxonomy to Design Effective Project Based Learning Activities

4. 9 Must-Have AI Tools for Teachers to Create Interactive Learning Materials

5. 8 Free Math Problem Solving Websites and Applications

6. 6 steps to implement project based learning in the class

History Of Bloom's Taxonomy

Bloom's taxonomy is named after Benjamin Bloom - an educational psychologist at the University of Chicago who chaired the committee which proposed bloom's taxonomy in 1956. The committee proposed the following three domains of learning.

Cognitive: It corresponds to the mental abilities of a person. It is divided into six learning objectives which are explained below in this article in detail.

Affective: It involves emotional areas and growth in feelings. Like cognitive domain, this level comprises of five categories. These five categories are receiving, responding, valuing, organization and characterization.

Quick Flip Questions for the Revised Bloom's Taxonomy

Psychomotor: Psychomotor domain encompasses physical or manual skills which require practice. These skills are measured against factors such as speed, precision, distance, procedures, or techniques in execution.

Bloom's committee originally proposed five learning levels of the cognitive process which were ranked in the order of their complexity. However, in 2001 it was revised to incorporate the 6th level. These 6 levels are used by the teachers all over the world to formulate curriculum, lesson plans, learning standards or objectives and assessments for courses.

Originally it was proposed to devise a common teaching language for educators so that they can communicate learning and assessment methods with each other. The primary goal of bloom's taxonomy is to create a higher-level thinking and skills among students starting from the most basic level.

Six Levels Of Bloom's Taxonomy

The six levels of learning proposed by Bloom's taxonomy are explained below along with the 30 examples of bloom's taxonomy learning objectives for teachers.

1. Remember (Knowledge)

It is the lowest level of bloom's taxonomy hierarchical model which encompasses the ability to recall the learned information. Before a student can understand a concept, he must be able to recall the information. Common teaching or learning methods used at this knowledge level are lectures, book reading, online resources, memorization and watching videos.
Quick Flip Questions for the Revised Bloom's Taxonomy Examples of Bloom's Taxonomy Learning Objectives
Learning objectives examples for this level are:

2. Understand (Comprehension)

The next level is comprehension. At this stage, students are able to understand, interpret and summarize the concepts learned in the knowledge phase in their own words. The most common methods for teaching and learning at this stage are charts, graphs, discussion, reading material, and presentations.
Examples Of Learning Objectives
The following examples will help you to create effective bloom's taxonomy learning objectives examples for this level:

By the end of this lesson, students will be able to explain how sensory receptors in our brain detect stimuli.

By the end of this lesson, students will be able to recognize different types of number sequences.

By the end of this lesson, students will be able to explain how the heart pumps blood throughout our body.

By the end of this lesson, students will be able to distinguish between mass and weight.

By the end of this lesson, students will be able to discuss the factors that affect the solubility of a liquid.

3. Apply
At this stage, students are able to apply facts, ideas, and concepts into another context.
Examples Of Learning Objectives
Find bloom's taxonomy examples below for this level:

4. Analyze

At this stage, students are finally able to break down the concepts into individual parts, think critically to draw a connection between the broken parts, analyze, draw inferences and make attributions.
Examples of Bloom's Taxonomy Learning Objectives
For this level, bloom's taxonomy learning objectives examples for teachers are given below:
Quick Flip Questions for the Revised Bloom's Taxonomy
5. Evaluate

At this stage, students make judgments about the concepts, defend or criticize them based on certain criteria and standards.
Examples Of Learning Objectives
Create effective bloom's taxonomy learning objectives by using the common adjectives as used in the examples below:
Quick Flip Questions for the Revised Bloom's Taxonomy
6. Create

This is the last level of learning in Bloom's taxonomy. At this stage, students can demonstrate their knowledge by applying the learned concepts to create something meaningful. It could involve developing an application or part of a machine, designing a website, creating a report or a video. Read our article: 8 Tips to Write Effective Learning Objectives Using Bloom's Taxonomy
Examples Of Learning Objectives
180 + Bloom's Taxonomy Verbs Used By Teachers

Below are 180 plus examples of the bloom's taxonomy action verbs which the educators can use while formulating the learning objectives for their courses.

Knowledge: order, mention, outline, illustrate, define, select, explain, match, recognize, locate, quote, list, describe, duplicate, recite, describe, tell, copy, identify, label, arrange, recollect, name, relate, recall, reproduce, state, read, state, memorize, repeat
Quick Flip Questions for the Revised Bloom's Taxonomy
Comprehension (Understand): review, illustrate rewrite, identify, estimate, distinguish, paraphrase, explain, explore, inquire, give examples of, discuss, summarize, restate, cite, associate, select, extend, classify, convert, express, extend, indicate, infer, contrast, defend, locate, paraphrase, predict, translate, interpret, describe

Read our article: 8 Tips to Write Effective Learning Objectives Using Bloom's Taxonomy

Application: change, perform, manipulate, produce, report, administer, paint, dramatize, actuate, use, demonstrate, calculate, solve, relate, complete, modify, compute, sketch, articulate, present, transfer, show, act, involve, model, prepare, teach, discover, respond, experiment, act

Analysis: differentiate, conclude, divide, inspect, distinguish, analyze, contrast, connect, relate, criticize, devise, correlate, illustrate, distill, problem-solve, break down, diagram, scrutinize, categorize, discriminate, take apart, calculate, simplify, deduce, subdivide, order, adapt, separate, explain, infer

Evaluate: revise, support, assess, argue, judge, decide, refine, re-design, pivot, evaluate defend, tabulate, select, convince, score, gauge, reframe, measure, value, estimate, prioritize, rank, appraise, plan, sort, grade, explain, criticize, test, designate, choose, evolve, analyze

Create: come up with, build, develop, design, rewrite, re-frame, summarize, frame, form, modify, imagine, generate, role-Play, make, manufacture, compose, contrive, assemble. derive, conceive, create, pivot, modify, collaborate, write, formulate, invent, set up
Quick Flip Questions for the Revised Bloom's Taxonomy

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30 Examples of Bloom's Taxonomy Learning Objectives For Teachers - Educationise

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Explore 30 detailed examples of Bloom's Taxonomy learning objectives designed for teachers and enhance you lesson planning.

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16 Classroom Math Games for Learning and Fun

These and other interactive activities may be found on our Set up your first class with Happy Numbers and start a free trial (which is available only this week) to get access to the rest of the lessons and online exercises!

"We're going to play a math game," you announce and the class cheers.

Classroom games are a great way to boost engagement and make learning fun. Most children love playing games in the classroom. However, it's not always easy to target every skill with a game. Plus, some games get old after you've played them a few times.

We're here to help with a great list of classroom math games for elementary age students. Are you ready to dive into some math fun? Check out the 16 math games below:

1st and 2nd Grade Math Games for the Classroom

1. Addition and Subtraction Bingo

2. 101 Points

3. Action Addition and Subtraction

In this classroom game that can be played in small groups, use an action dice and two regular dice. You can make an action dice yourself with sides that say things like:
- Blinks
- Claps
- Jumps
- Twists
- Toe-wiggles
- Snaps

Then, have students roll the two regular dice and the action dice. Either have students add the two numbers together or subtract the smaller number from the bigger number. Then, they have to perform that number of actions they rolled on the action dice. For example if a student rolls a 2 and a 1, and they're adding, they'd have to do 3 jumps, blinks, or claps, etc.

4. Math Twister

On a traditional twister game, add number labels such as 3, 4, 5, and 6. Then, instead of saying "right hand on blue," read out equations such as "right hand on 6 - 3" or "left hand on 2 + 4". Then, watch the fun and twisting begin!

5. Shape Scavenger Hunt

6. Guess My Number

3rd and 4th Grade Math Games for the Classroom

7. Multiplication and Division Bingo

8. Sign My Sheet

9. Math Revolution

Create "dance revolution" pads made out of poster board for each student. Each board should have the numbers 0-9. Then, name multiplication problems such as "3 x 9". Students must then place their left foot on the tens and their right foot on the units. In this case, "2" and "7." Speed up and see how fast they can dance!

Pro tip: For this one, have students work in socks! It may also be best to laminate the poster boards.

Any Grade Classroom Math Games

There are any of whole class math games that can be adapted for any grade. Here are a few of our favorites:

10. Stand Up or Sit Down

Keep students' brains awake with this jumping game. When you read a problem and the answer is correct, students must stand up. If the answer is incorrect, they must stay sitting. Make it interesting by pitting the teacher against the class. When the whole class is correct, award them a point. When the class is wrong, award the teacher a point.

Other options can be:
- Stand up when the number is even
- Stand up when the number is a prime number

11. Around the World

12. Hot Potato

13. Math Facts Race

14. Stella Ella Ola to 100

Seat students in a circle. Play the hand slapping game " stella ella ola ". However, instead of counting to five or ten, count by 3s, 4s, 5s, etc. until you get to 100. If the person slaps the next person's hand on 100 or the first number over 100, they're out!

15. Jeopardy

16. Jump on the Answer

17. Home Made Board Game

18. Popsicle stick Poll

These are just a few examples of how Happy Numbers incorporates the ideas of small- group instruction into its curriculum. To find out more and try them out, register as a teacher on the website to start a free trial period which is available only this week!

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classroom math games; addition game subtraction game multiplication game division game small groups 3rd grade math games 4th grade math games 1st grade math games 2nd grade math games classroom games

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16 Classroom Math Games for Learning and Fun

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Discover fun games that you can use to make your math lessons more engaging

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Math Games – Free Online for Grades K–6 | Math Playground

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300+ free math games to build fluency and problem solving. Kid-safe, classroom-ready, no sign-in.

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Welcome to math as you’ve never seen it before. With our wide range of exciting educational games, math homework and review just got a whole lot more fun.