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Thinking about the Common Core Standards for ELA and mathematics, I am wondering about the implementation of those standards and the implications for science? The things that immediately come to mind are the suggested book lists for grades K-5 informational reading and the mathematicl practices. There is great potential for dialogue about both these items and their effect on science instruction. pondering.....

I work in the Bronx, NYC. My school (and I assume all the other schools, but I don't know for sure) is requiring us to begin to implement the CCSS in our lessons, in every subject. We have been asked for a showcase unit incorporating the CCSS for our content area, especially to show off the writing standards in the content areas. When I read over the standards, it seemed a no-brainer! All the CCSS ask for is basic lab writing: persuasion, claim/evidence/reasoning, conclusions, . . . Now, I just have to get the kids to DO it properly! Allison

Aren't there already a set of national science standards??

Funny you should ask about national science standards.
Here are some. (The blurbs are from the websites noted.)

http://www.nap.edu/openbook.php?record_id=4962&page=R1
The National Science Education Standards were produced by the National Research Council in 1995 and published in 1996. The Standards were the result of four years of work by twenty-two scientific and science education societies and over 18,000 individual contributors. The National Science Teachers Association is now part of an ongoing effort to implement the Standards in classrooms throughout the country.


http://www.project2061.org/publications/bsl/default.htm
Benchmarks for Science Literacy is the Project 2061 statement of what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. The recommendations at each grade level suggest reasonable progress toward the adult science literacy goals laid out in the project's 1989 report Science for All Americans. Benchmarks can help educators decide what to include in (or exclude from) a core curriculum, when to teach it, and why.
Atlas of Science Literacy is a two-volume collection of conceptual strand maps—and commentary on those maps—that show how students’ understanding of the ideas and skills that lead to literacy in science, mathematics, and technology might develop from kindergarten through 12th grade.
The maps in Atlas are built from the K-12 learning goals presented in Project 2061’s Benchmarks for Science Literacy. Benchmarks was derived from the recommendations for adult science literacy proposed in Project 2061’s landmark report Science for All Americans.

http://www.nsta.org/about/standardsupdate.aspx?lid=tnav
On July 12, the National Research Council's (NRC) Board on Science Education (BOSE) released for public input a draft conceptual framework for new science education standards. Made possible with funding from the Carnegie Corporation, this 190-page document is the first step in the development of the next generation of science standards and lays the foundation for what core science ideas, cross-cutting concepts, and scientific practices all students need to succeed in science. When the final framework is complete in winter 2011, Achieve, Inc., will lead the standards writing process under a separate grant from Carnegie. The published framework will also stand alone as a valuable tool and resource, especially for those who design and deliver professional development, curriculum, and assessment.

All are good, but it does make one a bit dizzy. Thankfully, scientists (and science teachers) tend to be very well-organized, so it's not too hard to find what you need. It's just a lot of work.

Due to my work at the VT DOE, I am most knowledgeable about the Matematics CCSS. I see the Mathematicl practices which run K- 12 as the most valuable piece of the new document. I see these as habits of mind, best practices that can run across most disciplines. here are the 8 Mathematical Practices: Makes sense of problems and perseveres in solving the. Reason abstractly and quantitatively. Construct viable arguments and crritque the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularly in repeated reasoning. When I think about these practices, I know what connections I make with science but I want to know what others think. So these are the two questions I have: What connection do you see between these mathematical practices and science? How do you see these connections being used in either an elementary, middle or high school classroom?

Adah: The Common Core State Standards ARE only for math and ELA, but the ELA ones have special standards specifically addressing ELA standards to be met through Science, Social Studies, and other subjects. The attached version should have them. Allison

Attachments

Literacy_in_HistorySocial_Studies,_Science,_and_technical_Subjects.pdf (1.60 Mb)

Adah said "I looked at the Common Core State Standards and Science and at the Common Core home website I could not find anything related to science, only math and language arts. What am I missing?" You are right on target Adah. Currently the Common Core State Standards are only for Mathematics and English Language Arts but as we speak a conceptual framework for the Next Generation Science Standards is being developed being developed by the National Academies in Science with input from many of the other science organizations. Last summer, I was part of a group CSSS ( the Coucil of State Science Supervisors ) who gave some feedback on a draft of this framework. I imagine quite a bit of work has been done since then. When the conceptual framewk is finished, it will be given to ACHIEVE and they will dvelop the actual standards which will accompany the framework. But as Allison pointed out there are specific pieces in grades 6-12 that will need to be addressed mostly by the science content teacher. As an elementary teacher while currently there are no directives there are places in English Language Arts and Mathematcs where some of the work you might do in science instruction would definitely address those standards. I need to dig deeper into the CCSS and then I would be able to make some more specific correlations. Are there an in-service elementary teachers or pre-service elementary teachers reading this post, who have any thoughts, concerns, questions about this topic? Kathy

One hope I have for the implementation of the ELA CCSS is that elementary educators/schools will embrace the shift toward using informational texts to support students as they learn how to read and read to learn science (and other) content. What's imperative is the acknowledgment that not only should students be able to read science content, but also be able to: think critically about how what they have read aligns with their own observations: engage in dialogue with their peers about what they've read (observed, think); identify questions they now have as a result of those conversations; take a position on an issue and defend that position in authentic writing/oratory experiences, etc. I think if we can come to a place in education where we understand that literacy is not defined by how much "stuff" students are able to retain and regurgitate back to us at the end of a unit/course, then our students will be the benefactors. Our students will read. But just as importantly, they'll think. And talk. And argue. And write. Literacy is being able to use the processes of communication to effectively interact with the people and phenomenon in our world.

From ElizaBeth:I think if we can come to a place in education where we understand that literacy is not defined by how much 'stuff' students are able to retain and regurgitate back to us at the end of a unit/course, then our students will be the benefactors. Our students will read. But just as importantly, they'll think. And talk. And argue. And write. Literacy is being able to use the processes of communication to effectively interact with the people and phenomenon in our world.

I just wanted to say that as I read your final paragraph- above- I was struck by how much I resonated with it. Sometimes in education it seems we are bogged down by rhetoric, and at the end of the day, it is humans we are teaching and guiding. We need to step back sometimes and look at the bigger picture- and engaging our students in information, current events, different perspectives, nuances, conversation, confusion, and all those other ways in which we interact with information will enable us to gently guide them- and ourselves- toward greater understanding. Thanks!

Elizabeth said, I think if we can come to a place in education where we understand that literacy is not defined by how much "stuff" students are able to retain and regurgitate back to us at the end of a unit/course, then our students will be the benefactors. Our students will read. But just as importantly, they'll think. And talk. And argue. And write. Literacy is being able to use the processes of communication to effectively interact with the people and phenomenon in our world. [/size] I very much agree with this statement especially the last two sentences. Science instruction can be a very important vehicle in helping this happen. The brand new speaking and listening standards in ELA are in complete agreement with all the research that was done in Taking Science to School and then Ready, Set, Science . Chapter 5 in Ready Set Science is titled Making Thinking Visible: Talk and Argument . What can we do to support this change in elementary schools? How can we help administrators as well as teachers understand the power and possibilities of systematic changes in this direction? Here is a link to Ready, Set , Science : Putting research to Work in K-8 Science Classrooms and a away to access it. http://www.nap.edu/catalog.php?record_id=11882 '' target="_blank"> http://www.nap.edu/catalog.php?record_id=11882 ' target="_blank"> http://www.nap.edu/catalog.php?record_id=11882 " target="_blank">Ready, Set, Science

There is a Common Core Virtual Conference coming up next week: February 22 – 25th. Some of the speakers are Dr. Jane Schielack, math professor from Texas A&M, Professors Dr. Hung-His Wu and Elfrieda Hiebert from the University of California, Berkeley, Dr. William McCallum from the University of Arizona, Karen Wixson from the Univ. of Michigan and Grant Wiggins (of UbD fame). You can sign up for individual presentations in the 4-day span. I have attached the informational brochure with the registration URL located near the top of the first page.

Attachments

Common_Core_Virtual_Conference_Info.pdf (2.17 Mb)

I have been attending the webinars Carolyn mentioned in the previous post. I have been focused on the webinars having to do with mathematics. I highly recommend Dr. Wu, Bill McCallum and Phil Daro.

I have a much better understanding of the standards and what I can do to work with teachers to assist in this time of transition.

As I read through the Mathematical Practices Standard, I see where there are strong connections to science, specifically in elementary school. The mathematical practices could be best practices in science.

Common Core webinars Day 1

Common Core Webinars Day 2

These are free webinars.

Hi Kathy and thread readers,
Those virtual conference workshops were so helpful to me in understanding the connection between science teaching and the new Common Core Standards. Here are some connections that I made:
It will be an amazing feat to get all 50 states on board with a National Science Curriculum. In the meantime, now that the Common Core Standards for English/LA(CCSI_ELA Standards) are being studied for implementation across school districts in America, we science teachers can hone in on page 62 of the document -Reading Standards for Literacy in Science.
#1- Many of the process skills we incorporate into our inquiry lessons embed these best practices. For example, #7 (integration of knowledge and ideas) discusses integrating quantitative or technical information expressed in words in a text with a version of that information expressed visually (diagram, graph, model, etc.).
#2- It is exciting to see that 'arguments' as a genre of writing is replacing the term persuasive in the elementary English/Language Arts (ELA) writing curriculum. With students getting exposure to 'arguments writing' as early as kindergarten, it should have a huge, positive impact on science in the near future.
#3- The science content we teach is now the vehicle for providing our students a rich, rigorous curriculum and learning environment. Finally! Does this mean science and social studies will no longer be considered less important than ELA in grades K - 5? While we are awaiting a national science standards document, I am excited about the new CCSI document. We can engage in conversations with other teachers about how to integrate the ELA standards through effective science teaching.
Have you discovered other connections between the new core standards and science teaching and learning?

Carolyn, I want to thank you for the original post about the Common Core web seminars. All the content specialists in the Dpeartment spent the better part of last week attending each of them. I was one of those participants. I, like you ,learned so much and I still highly recommend viewing them if you have the time. I am somewhat partial to the mathematics sessions due to my postion. Phil Daro was my favorite followed by Jane ...., Bill McCollum and Skip Fennell. You asked if there were other connections. I find a strong connection between the 8 mathematical practice standards and science teaching and learning. For example, one of the practices is "construct a viable argument...." This is a direct corollary to the work in the area of scientific argumentation. Has anybody else taken a look? What did you find? Kathy

I guess I'm joining this late since I didn't get to join the webinar. I would like to say that writing in science needs to be integrated with the other core subjects, through meaningful writing. This is often difficult, at least in my school, because reading and writing has been segregated by TC College. I remember the daysd when reading and writing worked together through themes and I would use the writing time one day specifically for science instead of stopping and moving to something new because it is 'scheduled'. My principle agrees with the need to implement the CCSS. We have begun in our school, however it is hindered by what I've previously stated. I teach the Science lab, 1-5 grade. I have my 4th and 5th graders do more of the writing, The 4th grade's writing is more toward being able to take the NYS Science exam. They are asked to write about solutions to visual cues, and reflect on their experiments by expressing opinions and what next ideas. The 5th grade write one research based paper for me. It is based on almost 2 months worth of note taking in class. Their writing showcases what they know about writing outside a writer's workshop. As a lab teacher I don't have the ability to go through editing, rewrite with them. I do not have the teacher support, YET, to do it. I hope this input is helpful.

Hi Ruth and other strand participants,
I sense your frustration, Ruth with all that you are required to do to help your students in incorporating writing into science. I noticed that at the NSTA San Francisco conference 'Browse events' webpage, there were several free downloadable presentation handouts and ppts available to anyone. toward the bottom of the page, there is a 'search events' button (by keyword). I typed in writing, and I was pleasantly surprised at the number of items I could access on writing. It is the next best thing to being able to attend the conference in person! Thank you to all NSTA national conference presenters! The teaching profession is enriched by your contributions.
Carolyn

I read a a good article in the NY Times yesterday about a new set of common core curriculum standards that are being piloted in 100 schools. Here's the link: http://www.nytimes.com/2011/04/25/nyregion/100-new-york-schools-try-common-core-approach.html?ref=education I'm glad to see a shift towards non-fiction reading content as the student matures and the more rigorous requirements for sourcing research projects.Teachers will be asking students to "analyze" rather than to "summarize" assignments. These changes could help to better prepare students for post-secondary study. If you're interested in learning more about the new common core standards, you can download a webinar about them at: https://ccsso.webex.com/ec0605lc/eventcenter/recording/recordAction.do;jsessionid=pSrNN24W6Z5pkYBTZ2h9pmTVmcvbmjncY7G1B6gbrfvghSl4VMnj!237738421?theAction=poprecord&actname=%2Feventcenter%2Fframe%2Fg.do&apiname=lsr.php&renewticket=0&renewticket=0&actappname=ec0605lc&entappname=url0107lc&needFilter=false&&isurlact=true&entactname=%2FnbrRecordingURL.do&rID=41977707&rKey=7f18eda2bc6d3e39&recordID=41977707&rnd=9140210193&siteurl=ccsso&SP=EC&AT=pb&format=short

Hi All, Instead of downloading the presentation (from my previous post), access the youtube version from: http://www.corestandards.org/presentations...it's easier than WebEx. Thanks.

Hi Terry, Thanks for posting the New York Times article and the common core standards seminar. I'm also thrilled to see an emphasis on non-fiction reading! Maureen

Terry, Thanks for sharing the article. I am living the Common Core Standards in English Language Arts and Mathematics as Vermont transitions to full implentation of these standards and the new assessments currently being developed. I whole heartedly agree about the need to do more work in the non-fiction arena and it can start as early as kindergarden or before. When we are first teaching children to read, we can use more good "content" reading. I obviously have a bias towards science. I was thinking about one of this year's NSTA Outstanding tradebooks which I prepared a lesson. It was a board book called [i]Harvest Time[/i]. I have included the details for this particular book. [i]It’s Harvest Time![/i]by Jean McElroy Price at time of review: $7.9914 pp. Simon & Schuster Children's Publishing New York, NY2010 ISBN: 9781442403529 Grade Level: K-2 This durable board book is one of the rare publications for kindergarten and grade one that has earned an NSTA/CBC award as an Outstanding Science Trade Book. That's because of its sturdy format, developmentally appropriate content, and accurate science for the level. The publisher uses photographs and fold-out pages to show how five different types of seeds grow into unique plants and ultimately into fruits and vegetables that people eat. This is an ideal book for a center on plants or to introduce a school gardening project. With the White House's push to encourage local gardening and nutrition, this is a great choice for a classroom library. My point in this message is that books like this can be used with young children. I think we cannot sit around and wait until the Next Generation Science Standards appear next year. I think we need to use the content of the Common Core standards to leverage science. For example, you can implement the speaking and listening standards in the Common Core in the science classroom as we work with students in the area of science talk while they are developing the skills necessary for science argumentation. All of this is supported by the research Taking Science to School and in the more accessible Ready, Set, Science. I am including a link to our transition plan. [url=https://sites.google.com/site/commoncoreinvermont/home]CommonCore in Vermont[/url]

We just heard at our district level science committee meeting today to expect quick movement toward the Common Core Standards and to think of Elementary Science under the ELA umbrella. So in the spirit of Summer PD - I ask all of you on the thread for your recommendations for how to move myself that much quicker toward adopting and utilizing the CCSS in my classroom in September. Things you should know: I see kids in 3rd - 5th grader (separately) once per week for a double period. I tend to teach thematically using trade books as much as possible and Discovery Education online service in lieu of a textbook. My classroom has a projector but no interactive white board, and I have access to computers as well as any standard lab equipment that I need. I can assign homework, but prefer to keep it paperless.

Caryn, In my humble opinion, having spent quite a bit of time with CCSS in Mathematics and ELA as well as having many years of elementary teaching, I highly recommend you spend time becoming more adept at implementing the new speaking and listening ELA standards in the CCSS because effective instruction in science involves those standards as part of argumentation...defending claims with evidence etc. Ready Set Science Chapter 5 The next piece I wuld focus on would be informational writing of which the science notebook would be one component of that piece. Writing in Science Betsy Fulweiler Last but not least I would look carefully at the text you are using to support inquiry science instruction. One of the reading expectations of the ELA CCSS is that the text complexity of the tradebooks we use with our students be ramped. The expectation is that all students will be able to read more complex text independently. In order to do that students will need instruction and why not use informational text in science to provide that instruction. Well aren't you glad you asked :-) Kathy

We just heard at our district level science committee meeting today to expect quick movement toward the Common Core Standards and to think of Elementary Science under the ELA umbrella. So in the spirit of Summer PD - I ask all of you on the thread for your recommendations for how to move myself that much quicker toward adopting and utilizing the CCSS in my classroom in September. Things you should know: I see kids in 3rd - 5th grader (separately) once per week for a double period. I tend to teach thematically using trade books as much as possible and Discovery Education online service in lieu of a textbook. My classroom has a projector but no interactive white board, and I have access to computers as well as any standard lab equipment that I need. I can assign homework, but prefer to keep it paperless.

I see lots of connections in the ELA section for elementary science teaching, Caryn. For example, on pages 12 & 13 of the CCSS in the reading standards for Literature (K-5) section, you can incorporate # 1 - Key Ideas and Details - with any trade book you decide to use; using questioning techniques to allow students to demonstrate understanding of a text. For #4 –Craft and Structure – focus on vocabulary terms to help determine meaning of words and phrases as they are used in a text. For #7 – Integration of Knowledge and Ideas- help students understand the text and demonstrate their understanding by providing strategies to help them use the illustrations (maps, photographs, charts, graphs, etc.) to glean important information about the textual content. For # 10 – Range of Reading and Level of Text Complexity – have students make connections between factual information in their trade books with literature covering similar content. For example, younger students might enjoy reading aloud from the book Joyful Noise: Poems for Two Voices by Paul Fleishman when learning about insects like the mayfly. I only went through the first section of reading above, but you can do this dissection of the standards with science in mind for all of the ELA sections. I am not sure if this was what you were looking for when you asked your questions, Caryn. I hope this helps. Carolyn

Arlene - it is just miraculous to have you on a thread posting the most perfect resource all of the time! I have spent a lot of time recently asking for book recommendations, and I am going to stick with that theme here: if you had very little money to spend as a department, but wanted to have a physical (or ebook) to serve as a common reference point in the discussion of the meeting the new standards, what would it be?

Thank you for the reply and great information Carolyn! I'm not sure what I am asking yet either - maybe the first step is to hone in and ask the right question....part of the answer will definitely come from the resources that Arlene, you and others have posted :-) I would like to develop my 2011-12 curriculum strands using the Common Core as a framework. I work UbD style when I write and have always begun with the NSDL science literacy maps, but I am wondering if the Common Core standards are a better place to start. I'd also like to see great examples of teaching under the new paradigm of science as literacy. thanks Caryn

Arlene - thank you - as always I am amazed by your understanding and quick replies! Expect questions after I read!

Here is an excellent website for information about the Common Core in Mathematics
Common Core Tools.

Dinner conversation a few evenings ago....Concern by those higher up the food chain than myself.. There is a concern that if the Common Core State Standards in Mathematics and ELA are not embraced by the politicians, state deptartments, the field that there will be difficulty getting the Next Generation Science Standards accepted and off the ground...

I myself am wondering if the issue is with the standards or more around the assessments for those standards. As you know we are still waiting for the assesment targets for these standards to be developed. I think we are waiting for the two competing assessment consortia to develop those common targets.

I certainly hope the new science standards are not held hostage by the other disciplines.

I have been searching for ideas on how to add the common core literacy standards into my 8th grade science class. Our district is just in the beginning stages of implementing these strategies. For years we have been implementing "reading in the content areas", but the common core appears more rigorous. Any ideas or suggestions for lessons, websites, lab report information, etc. ?? THANK YOU!

Thank you all for sharing such valuable resources pertaining to the CCLS and the content areas. One thing that I have been working on is how to integrate the standards within the program that I am currently using at school. I would LOVE to have more learning experiences around PBL and am currently advocating for Literacy to be taught through Science and Social Studies. These resources are going to be valuable as I begin integrated projects for my students in the upcoming school months!

Hi Kristy and Welcome to the Discussion thread! You asked, "For years we have been implementing "reading in the content areas", but the common core appears more rigorous. Any ideas or suggestions for lessons, websites, [b]lab report information[/b], etc. ?" I have an excellent article for you to read that should help you see one major connection between what you teach in eighth grade science and the CCSSI/ELA standards. Please read: [url=http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/4/ss11_035_01_22]Argumentation Skills: Doing What Real Scientists Really Do[/url] The authors of the article show how to integrate argumentation skills with science process skills and content. Students have to collect and analyze data in order to support claims that they make and support with evidence from their data collections. It is a natural connection between the national science standards (inquiry sections) with the CCSSI/ELA standards on argumentation (See p. 64 of the CCSSI for the information I have copied and pasted below.) Grades 6 - 8: Text Types and Purposes 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. We want our students to develop sound scientific argumentation and reasoning skills, and this article provides numerous inquiry activities as a means to reach this end. One of the graphic organizers that I thought was particularly helpful in the article was Figure 5 where the QCEE template was shared (Question, Claim, Evidence, and Explanation). Figures 6 and 7 on pages 26 and 27 of the article provides student examples of the QCEEs filled out. Anytime you can create an argument-based inquiry, you are including the CCSSI argumentation standard in a very meaningful way. We want to start "rewriting" our existing inquiry labs so that students are developing precise claims that they can support by evidence. We want them to be able to defend their claims in writing and orally to their peers. I hope this article helps you to see one important way to embed CCSSI standards with science content and inquiry skills standards. Carolyn

Attachments

CCSSI_ELA.pdf (1.60 Mb)

Carolyn, Thank you so much for your help! I will read the article ASAP and start implementing these ideas. Kristy

Thank you everyone for the posts on CCSS I know that looking through the website I thought I was missing something and your links and posts really helped.

I love your passion ElizaBeth, ”Our students will read. But just as importantly, they'll think. And talk. And argue. And write. Literacy is being able to use the processes of communication to effectively interact with the people and phenomenon in our world.” If you really think about it, isn’t this what the Common Core Standards are all about? While at a leadership team meeting at my school last night, the principal commented on how different teaching will be when the CCS’s come into place and hoped we would be ready. Immediately, I opened my mouth and exclaimed, “I most certainly hope it won’t be!” I’m sorry, as a 21 year veteran in a middle school classroom as well as a National Board Certified teacher, I can’t even begin to imagine not having had the newest, most up to date standards already in my mind as I plan my lessons, ask my questions and engage my students in learning that I hope will last a lifetime. I want to teach my students to think independently, advocate for their position and be able to determine fact from fiction, right from wrong, and opinion from truth. I want them to be able to function in this” technoliterate” world where changes occur exponentially and what is true today can be questioned tomorrow.

Hi everyone, I'm looking for some advice on these common core standards in science that are supposed to be on their way sometime soon. I work for NASA and we're trying to find the best way to support teachers when it comes to the astronomy standards, but it's a little hard to know what standards we should be looking at supporting right now! Should we just sit tight and wait for the common core standards to appear? Should we be looking at trying to support the individual state standards for now? Is there some other option I'm missing? Thanks for any advice!

Hi everyone, I'm looking for some advice on these common core standards in science that are supposed to be on their way sometime soon. I work for NASA and we're trying to find the best way to support teachers when it comes to the astronomy standards, but it's a little hard to know what standards we should be looking at supporting right now! Should we just sit tight and wait for the common core standards to appear? Should we be looking at trying to support the individual state standards for now? Is there some other option I'm missing? Thanks for any advice! Carolyn, the Framework for K-12 sience education has some good info on upcoming standards. chapter 5 speaks on physical science and 7 concerns earth and space science. As far as waiting for the actual standards, WI science teacher convention March 8 will feature the directors take on the NGSS in WI and the national convention in March devotes an entire strand to the framework and the NGSS. I believe the first draft of the NGSS is coming soon. http://www.nap.edu/catalog.php?record_id=13165 Download free pdf file of the Framework here

Great, thanks John - this helps.

When I was a doctorial candidate a Vanderbilt in 1995, the natiional standards for science had just been published and were a primary topic of conversation for science educators. Are we now just throwing those away and starting over or will the new standards be a revision of the old? Erin Sutherland, EdD

Hi Erin and welcome to the discussion forums!
I believe they are being revised to include STEM elements, among other things. The NGS standards will be available soon. In the meantime, you can look at A Framework for Science Education K-12; the NGS were based on this document. It is a free download at the site.
Carolyn

John, I would recommend that you focus the Common Core Standards for now...and look for where the "science" fits into those standards. While the science frameworks are out and published now (got my copy at the NSTA National), the emphasis, at least in IL, is still on common core standards. Other states may be different. Here is a link to the Common Core Standards as they relate to social sciences, science and technology: http://www.corestandards.org/the-standards/english-language-arts-standards/science-technical/introduction/ Look at the various grade levels and then look to see how you could align your lesson/unit plan ideas with those standards. As of now, the focus is still on reading and math, at least in the state of Illinois. While science is recognized in most middle grades and high schools, it is often left "untaught" in many elementary classrooms. If you could demonstrate how teachers could address the new common core standards with science as the medium, you would have a highly desirable component with common core standards testing on the horizon.