Transitioning to the 2016 Science and Technology/Engineering ...
Transitioning to the 2016 Science and Technology/Engineering (STE) Curriculum Framework Understanding the Vision and Goals of the Massachusetts STE Standards Turn and Talk: How are these words related to your current science program/curriculum?
Relevance Rigor Coherence Engagement 3 Vision Interactive Read the MA STE Vision pages 3-6 of the 2016 STE Framework Identify a key sentence or phrase that you think is particularly important for your work. What is one message you will take away? 4
Goals for STE education Civic Participation Informing real world decisions and solving problems College Preparation Developing a deep understanding of concepts and practices Career Readiness Engaging in the scientific and technical reasoning required by many fields 5 5 Emphasis in 2016 STE Standards Implication for Curriculum & Instruction
Relevance: Organized around core explanatory ideas that explain the world around us The goal of teaching needs to shift from facts and concepts to explaining phenomena Rigor: Central role for science and engineering practices with concepts Inquiry- and design-based learning involves regular engagement with practices to build, use, and apply knowledge Coherence: ideas and practices
build over time and among disciplines Teaching involves building a coherent storyline over time and among disciplines 6 Rigor: The balance of Concepts, Practices and Applications 7 Blending Science, Engineering, & Technology Interconnectedness Aspects of each
discipline play a role in helping explain and connect concepts and applications. Science answers questions using technology for experiments and observations that engineers have created. Science Understands natural world Needs new tools for discoveries
Technology Engineering Result of Uses science engineering discoveries Created to solve Designs products needs and wants and processes to meet needs 8 Framework Components
Aspirations for MA 2016 Standards originated from A Framework for K12 Science Education Successful students will: Have an appreciation for the beauty & wonder of science Gain knowledge to engage in public discussion Become analytical consumers of scientific technology and information Develop skills to enter careers in science, technology, or engineering 10 2016 STE Framework
Components A Vision of STE Education
Guiding Principles for Effective STE Education STE Standards Science and Engineering Practices Progression Matrix Value of Language, Literacy, & Math for STE Learning for All Disciplinary Core Idea Progression Matrix Strand Maps of STE Standards The Case for an Integrated Approach for Pre-K-8 Importance of Science and Engineering in Early Education Science and Technology/Engineering Laboratories Value of Crosscutting Concepts and Nature of Science in Curriculum Relevant Contexts for Teaching STE The Value of Out of School Time Programming Safety Practices and Legal Requirements Dissection and Dissection Alternatives 11
Relationships of disciplinary practices across content 12 Overview of the Standards Key innovations for MA Explain phenomena & apply concepts Practices & core ideas Coherent progressions of learning PreK-8 grade-by-grade standards 14 www.nymetroparents.com/fairfield/article/Hamden-Hall-Country-Day-School-in-CT-Hosts-Engineering-Workshop-for-Elementary-Teachers#.VFo0pGewWTE
Structural Features of the Standards 15 What an STE standard looks like Early Elementary ESS3. Earth and Human Activity K-ESS3-3. Communicate solutions to reduce the amount of natural resources an individual uses.* Clarification Statement: Examples of solutions could include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic or metal used. Asterisk (*) at the end of some standards designates those standards that have an engineering design application.
Articulates expected performance/demonstration Does not limit curriculum and instruction to the included practice 16 What an STE standard looks like Upper Elementary PS4. Waves and Their Applications in Technologies for Information Transfer 4-PS4-1. Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can cause objects to move. Clarification Statement: Examples of models could include diagrams, analogies, and physical models. State Assessment Boundary:
Interference effects, electromagnetic waves, or non-periodic waves are not expected in state assessment. Articulates expected performance/demonstration Does not limit curriculum and instruction to the included practice 17 What an STE standard looks like Middle School LS2. Ecosystems: Interactions, Energy, and Dynamics 7.MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.* Clarification Statements: Examples of design solutions could include water, land, and
species protection, and the prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations. asterisk (*) at the end of some standards designates those standards that have an engineering design application. Articulates expected performance/demonstration Does not limit curriculum and instruction to the included practice 18 What an STE standard looks like High School PS2. Motion and Stability: Forces and Interactions HS-PS2-5. Provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. Clarification Statements: Examples of evidence can include movement of a magnetic
compass when placed in the vicinity of a current-carrying wire, and a magnet passing through a coil that turns on the light of a Faraday flashlight. State Assessment Boundary: Explanations of motors of generators are not expected on state assessment. Articulates expected performance/demonstration Does not limit curriculum and instruction to the included practice 19 PreK- 8 Standards now include:
Earth and Space Science Life Science (Biology) Physical Science (Chemistry and Physics) Technology/Engineering Districts may provide a context or specific focus: Robotics Marine Ecology Biotechnology Computer Science
20 PreK-8 grade-by-grade standards Grade-specific standards support: Collaboration and sharing across districts on curriculum and resources Consistency when students move schools/districts Standards are appropriate for students of each grade All 4 disciplines in each grade encourage integrated curriculum Key take aways The standards are the outcomes of learning that students can demonstrate what they know
what they are able to do A lesson may include one or more practices. By the end of the unit or year, students should have multiple opportunities to apply a number of practices. STE standards guide teaching and learning. Scientific Inquiry Engineering Design 2016 Massachusetts Science and Technology/Engineering Curriculum Framework Appendix 1: Science and Engineering Practices Progression Matrix 23
Science and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating 24 information Science and Engineering Practices Pick a Standard and Brainstorm with group: What does this practice look like in the
classroom? What will students be doing? How will students demonstrate their understanding of this practice? 25 Record ideas for both questions Resources Transition Resources
FAQ Science Ambassadors Crosswalk 2001/2006 to 2016 Standards Strand Maps STE Model Curriculum Units What to Look for guides Quality Review Rubric for evaluating curriculum All resources accessed at: www.doe.mass.edu/stem/review.html 27 Massachusetts Science Ambassadors are a cadre of effective science educator leaders that are committed to raise awareness and provide information about the MA revised Science Technology Engineering (STE) Standards across the state.
Request an Ambassador: [email protected] 28 PreK-5 STE Model Curriculum Units Content Grade Topic SCI-ELA SCI SCI-ELA SCI SCI-ELA PreK
Prek K K 1 SCI SCI-ELA 1 2 SCI 2 SCI SCI-ELA SCI
2 3 3 SCI SCI 4 5 Content Literacy Science: My Five Senses Sound and Music Content Literacy Science: Life Cycles: Sunlight Warms Earth's Surface Informational Text, Research, and Inquiry Circles: Animals and Habitats Light and Shadows
Content Literacy Science: Animals Depend on Their Habitats The Effects of Wind and Water Movement on Earth's Landscape Investigating Material Properties Content Literacy Science - Extreme Weather Effects of Changes in an Environment on the Survival of 29 Organisms Weathering and Erosion Plants Make Their Own Food 6-12 STE Model Curriculum Units Middle School Science 6-8 SCI 6 Causal Patterns in Density SCI
6 Reconstructing Massachusetts Past SCI 7 SCI 7 Invasive Species: A Study of the Disruption of an Ecosystem's Dynamics Thermal Design Challenges SCI SCI 7
8 Differential Survival of Organisms Shaping Natural Systems through Evolution High School Science 9-12 SCI 9-10 Use of Bioplastics in Food Safety SCI 9-12 The Ocean System 30 Grades K-8 What to Look For Guides 31
Massachusetts Department of Elementary and Secondary Education Transition Planning What will work for your district, teachers and students? Consider collaborating with nearby districts or grade alike teachers Likely differences for PK-5, 6-8, 9-12 Analyze transition strategies and lessons learned from Math and ELA implementation Resources available for school improvement, professional development, and student support can be used for science Think about the system; how individual grades or 32 teachers contribute to transitioning the system STE MCAS Transition
201617 201718 201819 201920 Grade 5 STE test Assess 2001/2006 standards* Assess overlapping standards (2001/2006 and
2016)** Assess 2016 standards Grade 8 STE test Assess 2001/2006 standards* Assess overlapping standards (2001/2006 and 2016)** Assess 2016 standards
High School Assess 2001/2006 standards Assess 2001/2006 standards TBD pending BESE TBD pending BESE discussion/decisio discussion/decisio n n Moving to computer-based testing (The 2017 STE tests will be paper-based.) 33
Questions? please call 781-338-3625 or send an email to [email protected] STE Implementation Support STE Ambassadors Raise awareness of 2016 STE Standards [email protected] Regional District STE Planning Networks District collaboration to support STE implementation planning [email protected] du
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