 Introduction to UT Science with Engineering Education Standards (SEEd) An Overview of Development, Research, and Outcomes Ricky Scott K-12 Science Specialist Utah State Office of Education

Introductions  Ricky Scott, K-12 Science Specialist, Utah State Office of Education  Work with licensing, standards development, professional development 

Agenda  Why standards?  What is the research?  What are the three dimensions of science learning?  Vision of the new Utah SEEd Standards?  Expected Timeline  Question and Comment Period

Disclaimer  The research base that the new science standards are built upon is not a small body of work.  There are MANY items that we will touch upon that really require additional investigation and discussion, but for the sake of time we will not engage in that today.

What is the role of standards in education?  Educational content standards help teachers ensure their students have the skills and knowledge they need to be college and career ready by providing clear goals for student learning.

Major Reasons for updated Standards  It has been over over a decade since the last revision of our state science education standards (NSES).  Much has changed in two areas: Scientific knowledge has increased Advances in cognitive science have provided a better knowledge of how children learn.

Science Standards were over 10 years old…  What has really changed since the drafting of the last science standards?  2000 – GPS goes mainstream  2000 – Text messaging introduced by AT&T  2001 – Apple releases the first iPod  2003 – Human genome map is completed  2003 – Social Networking is launched with Friendster  2006 – Pluto is reclassified as a dwarf planet  2006 – Direct evidence confirms the existence of dark matter  2007 – Apple releases the iPhone  2008 – First planet outside of our solar system observed by Hubble Space telescope  2008 – NASA Rovers discover evidence of water on Mars  2009 – Robotic limbs with advanced movement by connecting electrodes and wires to human nerve endings  2010 – Creation of the first synthetic genome for a bacterial cell  2013 – Voyager 1 spacecraft goes beyond the edge of our solar system

 Research Supporting the Utah Science with Engineering Education (SEEd) Standards

Building on the Past; Preparing for the Future 1990s 1990s-2009 Current Utah Science Standards (1994 & 2004)

Building on the Past; Preparing for the Future 1/ / s 1990s-2009 Utah Science with Engineering Education (SEEd) Standards

Three Dimensions of Science Learning: For both SCIENCE and ENGINEERING. ( PRACTICES not skills.) This represents for knowledge from Life Science, Earth and Space Science, and Physical Science. These are the themes that exist across all science disciplines. This is not explicitly articulated in our current standards.

Science Performances Engaging Students in Science and Engineering Practices Using Core Ideas as evidence in Science Performances Clearly Defined and Meaningful Use of Crosscutting Concepts

Change of approach Isolated Science Instruction Bundling Science Instruction

Science & Engineering Practices 1- Asking questions or defining problems 2- Developing & using models 3- Planning & carrying out investigations 4- Analyzing and interpreting data 5- Using mathematics & computational thinking 6- Constructing explanations 7- Engaging in argument from evidence 8- Obtaining, evaluating, & communicating information

Disciplinary Core Ideas Physical Science Matter, Motion, Energy, Waves Life Science Molecules to organisms, Ecosystems, Heredity, Biological evolution Earth and Space Science Earth’s place in the universe, Earth’s systems, Earth and human activity Engineering, Technology, and Applications of Science Engineering design, Links among engineering, technology science, and society

Crosscutting Concepts 1- Patterns 2- Cause & Effect: Mechanism & explanation 3- Scale, Proportion, & Quantity 4- Systems & System Models 5- Energy & Matter: Flows, cycles, & conservation 6- Structure & Function 7- Stability & Change

Interconnected Dimensions Scientific and Engineering Practices Crosscutting Concepts Core Ideas in Science

1. Science education is not beneficial when students are only memorizing and recalling science facts. SEEd will help students make sense of science phenomena for themselves 2. Understanding that learning is a developmental progression 3. Engaging students in scientific investigations and argumentation achieves deeper understandings of core science ideas KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES Vision of the New Utah SEEd Standards

Conceptual Shifts Interconnected nature of science as it is practiced and experienced in the real world Student performance expectations – NOT curriculum. Science concepts build coherently from K–12 Focus on deeper understanding of content as well as application of content Science and engineering are integrated Prepare students for college, career, and citizenship UT SEEd Standards and CCSS are aligned

Expected Timeline for SEEd 6-8 Grade SEEd9-12 Grade SEEdK-5 Grade SEEd Adoption/PD PD ContinuesAdoption/PD Pilot YearPD ContinuesAdoption/PD Full ImplementationPilot YearPD Continues Full ImplementationPilot Year Full Implementation

Questions and Comments  If you have questions DO NOT HESITATE to use my to ask.  Thank you for doing great work with our students, and this process and new standards will give you a platform for goals that address concerns and provide more clarity. 