1. MURSD
March 11, 2016
Jeff Weinstein

2. Transitioning to the 2016 MA Science, Technology, and Engineering Standards

3. 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.

4. Science Ambassadors Goals
Increase awareness across the state of:
Why revised standards are needed
What is new about the revised standards and why
Vision of science education upon which the standards are built
Provide resources to illustrate standards and raise awareness

5. You are now, magically, the size of ant!
Show seed from maple tree (any tree is fine)

6. One one side of your card…
Write down three observations about what your life is like.
Show log

7. One the other side of your card…
Draw an illustration of what you see.
Include yourself in your drawing.
Show log

8. Turn and Talk What are some of your challenges?
Share your observations and your illustrations.

9. In what ways does our “ant scenario” apply to this statement?
By the end of 12th grade, all students must have an appreciation for the wonder of science, possess sufficient knowledge of science and engineering to engage in public discussion on related issues, and be careful consumers of scientific and technological information and products in their everyday lives.

10. Science and Technology/Engineering Education for All Students: The Vision
By the end of 12th grade, all students must have an appreciation for the wonder of science, possess sufficient knowledge of science and engineering to engage in public discussion on related issues, and be careful consumers of scientific and technological information and products in their everyday lives.

11. Why is Science, Technology, and Engineering important?
Understanding science and engineering issues and decisions in our life
E.g., Our changing world: climate change; water pollution; renewable energy designs; weather challenges; inventing new technology to help mankind
Readiness for the future!
Note: Science always includes technology/engineering (Science = STE)

12. How has the world changed in the 14 years since the current standards were adopted?
This is designed to show how things have changed since 2001-timer is set to show new image every second

13. Has the world around us changed?
That’s why our teaching has to change!

14. Science and Technology/Engineering Education for All Students: The Vision: Concepts and Skills
“The science and technology/engineering standards are intended to drive engaging, relevant, rigorous, and coherent instruction that emphasizes student mastery of both disciplinary core ideas (concepts) and application of science and engineering practices (skills) to support student readiness for citizenship, college, and careers.”

15. Old Frameworks
Multi-grade strands that were inconsistent between districts or even schools
Primarily content based-we filled the bucket with facts
“Inquiry” was worked in as an afterthought and taught separately
Passive Verbs
Little Engineering
Did not develop scientific reasoning-students are unable to make sense of the world around them

16. Origins of Revised MA Science, Technology, Engineering Standards (STE)
Positives
Integration of practices and core ideas
Grade-by-grade K-5
Focus on scientific literacy
Needed adjustment
Vague standards
Missing Pre-K
Weak representation of technology/engineering
Lack of attention to college and career readiness
This is the discussion of NGSS origins, but the slide emphasizes MA Framework. Mention NGSS origins here (that is where the positives and changes come from)

17. New MA Frameworks Balance Core Ideas with Practices.
STE Practices make sure that students can reason scientifically and technologically about the world.
Practices are about developing a skill set that can be applied in many situations.
There are strong similarities in language between the STE practices and the MATH and ELA practices.
We are not filling the bucket, we are lighting the fire!

18. The Vision: Implications for Curriculum and Instruction
Shift in revised standards
Shift in curriculum & instruction
Relevance: Organized around core explanatory ideas that explain the world around us
The goal of teaching focuses on students analyzing and explaining phenomena and experience
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 across time and between disciplines
Teaching involves building a coherent storyline over time and among disciplines
Adapted from: Brian Reiser, Northwestern University, 2013

19. Relevance in Science Instruction
Develops students’ ability to apply their knowledge and skills to analyze and explain the world around them
Addresses students’ prior knowledge and misconceptions

20. Rigor in Science Instruction
Utilizes investigation, experimentation, design, and analytical problem solving
Allows opportunities to collaborate and communicate their ideas
Conveys high academic expectations for all students

21. Coherence in Science Instruction
Integrates STE learning with mathematics and disciplinary literacy
Uses regular assessment to inform student learning, guide instruction, and evaluate student progress
Engages all students, Pre-K through grade 12
Involves district wide planning and ongoing support for implementation

22. Comparison: Old vs. New Instruction
Science Education Will Involve Less
Science Education Will Involve More
Rote memorization of facts and terminology
Facts and terminology are learned as needed while developing explanations and designing solutions supported by evidence based arguments and reasoning
Teachers providing information to the whole class
Students conducting investigations, solving problems, and engaging in discussions with teacher’s guidance
Preplanned outcomes for “cookbook” labs or hands-on activities
Multiple investigations driven by student’s questions with a range of possible outcomes that collectively lead to a deep understanding of core scientific ideas
Worksheets
Student writing journals, reports, posters, media presentations that explain and argue

23. Science & Engineering Practices
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
This begins a deeper dive into the practice standards.

24. There are still outliers in the Science that match with math such as M1 and S1.

25. Let’s take a closer look at the practices.
Develop and Use Models
I can identify limitations of models.
I can use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.
I can develop and/or use models to describe and/or predict phenomena.
Laura

26. Plan and Carry Out Investigations
I can plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
I can evaluate appropriate methods and/or tools for collecting data.
I can make predictions about what would happen if a variable changes.

27. Analyze and Interpret Data
I can represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
I can compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.
I can analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation
Laura

28. Use Mathematics and Computational Thinking
I can describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems.
I can organize simple data sets to reveal patterns that suggest relationships.
Jeff

29. Construct Explanations and Design Solutions
I can construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).
I can use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
I can identify the evidence that supports particular points in an explanation.
Laura

30. Engage in an Argument from Evidence
I can compare and refine arguments based on an evaluation of the evidence presented.
I can distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.
I can construct and/or support an argument with evidence, data, and/or a model.
Jeff

31. Obtain, Evaluate, and Communicate Information
I can read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.
I can compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.
I can communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.
Laura

32. Ask questions and define problems
I can ask questions about what would happen if a variable is changed.
I can identify scientific (testable) and non-scientific (non-testable)questions.
I can ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
Jeff

33. What an STE standard looks like
Grade 2: Life Science
LS2. Ecosystems: Interactions, Energy, and Dynamics
2-LS2-3(MA): Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.
Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds
Laura
Articulates expected performance/demonstration
Does not limit curriculum and instruction to the included practice

34. What an STE standard looks like
Grade 4: Earth and Space Science
ESS2. Earth’s Systems
4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion by water, ice, wind, and vegetation.
Clarification Statements:
• Mechanical weathering processes can include frost wedging, abrasion, and tree root wedging.
• Erosion can include movement by blowing wind, flowing water, and moving ice.
State Assessment Boundary:
• Chemical processes are not expected in state assessment.
Laura

35. What an STE standard looks like
Grade 5: Physical Science
PS1. Matter and Its Interactions
5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid.
Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution.
State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment.
Laura

36. Core Ideas
Key understandings that allow students to interpret and explain the world around them
Natural phenomena (e.g. how a plant grows, what gravity is, climate change)
Designed systems (e.g. energy systems, transportation systems)
Progress in sophistication K-12
Laura

37. “Science” is… Earth and Space Science Life Science (Biology)
Physical Science (Chemistry and Physics)
Technology/Engineering
Districts may provide more specific focus:
Robotics
Marine Ecology
Biotechnology
Computer Science
Laura

38. Integrating Engineering
Elementary (PreK-5)
Mainly via application of science via engineering design practice (*)
A few ETS/Engineering Design standards where deemed necessary (gr. 1-4)
Laura

39. Integrating Engineering Design
Grade 3: Physical Science
PS2. Motion and Stability: Forces and Interactions
3-PS2-4. Define a simple design problem that can be solved by applying the use of the interactions between magnets.*
Clarification Statement:
• Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.
Laura
* Application of Science via Engineering Design Practice

40. Where does a tree come from? Current 2001/2006 STE
Gr. 3-5, LS #11: Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.
Gr. 6-8, LS #16: Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.
HS, LS 2.4: Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
Jeff

41. Where does a tree come from? 2015 STE
5-LS1-1. Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use air, water, and energy from the sun to produce sugars and plant materials.
MS-LS2-3. Develop a model to describe the cycling of matter among living and nonliving parts of an ecosystem including through the process of photosynthesis and cellular respiration.
HS-LS1-5. Use a model to illustrate how photosynthesis uses light energy to transform carbon dioxide and water into oxygen and chemical energy stored in the bonds of glucose and other carbohydrates.

42. Compare standards How is the wording and conceptual focus different?
What is expected of student performance?
Consider similarities to changes in rigor of ELA and math standards.
Focus on active vs passive verbs-ownership of “how the world works”

43. Key innovations for MA Explain phenomena & apply concepts
Practices & core ideas
Coherent progressions of learning
PreK-8 grade-by-grade standards

44. MA strand maps
Arrows highlight conceptual connections (needed for learning); not curricular connections

45. Transition Planning
Transition plan based on what works for your district, teachers and students
Likely differences for PK-5, 6-8, 9-12
Analyze transition strategies and lessons learned from Math and ELA
Resources available for school improvement, professional development, and student support can be used for science
Think about the system; how individual grades or teachers contribute to transitioning the system

46. MCAS Transition Details TBD- Spring 2016 General guidance:
Gr 5 & 8 transition begins 2017, continues over several years
HS transition begins later (TBD; other implications)
Moving to computer-based testing
Considering performance components

47. STE Standards Resources
2016 STE Standards FAQ
Crosswalk of the 2001/2006 STE Standards and Revised STE Standards
Matrix of the Science and Engineering Practices
Matrix of Disciplinary Core Idea Progressions
The Case for an Integrated, Grade-by-Grade Approach PreK-8
Value of Crosscutting Concepts & Nature of Science in Curriculum
All Resources found on ESE website:

48. How has the world changed in the 14 years since the current standards were adopted?
This is designed to show how things have changed since 2001-timer is set to show new image every second

49. Thank you!
Questions, Comments, or Requests:

50. Please take a moment to help us document and improve the Science Ambassador program. Thank you!