1. Overview of Revised MA STE Standards; Integrating Engineering & Science RESEED April 22, 2015

2. Agenda  What is critical for success after K-12?  How are science & engineering supported?  Implications for curriculum & instruction? 2

3. Think-Pair-Share  I hand you maple seed.  Imagine you plant it in the ground and a tree grew.  I hand you a piece of that tree. Where did all that stuff come from?  Write individually (1 min)  Share with neighbor (2 min) http://www.learner.org/vod/vod_window.html?pid=77 3

4. Think-Pair-Share  Did you cite…(raise your hand)  Water  Soil  Minerals/Nutrients  Air  Carbon Dioxide  Minds of Our Own (1997)  Also check out A Private Universe (1987) Annenberg Learner (www.learner.org)www.learner.org 4

5. Why is STE important?  Understanding science and engineering issues and decisions in our life  E.g., Genetic testing; Climate change; Renewable energy designs  Readiness for post-secondary success (College and Career Readiness) 5

6. 6

7. Opportunity for living wage Jobs posted in MA for 120 days ending Sept. 25, 2014:  32% of all jobs posted are STEM jobs (regardless of pay or education level)  46% of all jobs in occupations with median pay at $40,000 or above are STEM jobs  60% of all jobs in occupations with median pay at or above $60,000 are STEM jobs For this analysis, STEM jobs are jobs that require a high level of proficiency in at least one STEM discipline or to apply STEM knowledge routinely from a range of STEM disciplines. For example this STEM jobs number includes healthcare jobs requiring significant STEM knowledge, but not healthcare support professions requiring only modest STEM knowledge. From Beth Ashman (DHE) Massachusetts Department of Elementary and Secondary Education 7

8. Students will be prepared to: Analyze scientific phenomena and solve technical problems in real-world contexts using relevant science and engineering practices and disciplinary core ideas. Use appropriate scientific and technical reasoning to support, critique, and communicate scientific and technical claims and decisions. Appropriately apply relevant mathematics in scientific and technical contexts. College & Career Readiness 8

9. 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 9

10. Outcomes of integrating practices & content  Better reflection of actual science and engineering  Increased mastery of sophisticated subject matter  Increased relevance through using practices in authentic contexts  Increased interest in STEM  America’s Lab Report (NRC, 2005) 10

11. What an STE standard looks like 5-LS2 Ecosystems: Interactions, Energy, and Dynamics 5-LS2-2. Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.* [Assessment Boundary: Assessment is limited to qualitative descriptions or comparisons of decomposition.]  Articulates expected performance/demonstration  Does not limit curriculum and instruction to the included practice 11

12. 12

13. Integrating engineering design 5-LS2 Ecosystems: Interactions, Energy, and Dynamics 5-LS2-2. Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.* [Assessment Boundary: Assessment is limited to qualitative descriptions or comparisons of decomposition.] 13 * Application of science via engineering design practice

14. Integrating engineering design MS-ETS1 Engineering Design 6.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions.* 14 * Application of science via engineering design practice and ETS concepts: Core idea of Engineering Design

15. Focus on technological systems MS-ETS3 Technological Systems 7.MS-ETS3-3(MA). Research and communicate information about how transportation systems are designed to move people and goods using a variety of vehicles and devices. Identify and describe subsystems of a transportation vehicle, including structural, propulsion, guidance, suspension, and control subsystems. [Clarification Statement: Examples of design elements include vehicle shape and cargo or passenger capacity, terminals, travel lanes, and communications/controls. Examples of vehicles can include a car, sailboat, and small airplane.] 15 ETS concepts: Core idea of Technological Systems

16. 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) 16

17. Integrating engineering  Middle – High School  Occasional applications of science (*) in traditional sciences (ESS, LS, PS)  Technology/Engineering as a discipline / HS course 1.Engineering Design 2.Materials, Tools, and Manufacturing 3.Technological Systems 4.Energy and Power Technologies 17

18. Integrating engineering: ESS ex HS-ESS3 Earth and Human Activity HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* [Clarification Statement: Examples include developing best practices for agricultural soil use, mining (for metals, coal, tar sands, and oil shales), and pumping (for petroleum and natural gas).] 18

19. Integrating engineering: Chem ex HS-PS1 Matter and Its Interactions HS-PS1-6. Design ways to control the extent of a reaction at equilibrium (relative amount of products to reactants) by altering various conditions using Le Chatelier’s principle. Make arguments based on collision theory to account for how altering conditions would affect the forward and reverse rates of the reaction until a new equilibrium is established.* [Clarification Statement: Conditions that can be altered include temperature, pressure, concentrations of reactants, mixing, particle size, surface area, and addition of a catalyst.] [Assessment Boundary: Assessment does not include calculating equilibrium constants or concentrations. Assessment is limited to simple reactions in which there are only two reactants and to specifying the change in only one variable at a time.] 19

20. MS-HS Challenges  Getting LS & ESS staff to articulate engineering applications  Each HS course has 1 application of science (*)  Both related to human-environment interactions  Conveying Engineering Design as a set of practices and core concepts  There is disciplinary knowledge needed to engage in engineering design  There is not one (“the”) engineering design process 20

21. Implications for curriculum and instruction Shift in revised standardsShift in 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 & systems Rigor: Central role for science and engineering practices with concepts Inquiry- and design-based learning is not a separate activity; all STE learning should involve engaging in practices to build and use knowledge Coherence: ideas and practices build across time and between disciplines Teaching involves building a coherent storyline across time Adapted from: Brian Reiser, Northwestern University, 2013 21

22. Next steps 22  May 2015  ESE Board votes to release official public comment version  Public comment open for 2-3 months  Fall 2015  ESE Board votes to adopt revised STE standards  2015 to 2018 or so (tbd)  Districts develop transition plan and implement revised STE standards  ESE revises STE MCAS

23. Staying up to date/FAQ 23 www.doe.mass.edu/stem/review.html

24. Thank you! Questions, Comments, or Requests: mathsciencetech@doe.mass.edu jfoster@doe.mass.edu 24