Overview of Revised MA STE Standards; Integrating Engineering & Science

RESEEDApril 22, 2015

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

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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

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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)

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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)

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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

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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

Science & engineering practices

1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational

thinking6. Constructing explanations and designing

solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and

communicating information

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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)

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What an STE standard looks like

5-LS2 Ecosystems: Interactions, Energy, and Dynamics5-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

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Integrating engineering design

5-LS2 Ecosystems: Interactions, Energy, and Dynamics5-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.]

* Application of science via engineering design practice

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Integrating engineering design

MS-ETS1 Engineering Design6.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.*

* Application of science via engineering design practice

and

ETS concepts: Core idea of Engineering Design

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Focus on technological systems

MS-ETS3 Technological Systems7.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.]

ETS concepts: Core idea of Technological Systems

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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)

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Integrating engineering Middle – High School

Occasional applications of science (*) in traditional sciences (ESS, LS, PS)

Technology/Engineering as a discipline / HS course1. Engineering Design2. Materials, Tools, and Manufacturing3. Technological Systems4. Energy and Power Technologies

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Integrating engineering: ESS ex

HS-ESS3 Earth and Human ActivityHS-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).]

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Integrating engineering: Chem ex

HS-PS1 Matter and Its InteractionsHS-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.]

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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

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Implications for curriculum and instructionShift in revised standards Shift 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

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Next steps 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

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Staying up to date/FAQ

www.doe.mass.edu/stem/review.html

Thank you!

Questions, Comments, or Requests:

mathsciencetech@doe.mass.edu

jfoster@doe.mass.edu

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