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Science and Technology/Engineering

Curriculum Framework

PUBLIC COMMENT DRAFT

August 2, 1999

GOVERNMENT DOCUMENTSCOLLECTION

AUG o 1 zm

University of Massachusetts

Depository Copy

•£nDepartment ofEducation Massachusetts Department of Education

Table of Contents

Acknowledgments ii

Letter from Commissioner of Education David P. Driscoll iii

Comment and Review Form CRF-1

Preface 1

Core Concept: Knowledge and Inquiry in Science and Technology/Engineering 4

Guiding Principles 7

Science and Technology/Engineering Learning Standards

Overview 17

Strand 1: Inquiry 19

Strand 2: Domains of Science

Earth Science 32

Life Science (Biology) 42

The Physical Sciences (Physics and Chemistry) 60

Strand 3: Technology/Engineering 76

Appendix I: The Historical and Social Context for Science and Technology/Engineering:

Further Topics for Study 91

Appendix II: Learning Standards by Grade Span 93

Appendix III: Instructional Technology 104

Appendix IV: Instructional Resources and Materials 108

Appendix V: Criteria for Evaluating Instructional Materials and Programs 110

Selected Bibliography 113

page 11

Acknowledgments

Science and Technology/Engineering Curriculum Framework Revision Panel

Ms. Joann Blum, Middle School Science Teacher, Wachusett Regional School District

Mr. Arthur Camins, Elementary Mathematics and Science Coordinator, Hudson Public Schools

Mr. Charles Corley, Technology Education Teacher, Winchester Public Schools

Ms. Yvonne Driver, Grades 6-12 Technology Education Coordinator, Framingham Public Schools

Dr. Anita Greenwood, Associate Professor of Science Education, University of Massachusetts

Dr. James Hamos, Director, Office of Science Education, University of Massachusetts Medical School

Dr. Pendred Noyce (Chair), Trustee, Noyce Foundation; PALMS Principal Investigator

Ms. Maxine Rosenberg, Grades K-8 Science Coordinator, Newton Public Schools

Dr. Ronald Thornton, Director, Center for Science and Mathematics Teaching, Tufts University

Resources to the Curriculum Framework Revision PanelEarth Science

Mr. Bob Sartwell, Physical, Life, and Earth Science Teacher, Agawam Public Schools

Mr. Jack Sheridan, PALMS Mathematics/Science Specialist, Boston Public Schools

Ms. Jill Wertheim, Assistant Curator, Museum of Science, Boston

Life Science

Dr. Maryellen Duffy, Program Adviser for Science, Andover Public Schools

Physical Science

Ms. Marilyn Decker, Associate Director for Science and Programs, CESAME, Northeastern University

Mr. Paul Hickman, Curriculum Implementation Coordinator, CESAME, Northeastern University

Ms. Constance Patten, Science Department Head, Lincoln-Sudbury Regional High School

Ms. Ethel Schultz, Science Education Consultant

Dr. Clifton Wheeler, Mathematics, Science, and Related Technology Curriculum Specialist, Wachusett

Regional School District

Technology/Engineering

Dr. Ronald Latanision, Chair, Council on Primary and Secondary Education, MITDr. Ioannis Miaoulis, Dean, College of Engineering, Tufts University

Dr. R. Thomas Wright, Professor, Industry and Technology, Ball State University, Muncie, Indiana

Mr. Bernard Zubrowski, Director of Elementary and Middle School Programs, Massachusetts Pre-Engineering

Program

PALMS Principal Investigators

Dr. David Driscoll, Commissioner of Education, Massachusetts Department of Education

Ms. Joyce Newhouse, CEO, President, Massachusetts Pre-Engineering Program

Dr. Pendred Noyce, Trustee, The Noyce Foundation

Dr. Michael Silevitch, Director, CESAME, Northeastern University

Massachusetts Department of Education Staff

Mr. David Bouvier, Statewide Technology Education Coordinator (1997-1999)

Ms. Joyce Croce, Statewide Science Education Coordinator

Ms. Barbara Libby, Professional Development Administrator

Mr. Jeffrey Nellhaus, Director, Assessment and Evaluation

Mr. Thomas Noonan, Director, PALMS, Office for Mathematics and Science

Dr. Rob Traver, Higher Education Coordinator, PALMSMs. Katherine Viator, Administrator for Student Testing

Science and Technology/Engineering and Mathematics Curriculum Frameworks Writer

Mr. Hillel Bromberg

DRAFT - Your comments welcome.

The Commonwealth of Massachusetts

Department of Education

350 Main Street, Maiden, Massachusetts 02148-5023 Telephone: (781) 388-3300

MEMORANDUMTo: Interested Parties

From: David P. Driscoll, Commissioner of Education

Re: Science and Technology/Engineering Framework Draft

Date: August 5, 1999

I am pleased to present for your comment a draft of the revised Science and Technology/

Engineering Curriculum Framework. In accordance with the Massachusetts Education Reform

Act of 1993, the Board and the Department of Education are committed to reviewing on a timely

basis the first editions of the curriculum frameworks that were published in 1995. The purpose of

this review process is to ensure that these statewide guidelines are useful to schools and districts

and reflect up-to-date content.

This draft was prepared by the Science and Technology/Engineering Curriculum Framework

Revision Panel, which is composed of teachers and administrators of science and technology

programs in prekindergarten-12 school districts, college and university professors, and scientists

in the various science domains. In preparing the revisions, the Panel considered feedback to the

first edition of the Massachusetts Science and Technology Curriculum Framework (1995), as

well as the Benchmarks for the Science Literacy-Project 2061, the National Research Council's

National Science Education Standards (NRC), and current research on science and technology

education.

This new Science and Technology/Engineering draft presents:

• Detailed learning standards in three strands: Inquiry, Domains of Science (physical sciences,

earth science, life science), and Technology/Engineering.

• A decrease in the breadth of subject matter to be covered in each grade span.

• Decreased emphasis on earth and space science in early high school to allow more in-depth

coverage of physical and life sciences.

• Classroom examples and additional notes to teachers for most of the standards.

• A change in the title from "Science and Technology" to "Science and

Technology/Engineering" and a shift in Strand 3's focus to design and principles of

engineering rather than the historical and social aspects of technology.

• A shift in grade-level divisions to PK-2, 3-5, 6-8, and high school.

As the revision panel developed the learning standards at the high school level, the question was

raised of whether to consider other options for the grade level and organization of the high

school MCAS. Several options for MCAS assessment in high school emerged out of that

discussion. The comment form in the front of this framework asks for your feedback on the

options being considered, including a 10thgrade two-subject test; a 10

l

grade three-subject test

(integrated); an 1

1

thgrade three-subject test; and end-of-course tests. We look forward to

receiving your feedback on this issue.

Please take the time to review this revised curriculum framework carefully, looking both at your

areas of specialization and at how the concepts and skills develop within and across grade

ranges. We look forward to receiving your feedback on the contents of this framework. Acomment and review form is included in this document. You can also participate in one of the

discussion forums that the Department will be sponsoring throughout the public comment period.

I hope that you will make copies available to others in your organization who are interested in

science and technology/engineering education. You can call the Department to obtain additional

copies or access the framework draft at the Department's web site: www.doe.mass.edu.

Please send your comments by October 22, 1999, to:

Thomas Noonan

Massachusetts Department of Education

350 Main Street

Maiden, Massachusetts 02148-5023

Fax:(781)388-3395

E-mail: tnoonan(5)doe.mass.edu

After the Panel has made its final revisions based on public comment, the Science and

Technology/Engineering Framework will be presented to the Commissioner and the Board of

Education for review and final acceptance.

Comment and Review Form page CRF-1

Science and Technology/EngineeringCurriculum Framework

Comment and Review Form

1. Name of person completing this form

School district or affiliation

Address

Street

TeIephone_

City/Town State ZIP code

Fax

2. This review was completed by

3. If by a group:

Description of group

an individual a group

Number of reviewers in group

4. Please identify the number of reviewer(s) in each category below.

Primary Role Teaching Role Teaching Category-

Business Parmer Grade PreK-4 Teacher Bilingual

Classroom Teacher Gifted and Talented

Curriculum Coordinator Grade 5-8 Teacher Regular Education

Department Chair (check primary teaching area) Special Education

Engineer Earth Science Title I

Higher Education Life Science Vocational Education

Library/Media Specialist Physical Science

Parent Technology/Engineering

Principal Instructional Technology

School Committee Member General Science

Scientist Other

Student

Superintendent Grade 9-12 Teacher

Assistant Superintendent (check primary teaching area)

Other Earth Science

Biology

TOTAL (same as #3 above) Chemistry

Physics

Technology/Engineering

Instructional Technology

General Science

Other

Science and Technology /Engineering Curriculum Framework Draft


The panel wants to hear your feedback and will consider all comments as it revises and edits

this draft. Your comments would be most helpful to the panel if you could:

• Cite the page and identify the specific standard(s) or line number in the draft OR• Photocopy the page, mark your comments, and return it with this form.

• Identify specific concern(s) and offer a suggestion for improvement.

• If you have examples of learning experiences or vignettes, please send them along with

your comment form. Please include the author citation for appropriate acknowledgements.

Please mail or fax this response by October 22, 1999, to:

Thomas NoonanMassachusetts Department of Education

350 Main Street

Maiden, MA 02148

Fax:(781)388-3395

email: [email protected]

For each item below, please circle the answer that most closely

matches your view.

I. The Learning Standards

GRADES PreK- 12 STANDARDS

1 . This draft of the framework organizes the standards into grade spans of PreK-2,

;

These grade spans provide sufficient guidance and clarity.

$-5, 6-8, and high school.

Strongly Agree Agree Cannot Judge Disagree Strongly Disagree

Comments

2. The three-column

helpful.

organization (learning standards, examples of student learning , teachers' notes) is


Comments

Science and Technology/Engineering Curriculum Framework Draft


3. As they are phrased, the learning standards are at the right level of specificity.

Much too specific Too specific Just right Too general Much too general

If you think the standards are too general or too specific, please make suggestions for changes.

4. In general, the learning standards are at the right developmental level at each grade span.

Much too easy Too easy Just right Too difficult Much too difficult

Please identify which standards you believe are too easy or too difficult.

The standards appear to be achievable by most students, given good teaching.

Strongly Agree Agree Cannot Judge Disagree

Comments

Strongly Disagree

6. The middle and high school standards for technology/engineering reinforce what is being taught in the

domains of science at these levels.

Strongly Agree

Comments

Agree Cannot Judge Disagree Strongly Disagree

The inquiry standards and examples clarify how scientific inquiry is to be taught within the domains of

science and technology/engineering.

Strongly Agree

Comments




GRADES PreK - 8 STANDARDS

8. The standards in grades PreK-2 outline the most important concepts to be taught at this level.


Please comment on specific standards or topics that should be added or removed and their appropriate placement

in the framework.

4

9. The standards in grades 3-5 outline the most important concepts to be taught at this level.



in the framework.

10. The standards in grades 6-8 outline the most important concepts to be taught at this level.



in the framework.

HIGH SCHOOL STANDARDSThe standards marked with an asterisk (*) indicate core standards that would be included in a two-year

course sequence that addresses biology, chemistry, and physics. The full set of learning standards

(those with and without the asterisk) address a full-year course of study in each of the disciplines.

1 1. The standards marked with an asterisk present the most important concepts and knowledge for a two-year

course sequence in grades 9 and 10.


Comments

12. The full set of biology learning standards comprises those standards that should be assessed for a full-year

course of study.


If standards should be added or deleted, please specify below.

\



13. The full set of chemistry learning standards comprises those standards that should be assessed for a full-

year course of study.



14. The full set of physics learning standards comprises those standards that should be assessed for a full-year

course of study.



15. AH of the learning standards marked with an asterisk, taken in a two-year course of study, adequately

prepare students for advanced placement or other advanced level courses.


Comments

16. The full set of learning standards in biology adequately prepares students for advanced placement or other

advanced level courses in biology.


Comments

17. The full set of learning standards in chemistry adequately prepares students for advanced placement or

other advanced level courses in chemistry.


Comments



1 8. The full set of learning standards in physics adequately prepares students for advanced placement or other 4

advanced level courses in physics. 1

Strongly Agree

Comments


II. The Core Concept, Guiding Principles, and Appendices

19. The core concept strikes the right balance between content and process.

Strongly Agree Agree Cannot Judge Disagree

Comments

Strongly Disagree

20. The guiding principles are clear and appropriate.

Strongly Agree Agree Cannot Judge

What should be added, deleted, or significantly changed?

Disagree Strongly Disagree

21. The topics in Appendix I (The Historical and Social Context for Science and Technology/Engineering:

Further Topics for Study) should be addressed by science and technology/engineering teachers as optional

topics of study.

Strongly Agree

Comments


22. Some or all of the topics in Appendix I should be incorporated into the framework as learning standards

and assessed.

Strongly Agree Agree Cannot Judge

Please indicate which topics and at which grade levels.

Disagree Strongly Disagree



23. Please comment on the usefulness of each of the appendices, noting any information that should be added

or deleted. Please be specific.

Appendix II (Learning Standards by Grade Span) .

Appendix III (Instructional Technology)

Appendix IV (Instructional Resources and Materials)

Appendix V (Criteriafor Evaluating Instructional Materials and Programs)

III. ImplicationsThis section asks about other factors related to the framework, including assessment and staffing.

A. Assessment Options

24. I prefer a single MCAS assessment at the end of 10thgrade based on the standards marked with an asterisk

in biology, chemistry, and physics.

Strongly Agree Agree - Cannot Judge Disagree Strongly Disagree

Comments

25. I prefer at least two options for the assessment at the end of grade 10, e.g., one assessment based on a two-

year course sequence integrating biology, physics, and chemistry, and another assessment based on two

full-year courses of study in two of the three disciplines.


Comments

Which two disciplines would you prefer to see assessed in a two-discipline test? (If this review is being

completed by a group, please indicate how many members prefer each option.)

biology and chemistry biology and physics physics and chemistry



26. I prefer a high school science assessment given at the end of grade 11 covering three full-years in physics,

chemistry, and biology (integrated or discipline-specific courses).


Comments

27. I prefer an assessment program that offers end-of-course assessments for full-year courses of study in each

of the three disciplines and an option for an assessment based on an integrated course sequence.


Comments

B. Staffing and course offerings

28. Earth science standards have been placed in grades PreK-8 in this document. Do you think there should be

earth science standards for grades 9 and 10? Please explain why.

Yes No

Comments

29. If the earth science standards end at grade 8, should earth science be included in a grade 10 assessment?

Yes No

Comments



30. How well will current grades 9 and 10 earth science teachers be able to teach earth science courses in

grades 11 or 12?

Not at all Very

well well12 3 4 5

Comments

31. How well can the current science staff in your high school provide courses that integrate physics,

chemistry, and biology in a two-year course sequence based on the standards marked with an asterisk in

all three disciplines?

Not at all Very

well well12 3 4 5

Comments

If you have any other comments or suggestions about any part of this draft,

please submit them on a separate sheet. Thank you for your input as we worktoward improving science and technology/engineering education in

Massachusetts.


page 1

i Preface2

3

4 The Massachusetts Science and Technology/Engineering Curriculum Framework is one of

5 seven curriculum frameworks that advance Massachusetts' educational reform in learning,

6 teaching, and assessment. It was created and has been revised by teachers and administrators of

7 science and technology/engineering programs in prekindergarten through grade 12 school

8 districts, college and university professors, and engineers and scientists in the various domains

9 working with staff from the Department ofEducation.

10

1

1

In classrooms that stress knowledge and inquiry, students actively pursue questions to extend

12 their understanding of science and technology/engineering content knowledge. One goal of

13 knowledge- and inquiry-based learning is for students to become informed questioners by

14 participating fully in the activities of scientific investigation and technical design. Another goal

15 is to help students become informed evaluators of scientific evidence, arguments, and claims.

16

17 Organization of the Science and Technology/Engineering Curriculum Framework18 The core concept presents the fundamental purpose of the framework.

19

20 The guiding principles present for discussion and reflection a set oftenets about effective

21 PreK-12 programs and instruction in science and technology/engineering. These principles

22 articulate ideals ofteaching, learning, assessing, and administering science and

23 technology/engineering programs in Massachusetts. They contain illustrations ofhow educators

24 create educational environments characterized by a desire to know, curiosity, persistence,

25 respect for evidence, open mindedness balanced with skepticism, and a sense of stewardship

26 and care.

27

28 The strands organize the content areas. They contain learning standards that state what students

29 should know and be able to do as learners of science and technology/engineering. Each strand

30 details the essential knowledge, skills, and strategies that students need in order to become

31 scientifically and technologically literate. The science and technology/engineering framework is

32 designed to be used in conjunction with the other state frameworks. Together these frameworks

33 articulate a vision that will stimulate interdisciplinary learning for students in Massachusetts

34 schools.

35

36 The learning standards within each strand are organized by grade span. Within each strand,

37 the standards are grouped by subject area topics. The standards present key skills and concepts,

38 and outline specifically what students should know and be able to do at the end of each grade

39 span.

40

41 Developing the science and technology/engineering curriculum framework42 This framework is based upon two reform initiatives in Massachusetts, the Education Reform

43 Act of 1993 and Partnerships Advancing the Learning of Mathematics and Science (PALMS).44 Since 1992, the PALMS Statewide Systemic Initiative has been funded by the National Science

45 Foundation in partnership with the state and the Noyce Foundation. Ofthe seven initial goals for

46 this initiative, the first was to develop, disseminate, and implement curriculum frameworks in

Science and Technology/Engineering Curriculum Framework Draft Your comments welcome

page 2

1 mathematics and science and technology. The initial science and technology framework was

2 approved in 1995, and the Education Reform Act required that it be reviewed and revised

3 periodically. Since its release to districts and teachers, the framework has been read, critiqued,

4 and implemented in the field, and the Department of Education has received valuable feedback

5 from educators.

6

7 The Revision Panel was appointed by the Commissioner and the Board of Education in the

8 summer of 1998. The Panel has examined the standards in the original framework, assessed

9 their appropriateness, and ensured the best progression of the concepts and skills through the

10 grade levels. The panel referred to the Benchmarks for Science Literacy-Project 2061, data

1

1

from the TEMSS (Third International Mathematics and Science Study), the National Research

12 Council's National Science Education Standards (NRC), results from the initial (1998)

13 administration of the MCAS, and advances in science and technology. Classroom experience

14 and current educational research have also informed this revision. Like education reform in

15 general, this framework is a work in progress. The Department of Education invites and

16 encourages response from educators, parents, and other partners.


page 3

Massachusetts Science and Technology/Engineering CurriculumFramework Visual Overview

Core Concept

Knowledge and Inquiry in Science and Technology/Engineering

Guiding Principles

All students should be enrolled in a comprehensive science and

technology/engineering education program from grades PreK through 12.

II. An effective science and technology/engineering program builds students'

understanding of the fundamental concepts of each discipline while highlighting

connections across the domains of science and technology/engineering.

III. Science and technology/engineering have an integral relationship with

mathematics.

IV. Collaboration with and access to the expertise of others are essential as teachers

articulate multiyear curricula that connect the disciplines of science and

technology/engineering.

V. Implementation of curricula aligned with the learning standards requires district-

wide planning, materials support, engagement of parents and community, ongoing

professional development, and quantitative and qualitative assessment.

VI. Significant learning in science and technology/engineering builds on students'

observations, curiosity, and prior knowledge.

VII. Investigation and problem solving are central to science and

technology/engineering education.

VIII. Students learn best in an environment that conveys high expectations for all

students and provides support so that they can succeed.

IX. The ability to collaborate in scientific endeavors and communicate scientific and

technological ideas is an essential part of literacy in science and

technology/engineering.

X. Assessment in science and technology/engineering is an opportunity for student

learning, a tool for guiding instruction, and a way to evaluate student progress.

Inquiry

Strands

Domains of Science

Earth Science

Life Science (Biology)

Physical Sciences (Physics

and Chemistry)

Technology/

Engineering


page 4

i Core Concept: Knowledge and Inquiry in Science and2 Technology/Engineering3

4 This curriculum framework emphasizes that students learn best when they are directly

5 engaged with thoughtfully selected scientific phenomena and design problems. Through this

6 engagement, students come to understand the integral relationship of scientific inquiry to

7 scientific knowledge. Scientific knowledge is rooted in investigation and questioning, and

8 productive inquiry builds on and seeks to extend existing scientific knowledge. A brief look

9 at the purpose of science and technology/engineering education, the nature of these

1 disciplines, and their relationship to learning and curriculum will help illustrate this view.

11

12 The purpose of science and technology/engineering education

13 Investigations in science and engineering involve a range of learned skills, habits of mind,

14 and subject matter content. These elements are not taught or used separately. They work

15 together to help students understand concepts and put them into practice. The purpose of

1 6 science and technology/engineering education in Massachusetts is for students to understand

17 how to do and how to use these disciplines so that the students will value and participate in

18 the intellectual, democratic, and vocational possibilities of science in American society.'

1 9 These purposes apply to all students in the Commonwealth.

20

2 1 The nature of science

22 Science may be described as human attempts to give good accounts of the patterns in nature.

2 3 The result of scientific investigation is an understanding of natural processes. Scientific

24 explanations are always subject to change in the face ofnew evidence. Ideas with the most

2 5 durable explanatory power become established theories or are codified as laws of nature.

2 6 Overall, the key criterion of science is that it is a clear, rational, and succinct account of a

2 7 pattern in nature. This account is based on evidence and inferences that are broadly shared

2 8 and communicated, and are accompanied by a model that offers a naturalistic explanation

2 9 expressed in conceptual, mathematical, and/or mechanical terms. Here are some everyday

3 examples of patterns seen in nature:

31 • The sun appears to move each day from the eastern horizon to the western horizon.

32 • Virtually all objects released near the surface of the earth sooner or later fall to the ground.

33 • Parents and their offspring are similar (e.g., lobsters produce lobsters, not cats).

34 • Green is the predominant color ofmost plants.

35 • Some objects float while others sink.

36 • Fire yields heat.

37 • Weather in North America generally moves from west to east.

38 • Many organisms that once inhabited the earth no longer do so.

39

4 It is beyond the scope of this chapter to examine the scientific accounts of these patterns.

4 1 Some are well known, such as that the rotation of the earth on its axis gives rise to the

42 apparent travel of the sun across the sky, or that fire is combustion, a transfer of energy from

4 3 one form to another. Others, like buoyancy or the cause of extinction, require subtle and


page 5

1 sometimes complex accounts. The point is that these patterns, and many others, are the

2 puzzles that scientists attempt to explain.

3

4 The nature of technology/engineering

5 Technology/engineering seeks very different ends from those of science. Engineering strives

6 to design and manufacture useful devices or materials, defined as technologies, whose

7 purpose is to increase our efficacy in the world and/or our enjoyment of it. Bows and arrows

8 are technology, as are the microwave, microchip, steam engine, camcorder, safety glass,

9 zippers, polyurethane, the Golden Gate Bridge, much of Disney World, and the Big Dig.

10 Each of these, and innumerable other examples of technology/engineering, emerges from the

11 scientific knowledge, imagination, persistence, talent, and luck of its practitioners. Each

12 technology represents a designed solution, usually created in response to a specific practical

13 problem. As with science, direct engagement with the phenomena in question is central to the

14 definition of these problems and their successful solution.

15

16 The relationship between science and technology

17 In spite of their different ends, science and technology have become closely, even

18 inextricably, related in many fields. The instruments that scientists use, such as the

1 9 microscope, balance, and chronometer, result from technology/engineering. In return,

2 scientific ideas, such as the laws of motion, the relationship between electricity and

2

1

magnetism, the atomic model, and the model ofDNA, have contributed to improvement of

2 2 the internal combustion engine, power transformers, nuclear power, and human gene therapy.

2 3 In some of the most sophisticated efforts of scientists and engineers, the boundaries are so

24 blurred that the designed device allows us to discern heretofore unnoticed natural patterns

2 5 while the accounting for those patterns makes it possible to continue to develop the device. In

2 6 these instances, scientists and engineers are engaged together in extending knowledge

2 7 through inquiry.

28

2 9 Inquiry, knowledge, and learning

3 Inquiry is key to good learning, whether the investigator is a student or a world-class scientist

31 or engineer. When occupied with inquiry, students or scientists take on a question and

32 actively pursue an answer that makes sense and that they can understand well enough to

3 3 communicate clearly to others. They are motivated to work hard, to call on their own34 knowledge and that of others, to try a number of routes to an answer, and to persist in the

3 5 face of initial frustration. The new knowledge that they earn will be strongly held.

36

3 7 There are multiple ways that students can come to wrestle with questions and earn answers.

3 8 One way is to directly engage scientific phenomena in the laboratory or the field. Direct

3 9 engagement provides opportunities to build essential scientific skills such as observing,

4 measuring, replicating experiments, manipulating equipment, and collecting and reporting

4

1

data. It demonstrates the fact that the practice of science is tentative, interactive, and

4 2 surprising. Students may choose what phenomenon to study (e.g., science fair projects), or

4 3 conduct investigations that are selected and guided by the teacher (guided or directed

44 inquiry).

45


page 6

1 Students also engage with questions by studying natural phenomena and processes via the

2 work of scientists and engineers as these appear in texts, papers, videos, the internet, and

3 other media. These sources are valuable because they efficiently organize and highlight the

4 key concepts and supporting evidence that characterize the most important work in science.

5 Such study can be supported by demonstrations, experiments, or simulations that deliberately

6 manage features of a natural object or process. Whatever the approach, however, it is

7 valuable to know that instruction that includes concrete and manipulable supporting materials

8 leads to greater cognitive gains than instruction that relies solely on symbolic supports such

9 as diagrams and text (Boulanger, 1981).

10

1

1

How much scientific and technology/engineering knowledge can students learn through

12 inquiry?

13 It is impossible for students to investigate all of the scientific and technology/engineering

14 knowledge that is important to know. Time limits present a challenge for school curriculum

1

5

and instruction. Schools and teachers must thoughtfully scope, sequence, and coordinate

16 curricula, and use a range of instructional approaches. While no one instructional approach

17 will work for all students learning every important scientific concept, instruction should

1

8

always strive to involve the learner with the evidence and ideas - the reasoning - that lead to

1

9

understanding nature and engineering design. Special attention must also be paid to

2 identifying natural phenomena and technological solutions that are pedagogically and

2 1 intellectually richer than others. There are curriculum programs that have selected important,

22 rich examples for their content and sequence of activities. This framework is designed to

2 3 provide guidance as to what content matters most.


page 7

i Science and Technology/Engineering Guiding Principles

2

3 Guiding Principle I

4 All students should be enrolled in a comprehensive science and5 technology/engineering education program from grades PreK through 12.

6

7 Students benefit from studying science and technology/engineering throughout all their years

8 of schooling. It is critical to build students' understanding of the fundamental concepts of

9 each discipline while emphasizing connections across the domains of science and

10 technology/engineering.

11

12 From the earliest years, the scientific work of observing, manipulating, sorting, and

13 describing can help children develop fundamental literacy and mathematical skills. And14 although this framework attempts to delineate what knowledge is essential for students to

15 attain basic scientific literacy through high school, true literacy requires additional

16 concentrated, in-depth study of selected topics, whether discipline-based or interdisciplinary.

17

18 This framework recommends that approximately one-quarter of students' science and

19 technology time in elementary school be devoted to technology/engineering, usually taught

20 by the regular classroom teachers. By the middle school, technology/engineering becomes

21 differentiated enough in its content and approach that it should be taught by a teacher who22 specializes in the subject. Within the grade 6-8 span, students should have one year of

23 technology/engineering education in addition to three years of science. Some schools will

24 choose to offer technology/engineering as a block each year, while others will offer it as a

25 full year course. Similarly, technology/engineering standards for grades 9-10 assume a one-

26 semester course within that grade span in addition to two full years of science.

27

28 This framework presents the learning standards for grades PreK- 12 that all Massachusetts

29 students are expected to achieve. Following the PreK-8 standards are the core learning

30 standards for the high school level in life science (biology) and the physical sciences (physics

31 and chemistry), and the equivalent of one semester of study in technology/engineering. These

32 standards are written to allow local options for study of additional material or more advanced

33 topics at every grade level, including advanced courses in grades 9 through 12.


page 8

1 Guiding Principle II

2 An effective science and technology/engineering program builds students'

3 understanding of the fundamental concepts of each discipline while

4 highlighting connections across the domains of science and5 technology/engineering.

6

7 Although each domain of science has its particular approach and area of concern, students

8 need to see how the domains taken together present a coherent view of the world. They also

9 need to see how humans turn the insights gained from scientific and mathematical study into

10 practical applications through technology and engineering. Students need to understand that

1

1

much of the scientific work done in the world draws on multiple disciplines. Oceanographers,

12 for instance, use their knowledge of physics, chemistry, biology, earth science, and

13 technology to chart the course of ocean currents. Connecting the domains of natural science

14 with one another, with technology, and with other disciplines should be a goal of science

15 education reform.

16

17 In the elementary grades, coursework should integrate all the major domains of science and

18 technology every year. In one approach, instruction can be organized around distinct but

19 complementary units drawn from the earth, life, and physical sciences and from

20 technology/engineering. In another approach, teachers working together and with outside

21 help (e.g., museum personnel, scientists, or engineers) can organize learning standards and

22 activities from across the domains around unifying concepts or topics of interest to the

23 community.

24

25 At the middle and high school level, school faculty may choose either a discipline-based or

26 integrated approach. In choosing an approach, faculty will want to consider the particular

27 content expertise of teachers; the findings of educational research; the availability of

28 accurate, engaging, field-tested curriculum materials; and the motivation, academic goals,

29 and interests of students.


page 9

1 Guiding Principle III

2 Science and technology/engineering have an integral relationship with

3 mathematics.4

5 Mathematics is an essential tool for scientists and engineers because it can specify in precise

6 and abstract (general) terms many attributes of natural and human-made objects and of the

7 nature ofrelationships among them. In this way, mathematics provides a descriptive

8 language that lends itself to analysis and prediction.

9

10 Take, for example, the equation for one ofNewton's Laws: F = ma (force equals mass times

1

1

acceleration). This remarkably succinct description states the invariable relationship among12 three fundamental features of our known universe. Its mathematical form lends itself to all

13 kinds of analysis and predictions. Other insights come from simply geometric analysis

14 applied to the living world. For example, volume increases by the cube of an object's

15 fundamental dimension while area increases by the square. Thus, in an effort to maintain

16 constant body temperature, most small mammals metabolize at much higher rates than larger

17 ones. It is hard to imagine a more compelling and simple explanation than this for the

18 relatively high heart rate of rodents versus antelopes.

19

20 Even more simple is the quantification of dimensions. How small is a bacterium, how large a

21 star, how dense is lead, how fast is sound, how hard a diamond, how sturdy the bridge, how22 safe the plane? These questions can all be answered mathematically. And with these

23 analyses, all kinds of intellectual and practical questions can be posed and solved.

24

25 Because of the importance of mathematics to the successful implementation of the science

26 and technology/engineering frameworks, all teachers, curriculum coordinators, and others

27 who administer and implement them must be familiar with the mathematics frameworks at

28 the appropriate level for their students.


page 10

1 Guiding Principle IV

2 Collaboration with and access to the expertise of others are essential as

3 teachers articulate multiyear curricula that connect the disciplines of science4 and technology/engineering.

5

6 A challenging, engaging curriculum that addresses the learning standards of this framework

7 needs to be planned as a unitary PreK-12 enterprise. Teachers need to work across grade

8 levels and across schools to ensure that the curriculum is a coherent whole. There needs to be

9 agreement among teachers in different classrooms and at different levels about what is to be

10 taught in given grades. For example, middle school teachers should be able to expect that

1

1

students coming from different elementary schools within a district share a common set of

12 experiences and understandings in science and engineering/technology, and that the students

13 they send on to high school will be well-prepared for what comes next. In order for this

14 expectation to be met, middle school teachers will need to plan curricula in common with

15 their elementary and high school colleagues and district staff.

16

17 To plan and implement high-quality science and technology/engineering curricula across the

18 grades, teachers and administrators need to engage not only with school-based personnel, but

19 with experts in the community at large. Scientists, engineers, higher education faculty,

20 representatives of local business, and museum personnel can help evaluate the planned

21 curriculum and enrich it with community connections. Districts seeking to provide students

22 with a multiyear curriculum will need to provide adequate planning time and resources. The

23 program standards (chapter 7) from the National Science Education Standards provide

24 criteria for what to consider. As noted throughout this framework, districts are encouraged to

25 review and adopt curricula that are aligned with the science and technology/engineering

26 learning standards.


page 1

1

i Guiding Principle V2 Implementation of curricula aligned with the learning standards requires

3 district-wide planning, materials support, engagement of parents and4 community, ongoing professional development, and quantitative and5 qualitative assessment.6

7 Standards-based curriculum comprises those instructional materials and teaching practices

8 that give students the opportunity to master the essential knowledge and skills identified in

9 the learning standards of the Massachusetts curriculum frameworks. School districts should

10 select engaging, challenging, and accurate curriculum materials that are based on research on

1

1

how children learn science and on how to overcome student misconceptions. Districts may12 want to use the Guidebook to Examine School Curricula, available in the TIMSS Toolkit,

13 and the "Criteria for Evaluating Instructional Materials and Programs," which is Appendix V14 in this framework, among others, to aid their selection. The Guidebook and many of the

15 curricula and materials are available for examination or on loan from PALMS Regional

16 Providers.

17

18 Implementation of standards-based curriculum is a multiyear process. Districts may choose

19 to pilot and systematically evaluate several different programs in multiple classrooms.

20 Following the choice of a program, implementation may proceed one grade at a time or by

21 introduction of a limited number ofunits at several grade levels each year.

22

23 Implementation also requires extensive professional development. Curriculum is not

24 . standards-based unless teachers have the content knowledge and the pedagogic expertise to

25 use the materials in a way that truly engages students in challenging, thoughtful work. This

26 requires a well-planned program that usually includes both significant up-front preparation

27 and ongoing time for reflection, additional content learning, and in-class coaching for

28 teachers.

29

30 Introduction ofnew curriculum programs goes more smoothly when families and community

31 members are brought into the selection and planning process early. Parents who have a

32 chance to examine and work with the materials in the context of a Family Science Night or

33 other occasion will better understand and support their children's learning. In addition,

34 community members may be able to lend their own expertise to assist with the

35 implementation of a new curriculum.

36

37 It is important when planning for the introduction of a new curriculum to identify up front

38 how success will be measured. Indicators need to be determined and should be

39 communicated to all stakeholders. Supervisors should monitor whether the curriculum is

40 actually being used and how instruction has changed, and make this information available to

41 a broad range of participants. Teacher teams, working across grade-levels, should look at

42 student work and other forms of assessment to determine whether there is evidence for the

43 sought-for gains in student understanding.

44

45 The implementation of a curriculum that is aligned with the learning standards represents a

46 redesign of the teaching and learning culture. It represents a strategy to ensure that all

47 children have the opportunity to study and learn rigorous and interesting science and

48 technology/engineering during every one of their years of school.


page 12

1 Guiding Principle VI

2 Significant learning in science and technology/engineering builds on students'

3 observations, curiosity, and prior knowledge.4

5 Students are innately curious about the world and wonder how things work. They often make6 spontaneous, perceptive observations about natural objects and processes, and can be found

7 taking things apart and reassembling them. For the teacher, this curiosity provides one entry

8 point for learning experiences that are designed to advance students' scientific and

9 technological understanding.

10

1

1

But students do not come to class as blank slates. They have prior experiences and well-

12 established points of view. They have already developed mental models about how the world

13 works. Their mental models may not always be accurate, but they make sense to the students

14 and may be difficult to change.

15

16 Once a teacher has set a learning objective for the students, it is very helpful to find out what

17 they know or believe they know. Understanding students' initial ideas allows the teacher to

18 design instruction that simultaneously acknowledges the students' current understanding and

19 encourages movement to the next level.

20

21 At times, students' prior knowledge and mental models can work against learning. Research

22 into misconceptions demonstrates that children can hold onto misconceptions even while

23 reproducing what they have been taught are the "correct answers." For example, young

24 children may repeat that the earth is round, as they have been told, while continuing to

25 believe that the earth is flat, which is what they can see for themselves. They find a variety of

26 ingenious ways of reconciling their knowledge, e.g., by concluding that we live on a flat

27 plate inside the round globe. Therefore, teachers must be skilled at uncovering inaccuracies

28 in students' prior knowledge and observations, and in devising experiences that will

29 challenge inaccurate beliefs and redirect student investigations along more productive routes.


page 13

1 Guiding Principle VII

2 Investigation and problem solving are central to science and3 technology/engineering education.

4

5 Investigations introduce students to the nature of original research and are motivating and

6 challenging enterprises. Problem solving in technology/engineering also creates productive

7 learning environments. Scientific investigations increase students' understanding and

8 retention of scientific and technological concepts, promote skill development, and provide

9 entry points for all learners.

10

1

1

The knowledge- and inquiry-based classroom, with its emphasis on investigations, does not

12 compromise the rigor of learning, nor does it lessen the importance of a teacher's knowledge

13 and experience. Teachers establish the learning goals and context for an investigation, guide

14 student inquiries by deciding when and how to intervene, and help students focus on

15 important ideas and concepts.

16

17 As described in the Core Concept section of this framework, in the knowledge- and inquiry-

18 based classroom, students increase their understanding by integrating their prior knowledge

19 with new knowledge and skills presented in a planned curriculum. Puzzlement and

20 uncertainty are common features of this learning process. Because good thinking takes time,

21 students need opportunities to examine and challenge their ideas as they learn how to apply

22 these ideas to explaining nature and solving design problems. Opportunities for students to

23 reflect on their own ideas, collect evidence, make inferences and predictions, and discuss

24 their findings are all crucial to this growth in understanding.

25

26 Students also need to learn that there are important historical and contemporary

27 investigations and design solutions that have led to well confirmed knowledge about the

28 natural world and about how to engineer many design solutions (e.g., Archimedes' principle,

29 the electric light bulb, the human genome project, and the airplane). By carefully examining

30 the work of experts, students can learn to improve their own investigations and problem-

31 solving efforts.


page 14

1 Guiding Principle VIII

2 Students learn best in an environment that conveys high expectations for all

3 students and provides support so that they can succeed.4

5 A high quality education system simultaneously serves the goals of equity and excellence. In

6 order to achieve these goals, specific efforts must be made to encourage students, especially

7 females and language and ethnic minority students, to persevere and excel in science and

8 technology/engineering. This means, for example, inviting role models from business and the

9 community (including professional engineers and scientists) to participate in classes, work

10 with students, and contribute to the planning of curriculum and the delivery of instruction.

1

1

High expectations for all students will be successful when it is impossible to predict levels of

12 science and technology/engineering achievement based on a student's ethnicity, race, or

1

3

gender.

14

15 At every level of the education system, support for high student achievement means acting

16 on the belief that young people from every background can learn rigorous science and solve

17 tough engineering problems. Teachers and guidance personnel should advise students and

18 parents about why it is important to take rigorous courses and advanced sequences in science

19 and technology/engineering that will prepare them for success in college and the workplace.

20 After-school, weekend, and summer enrichment programs offered by school districts or

21 community groups also provide means of support that may be especially valuable and should

22 be open to all. Schools and districts can evaluate the effectiveness of their strategies to

23 increase the success of all student populations by disaggregating data and analyzing trends in

24 student course completion patterns and other measures of achievement.


page 15

1 Guiding Principle IX

2 The ability to collaborate in scientific endeavors and communicate scientific

3 and technological ideas is an essential part of literacy in science and4 technology/engineering.

5

6 The practice of science and technology/engineering takes place in an interpersonal context.

7 Ideas are tested, modified, extended, and reevaluated by the scientific and engineering

8 communities over time. The ability to convey one's understanding and ideas is essential for

9 these advances to occur.

10

11 As a result, students need opportunities to think reflectively about their work in frequent and

12 deliberate discussions both with peers and with those who have more experience and

13 expertise. This communication can occur informally, in the context of an ongoing student

14 collaboration or on-line consultation with a scientist or engineer, or more formally, when a

15 student presents the findings from an individual or group investigation. Effective

16 communication of scientific ideas requires practice in making written, oral, and multimedia

17 presentations, fielding questions, responding to written and oral critique, and developing

18 replies. Students' ability to collaborate with fellow investigators and clearly communicate

19 their observations, explanations, and design solutions is an important part of demonstrating

20 mastery.


page 16

1 Guiding Principle X2 Assessment in science and technology/engineering is an opportunity for

3 student learning, a tool for guiding instruction, and a way to evaluate student4 progress.

5

6 Assessment informs teachers about how to improve classroom practice, plan curricula,

7 develop self-directed learners, and report student progress. It provides students with

8 information about how their knowledge and skills are developing and what can be done to

9 improve them. It lets parents know how well their children are doing and what needs to be

10 done to help them do better. In these functions, assessment provides ongoing feedback about

1

1

the effects of classroom expectations, activities, and efforts. When embedded throughout the

12 scientific and technology/engineering educational program, assessment informs day-to-day

13 decisionmaking.

14

1

5

Multiple information gathering strategies can be used to provide a full picture of student

16 progress. These include paper-and-pencil testing, performance testing, interviews, and

17 portfolios, as well as less formal inventories such as the continuous observation of student

18 responses to instruction. The use of multiple strategies provides students with a variety of

19 ways to demonstrate what they know and can do, despite differences in cognition, language,

20 culture, or physical skill. Diagnostic information gained from multiple assessments allows

21 teachers to adjust their day-to-day and week-to-week practice to ensure maximum student

22 achievement.

23

24 Whatever form of assessment is used, students must be familiar with knowledge and

25 performance expectations and related scoring rubrics. The framework's learning standards

26 are a key resource for setting knowledge and performance standards. In helping students

27 achieve standards, curve grading and questions based on simple recall may prove less

28 effective than performance-based assessment that allows students to demonstrate what they

29 have learned and understood in the context of solving a complex problem. Assessment based

30 on performance poses open-ended problems that are grounded in physical-world contexts.

31 This assessment strategy requires students to refine the problem, devise a strategy to solve it,

32 conduct sustained work, and deal with complex concepts and skills rather than discrete facts.

33

34 Just as there are several forms of assessment, there are several levels at which assessment

35 should be conducted. Classroom, district, and statewide (MCAS) assessment should be

36 thoughtfully aligned over time to make the best use of resources and provide the richest array

37 of data about student performance. Analysis of results will also help districts and teachers

38 align their curricula with the framework standards and guide professional development.


page 17

i Science and Technology/Engineering Education Overview2

3

4 The learning standards section of the framework is organized into three content strands.

5 Each strand is organized by grade span (PreK-2, 3-5, 6-8, and high school) and outlines

6 specifically what students should know and be able to do.

7 1 . Inquiry details the skills that students need to participate actively in extending their

8 understanding of science and technology/engineering. Namely, students should learn

9 to ask, notice, describe, analyze, and communicate.

10 2. Domains of Science presents the fundamental concepts required for student literacy

11 in earth science, the physical sciences (chemistry and physics), and life science

12 (biology).

13 3. Technology/Engineering describes what students must do and understand to become

14 confident users and producers of devices and materials in an increasingly

15 technological age.

1

6

Taken together, these standards form a foundation for further study, as well as for

1

7

understanding and working within the built and natural world.

18

19 The Learning Standards present key skills and concepts that students should master in

2 order to become citizens capable of doing and using science and technology/engineering.

2 1 Within the body of the framework, the standards are clarified and expanded with

22 teachers' notes and examples of learning experiences that can help students attain the

2 3 required skills and understanding.

24

2 5 This framework presents the learning standards that all Massachusetts students are

2 6 expected to achieve in grades PreK-12. Following the PreK-8 standards are the

2 7 fundamental standards for the high school in life science (biology), the physical sciences

2 8 (physics and chemistry), and the equivalent of one semester of study in

2 9 technology/engineering. Throughout this document, the standards are written to allow

3 time for study of additional challenging material at every grade level and for advanced

3

1

courses in grades 9 through 12. The high school standards are also written to allow for

3 2 choice in course organization and sequence, for example, between a single-discipline

3 3 course or an integrated approach. For schools choosing a single-discipline approach, the

34 high school standards are written to allow the core for full-year courses in biology,

3 5 chemistry, and physics, in whatever order high schools wish to teach these courses. All

3 6 students are expected to pursue additional advanced study in science and

3 7 technology/engineering such as earth and environmental science, advanced placement

3 8 courses, independent research, or study of special topics.


page 18

1 How to read the learning standards grids

2 To clarify the learning standards, the strands are presented in a grid format.

Strand Title

Topic Curriculum Examples of Teachers' NotesFramework Learning Learning

Standard Experiences

Students might:

GRADE LEVELThis is the general These are the This column offers This column

topic under which specific learning some examples of contains suggestions

one or more standards that how this standard and further

standards are students should may be explored in explanations for

grouped. master at the end of the classroom. teachers about

each grade span. These are not the issues that may arise

Note that only the only ways to teach when teaching the

standards in this the standard, but standards and some

column will be give some ideas indication about

assessed on the about how to what is and is not

MCAS. approach it. included in the

standard. Again, this

is not intended as a

comprehensive

teaching guide, but

as a pedagogic aid.


Strand 1: Inquiry page 19

i Strand 1: Inquiry2

3

4 Students are able to use the methods ofscientific inquiry to plan, conduct, draw conclusions

5 from, and evaluate scientific investigations.

6

7 Children and scientists are full of questions. Before there was science or technology, there

8 was inquiry. Questions like, "When will the days start getting longer again?" and "How can

9 we grow more food each year on this land?" were asked by human beings long before science

1 became a discipline. In our increasingly complex lives, we find ourselves constantly

11 questioning, gathering information, noticing patterns, making predictions, figuring out how12 to test our ideas and explanations, and discussing our findings with others.

1314 Inquiry in the classroom builds on students' innate curiosity and practical-mindedness. It

1 5 leads them to deeper understanding of the world than they would get just by reading about it.

1 6 The study of real things and real events challenges students' conceptions ofhow the world17 works. Students need to memorize certain scientific terms and formulas, and they also need18 to be guided toward the discovery of governing principles. Inquiry in the science classroom

1 9 starts with phenomena and moves to explanations that are communicated in increasingly

2 mathematical and conceptual ways as students progress through school.

2122 The National Science Education standards state that "full inquiry involves asking a simple

2 3 question, completing an investigation, answering the question, and presenting the results to

24 others." Designing and conducting investigations encourages students to interpret, analyze,

2 5 and evaluate what is known, how we know it, and how scientific questions are answered. It

2 6 encourages them to be open-minded and learn to distinguish among knowledge that has been2 7 confirmed by evidence, informed opinion, and uninformed opinion.

282 9 The skills of scientific inquiry are not meant to be taught or tested as separate, stand-

3 alone skills. Rather, the methods of inquiry should be used to help students master the

3

1

learning standards within the domains of science and to motivate their continued32 enthusiasm for learning science. Opportunities for inquiry arise within a well planned3 3 curriculum in the domains of science.

343 5 Similarly, the skills of inquiry should be assessed through examples drawn from the life,

3 6 physical, and earth science standards, so that it is clear to students that in science, what is

3 7 known does not stand separate from how it is known.383 9 There is an important relationship between science and mathematics. Skills taught in

4 mathematics need to be emphasized and reinforced in science and vice versa. Students need41 to become familiar with the metric system because it is the worldwide standard. They also

4 2 need to be familiar with the customary English system.

4344 In the earliest grades, the processes of scientific inquiry center on student questions,

4 5 observations, and communication about what they observe, and are strongly connected to the

46 development of literacy skills. For example students might plant a bean seed following three

47 or four directions written on a chart. Then they would write out the procedure in their own4 8 words without looking at the chart.

4950 Students should have practice with the skills of observing, describing, sorting, and predicting.

5 1 The following is one possible skill sequence:

52 • To observe (to see): The bunny is in the center of the cage.

53 • To infer (to give an explanation based on what you observe): The bunny is scared.


Strand 1 : Inquiry page 20

1 • To predict (to tell what you think will happen and give the reason(s) that you think that it

2 will happen based on previous experiences): If I give the bunny a carrot, she will come to

3 the edge of the cage because she did that the last time that I gave her a carrot.

4

5 In the later elementary years, inquiry includes investigations that are planned and carried out

6 by the class as a whole, by small groups of students, or independently, often over a period of7 several class lessons. The teacher models the process of selecting a question that can be8 answered, planning the steps of an investigation, and determining the most objective way to

9 test the hypothesis. The mathematical skills of measuring and graphing become important,

10 and students learn a variety ofways to communicate their findings.

1112 In the middle school years, teacher guidance remains important but allows for more13 variations in student approach. Students at this level are ready to formalize their

14 understanding of ensuring a fair test by controlling variables. Their work becomes more15 quantitative, and they learn the importance of carrying out several measurements, seeking to

16 minimize sources of error. Since students at this level use a greater range of tools and1 7 equipment, they must learn safe laboratory practices. At the conclusion of their

1 8 investigations, students at the middle school level can be expected to prepare formal reports

1 9 of their questions, procedures, and conclusions.

2021 In high school, students develop greater independence in designing and carrying out

2 2 investigations, most often working alone or in small groups. They come up with questions

2 3 that build on what they have learned from secondary sources. They learn to critique and

24 defend their findings, and to revise their explanations ofphenomena as new findings emerge.

2 5 Their facility with using a variety of physical and conceptual models increases. Students in

2 6 the final two years of high school can be encouraged to carry out extended independent

2 7 investigations that explore a scientific question in depth, sometimes with the assistance of a

2 8 scientific mentor from outside the school setting.


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Strand 2: Domains of Science - Earth Science page 32

l Earth Science2

3 In earth and space sciences, students study the origin, structure, and physical phenomena of

4 the earth and the universe. Earth science studies include concepts in geology, meteorology,

5 oceanography, and astronomy. These studies integrate previously or simultaneously gained

6 understandings in physical and life science with the physical environment. Through a study

7 of earth and space, students learn about the nature and interactions of oceans and the

8 atmosphere, earth processes including plate tectonics, changes in topography over time, and

9 the place of the earth in the universe.

10

11 In grades PreK through 2, students are naturally interested in everything around them. This

12 curiosity leads them to observe, collect, and record information about earth and objects

13 visible in the night sky. Teachers should accept and encourage their students' observations

14 without feeling compelled to offer the precise scientific reasons for these phenomena. Young15 children bring these experiences to school where they extend and focus these explorations. In

16 the process, they use all of their innate senses and learn to work with tools like magnifiers

17 and measuring devices. The learning standards at this level fall into the categories of1

8

Properties and Changes ofEarth Materials and Objects in the Sky.

19

20 In grades 3 through 5, students explore properties of earth materials and how they change.

21 They conduct tests to classify materials by observed properties, make and record sequential

22 observations, note patterns and variations, and look for factors that cause change. Students

23 observe weather phenomena and describe them quantitatively using simple tools. They study

24 the water cycle, including the forms and locations of water. The focus is on having students

25 generate questions, investigate possible solutions, make predictions, and evaluate their

26 conclusions. Learning standards fall into two categories: Properties and Changes ofEarth27 Materials and Objects in the Sky.

2829 In grades 6 through 8, students gain sophistication and experience in using models, satellite

30 images, and maps to represent processes and features. In the early part of this grade span,

31 students continue to investigate geological materials' properties and methods of origin. As32 their experiments become more quantitative, students should begin to recognize that many of33 earth's natural events occur because ofprocesses such as heat transfer.

3435 At this level, students should recognize the interacting nature of the earth's four major36 systems: the geosphere, hydrosphere, atmosphere, and biosphere. They should begin to see

37 how the earth's movement affects both the living and nonliving components of the world.

38 Attention shifts from the properties of particular objects toward an understanding of the place

39 of the earth in the solar system and changes in the earth's composition and topography over40 time. Middle school students grapple with the importance of and methods of obtaining direct

41 and indirect evidence to support current thinking. They recognize that new technologies and42 observations change our explanations about how things in the natural world behave. Learning43 standards fall into the categories of Physical Features and Earth History, Oceans,44 Atmosphere, and Weather and Solar System.

4546 In grades 1 1 and 12, the many abstract concepts of earth and space science require a strong

47 understanding of physics, chemistry, and biology. There is an explosion of information on48 geology, environmental issues, local and global climate, and planetary and space science.

49 Courses should be developed in which students can evaluate new explanations and theories.

50 Other courses might deal with local environmental issues and decision making. The many5

1

misconceptions held by students and adults should be addressed. These ideas require an52 ability to think abstractly and have a well-developed mathematical sense. Through a study of53 earth science, students can consider the effects that human activities may have on the earth's

54 four major interacting systems, as exemplified by physical-world situations.


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Strand 2: Domains of Science - Life Science page 42

1 Life Science2

3 The life sciences investigate the diversity, complexity, and interconnectedness of life on

4 earth. Students are naturally drawn to examine living things, and as they progress through

5 the grade levels, they become capable of understanding the theories and models that

6 scientists use to explain observations of nature. In this respect, a PreK - 12 life sciences

7 curriculum mirrors the way in which the science ofbiology has evolved from observation

8 to classifications to theory. By high school, students learn the importance of Darwin's

9 work on natural selection that, coupled with knowledge of genetics, provides the

1 framework for explaining continuity, diversity, and change. Students emerge from an

1

1

education in the life sciences recognizing that order (balance) in natural systems arises

1

2

without design, yet can be modeled and predicted through the use ofmathematics.

13

14 The Life Science Learning Standards for Grades PreK - 2

15 As Piaget noted, young children tend to describe anything that moves as "alive." Over

1

6

time, they refine this intuitive understanding to include such behaviors as eating,

1

7

growing, and reproducing. Young children learn to use their senses to observe and then

1

8

describe the natural world. Noticing differences and similarities, and grouping organisms

1

9

based on these, is fundamental to the life science curriculum at this grade span.

2021 The Life Science Learning Standards for Grades 3-522 As children move through the elementary grades, they expand the range of observations

23 they make of the living world. In particular, children record details of the life cycles of

24 plants and animals, and explore how organisms are adapted to their habitat. In these

25 grades, children move beyond using their senses to gather information. They begin to use

26 measuring devices to gather quantitative data that they record, examine, interpret, and

27 communicate. Children are introduced to the power of empirical evidence as they design

28 ways of exploring questions that arise from their observations.

29

30 The Life Science Learning Standards for Grades 6-831 As students enter the middle school grades, the emphasis changes from observation and

32 description of individual organisms to the development of a more connected view of

33 biological systems. Middle school students begin to study biology at the micro level

34 without delving into the biochemistry of cells. They learn that organisms are composed of

35 cells and that some organisms can carry out the necessary processes for life within a

36 single cell. Other organisms are multicellular, with cells working together. In particular,

37 middle school students examine how cells form tissues, organs, and systems within the

38 human organism, and that the functioning ofone system is related to another.

3940 Scale becomes an important mathematical topic in the middle grades. This tool enables

41 students to appreciate differences in relative size and distance, and helps develop

42 students' understanding that things work differently with changes in scale. For instance,

43 as organisms become larger their volume increases more rapidly than their surface area.

44 The ratio of surface area to volume has important consequences for properties such as

45 cooling and bone strength.

46


Strand 2: Domains of Science - Life Science page 43

1 At the macro level, students focus on the interactions that occur within ecosystems. They

2 explore the interdependence of living things, specifically the dependence of life on

3 photosynthetic organisms such as plants, which in turn depend upon the sun as their

4 source of energy. Students use mathematics to calculate rate of growth, derive averages

5 and ranges, and represent data graphically to describe and interpret ecological concepts.

6

7 The Life Science (Biology) Learning Standards for High School

8 At the high school level, the students study the molecular basis of life by looking at the

9 processes occurring in cells. In particular, these students learn that the DNA molecule

1 provides the basis for understanding natural selection. They learn that variation is

1

1

inherited, the unit of inheritance being the gene. It is the inherited traits that provide the

1

2

variation on which natural and manipulated selection act.

13

14 The theory of natural selection is central to the intellectual history of the 20thcentury, but

15 is also fundamental to understanding modern biology. It provides a framework for

1

6

explaining why there are so many different kinds of organisms on earth; why organisms

1

7

of distantly related species share biochemical, anatomical, and functional characteristics;

1

8

why species become extinct; and it helps us to explain how different kinds of organisms

1

9

are related to one another.

20

21 Today, diversity and change not only occur because of natural selective pressures, but

22 also because ofhuman manipulations of cells. The ongoing study of diversity is

23 continued in high school through an examination of population growth, and cooperation

24 and competition within ecosystems. High school students use mathematics to describe

25 relationships observed in nature, and computer simulations to provide the means of

26 testing predictions based upon mathematical models.

27

28 From initial observations using their native senses through sophisticated modeling of

29 entire ecosystems, the life science educational standards give students an appreciation of

30 life's complexity and interconnectedness. In grades PreK through 12, students examine

31 life on large scales and small, and come to understand that the rich variety of life on our

32 planet is worth protecting and nurturing for future generations.


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Strand 1 : Domains of Science - The Physical Sciences page 60

l The Physical Sciences2

3 The physical sciences study the physical world around us, including topics traditionally studied

4 in the disciplines ofphysics and chemistry. Using the methods of the physical sciences,

5 students learn about the composition, structure, properties, and reactions of matter and the

6 relationships between matter and energy.

7

8 Students are best able to build understanding of the physical sciences through hands-on

9 exploration of the physical world. The frameworks encourage repeated and increasingly

10 sophisticated experiences that form a basis for understanding properties of materials, forces and

1

1

motion, and transformations of substances and energy. The links between these concrete

12 experiences and more abstract knowledge and representations are forged gradually. Over the

13 course of their schooling, students develop more inclusive and generalizable explanations

14 about physical and chemical interactions.

15

16 Tools play a key role in the study of the physical world, helping students to detect physical

17 phenomena that are beyond the range of their senses. By using well-designed instruments and

1

8

computer-based technologies, students can better explore physical phenomena in ways that

19 support greater conceptual understanding.

20

21 The physical science learning standards for grades PreK through two fall under the headings of

22 Properties ofMaterials and Position and Motion. Young children's curiosity is engaged when

23 they observe physical processes and sort objects by different criteria. During these activities,

24 children learn basic concepts about how things are alike or different. As they push, pull, and

25 transform objects by acting upon them, children see the results of their actions and begin to

26 understand how part oftheir world works. They continue to build understanding by telling

27 stories about what they did and what they found out.

28

29 The standards for grades three through five include Properties ofMatter, Electricity and

30 Magnets, Sound, and Motion ofObjects. Students' growing repertoire of actions and thoughts

3

1

about ordinary things allows them to make the intellectual connections necessary for

32 understanding how the physical world works (Duckworth, 1987). Students are able to design

33 simple comparative tests, carry out the tests, collect and record data, analyze results, and

34 communicate their findings to others.

35

36 The standards for grades six through eight include Motion, Properties ofObjects, and Heat,

37 Light, and Radiant Energy. While students at the middle school level may be better able to

38 manage and represent ideas through language and mathematics, they still need concrete,

39 physical-world experiences to help them develop concepts associated with motion, mass,

40 volume, and energy. As they learn to make accurate measurements using a variety of

41 instruments, their experiments become more quantitative and their physical models more

42 precise. Students are able to understand relationships and can graph one measurement in

43 relation to another, such as temperature change over time. Students may collect data by using


Strand 1 : Domains of Science - The Physical Sciences page 61

1 microcomputer- or calculator-based laboratories (MBL or CBL) and learn to immediately make2 sense of graphical and other abstract representations essential to scientific understanding.

3

4 The high school standards for physics include Properties ofMatter, Particulate Nature of5 Matter, and Motion and Force. At the end of their study based on these standards, students can

6 understand the evidence that underlies more complex concepts of the physics, including forces

7 and vectors, and transformations of energy. Graphical representations and the gradual

8 introduction of functions and limits introduce students to well-defined laws and principles of

9 physics. At this stage, students are able to make formal statements of principles in physics and

10 understand their implications.

11

12 The high school learning standards in chemistry cover such topics as elements and compounds,

13 the atomic model, chemical reactions, states of matter, and acids and bases. At this stage,

14 students are able to make formal statements of principles in chemistry and understand their

15 implications.

16

1

7

Later study in the physical sciences builds upon, expands, and applies the physical science

18 knowledge developed during earlier years. At this level, students develop understanding and

19 expertise by relating classroom learning in the physical sciences to community and/or worksite

20 experience or by studying key topics in the physical sciences in depth. Students in the upper

21 grades should have the opportunity to choose from a variety of physical science programs, and

22 each course of study should be designed around a strong intellectual core. Students may then

23 choose courses best suited to their own interests and career goals. Options for study might

24 include advanced placement physics and chemistry; advanced topics in electromagnetism;

25 advanced topics in earth science, energy conservation; applying principles of

26 technology/physics seminar; environmental engineering and technology; and internships in

27 energy conservation and pharmacology.


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Strand 3: Technology/Engineering page 76

l Strand 3: Technology/Engineering2

3 Students are able to understand the nature and impact oftechnology/ engineering and to

4 integrate science and mathematics principles by engaging in active engineering design and

5 development oftechnology.

6

7 Science, technology, and engineering are closely linked and interdependent

8 Both science and engineering are practices based on inquiry. For example, investigating the

9 salinity of the water in Vineyard Sound is a pursuit of science, while creating a process to

10 make this salt water drinkable is a pursuit of engineering. The result of the engineering

1

1

method, which is usually a system or process, is called technology. Simply stated, science

12 tries to understand the natural world, while engineering tries to solve practical problems

13 through the development of technologies.

14

15 Science provides understanding of the workings of the natural world. Engineering uses the

16 explanations and concepts developed through science and mathematics and creates

17 technology. In turn, technology enables the vast majority of scientific explorations and

18 advances. For example, engineering uses scientific principles of optics and radio-physics to

19 create new telescopes. These telescopes are part of the technology systems used to advance

20 the field of astronomy.

21

22 Engineering and technology significantly impact society

23 Both Science and technology/engineering expand our capabilities to understand the world.

24 Technology and engineering also control the natural and human-made environment. Science

25 asks questions such as "Why does this work?" Engineering asks how to turn the science into

26 something useful and technology develops and manufactures the useful things. These

27 products and systems often enable science to ask more and deeper questions. Students engage

28 in problem solving by designing, building, and testing solutions to real-world problems. The

29 ways in which problem solving in engineering/technology parallels investigation in science

30 and how they are interconnected is shown in Figure 1 on page 79.

31

32 While the disciplines of science, technology, and engineering are inextricably linked, they

33 are not the same thing, and it should not be assumed that a teacher who is well versed in one

34 area should be required to teach the other. All areas of study—science, technology,

35 mathematics, English, social studies, etc.—should be taught by teachers who are certified in

36 that topic. Because of the hands-on, active nature of the technology/ engineering

37 environment, it is strongly recommended that it be taught by teachers who are certified in

38 technology education, and are very familiar with the safe use of tools and machines.

39

40 The systems that provide our houses with water and heat; roads, bridges, tunnels and the cars

41 that we drive; airplanes and spacecraft; cellular phones, televisions, and computers; many of

42 today's children's toys; and systems that create special effects in movies are all technologies

43 developed through engineering. Simple medical and dental equipment and devices, such as

44 Band-Aids, syringes, and fracture castings, and more complex ones such as dialysis and x-ray

45 machines, artificial hearts, CAT scanners, and nuclear medicine systems are also results of



1 engineering. Technologies that help us process food by freezing it or cooking it at home and

2 in fast food restaurants were developed through engineering as well.

3

4 Technology/engineering learning standards

5 Domain 1: nature and systems ofengineering and technology

6 This domain introduces students to the wonders of the world of engineering and technology

7 by active, hands-on exploration of products and systems. These standards focus on

8 technologies that have made significant contributions to humankind, with particular attention

9 to those that are relevant to Massachusetts' economic welfare. These areas include systems of

1 transportation, manufacturing, bioengineering, construction, and communication. In addition,

1

1

students are exposed to areas such as automation and robotics, computer systems,

12 multimedia, architecture and planning, bio-related technology, and invention and innovation.

13

14 Domain 2: engineering design and technology development process

1 5 This domain teaches students to work in teams and use the engineering design process to

1

6

develop new processes, products, and systems and create new technologies. Students learn

17 to:

1

8

• identify needs that can be addressed by technological inventions/innovations,

19 • use their background in mathematics and sciences along with their personal creativity to

20 create inventions/solutions to these needs,

21 • visualize their solutions and articulate them in graphical form in two and three dimensions,

22 • build prototypes of the perceived solutions,

23 • use, test, and optimize the prototypes,

24 • make engineering presentations of their solutions, and

25 • consider the societal impact and tradeoffs of their technologies.

26

27 The technology/engineering student experience

28 Students are experienced technology users before they enter school. Their natural curiosity

29 about how things work is clear to any adult who has ever watched a child doggedly work to

30 improve the design of a paper airplane, or to take apart a toy to explore its insides. They are

3

1

also natural engineers and inventors, inveterate builders of sand castles at the beach and forts

32 under furniture.

33

34 But while most students in grades PreK through two are fascinated with technology, they

35 need to experience the mechanisms, principles, and design constraints that underlie

36 engineering solutions. As they learn more about these, they begin to understand the

37 relationships and differences between human-made and natural objects. They are encouraged

38 to manipulate materials that enhance their three-dimensional visualization skills, which are

39 an essential component of a persons' ability to design. Students invent simple objects and

40 build them with simple tools, as part of a first level engineering design experience.

41

42 Students in grades three to five learn how to take apart and reassemble objects, and

43 understand the principles that make them operational. They redesign and adapt objects to

44 enable them to serve different purposes. They achieve a second level of engineering design

45 skill, which includes recognizing a need or problem and working with a variety of materials

46 and tools to create a product or system to address it.

Science and Technology/Engineering Curriculum Framework Draft Vour comments welcome


1

2 In grades six through eight, students pursue engineering questions and technological

3 solutions that emphasize creative and critical thinking, problem solving, decision making,

4 and research. They acquire basic skills in the safe use ofpower tools and machines. By5 engaging in hands-on activities, students explore transportation, manufacturing, and

6 bioengineering systems, with particular attention on thermal issues associated with the

7 relevant technologies. Starting in these grades and extending through grade ten, issues of

8 power and energy are incorporated into the study ofmost areas of technology. Students

9 integrate knowledge they acquired through mathematics and science curricula and understand

10 the links to engineering. They achieve a third level of engineering design skill by

1

1

conceptualizing a problem, designing prototypes in three dimensions, and constructing their

12 concepts by using power tools. The culmination of the design experience is the development

13 and delivery of an engineering presentation.

14

15 Students in grades nine and ten extend their exploration ofrelevant technologies to the

16 areas of construction and telecommunication. They also enter a more advanced level of

17 engineering design by using their math and science skills to design, produce, use, and assess

1

8

a prototype. Students learn more advanced drafting and communication techniques, using

19 computational tools when available, and examine the social and environmental impact of

20 their inventions. The culmination of this fourth level design experience is the development

2

1

and delivery of an engineering presentation.

22

23 Technology/engineering curricula in grades eleven and twelve follow the approaches used

24 for the previous two grades but expand in a variety of areas based on available school

25 expertise and student interest. Students may explore automation and robotics, multimedia,

26 architecture and planning, biotechnology, and computer systems. They may continue

27 building on their background in engineering design by working on inventions and

28 innovations. Course offerings at schools should:

29 • engage students who are interested in expanding their studies in the area of engineering and

30 technology because they are interested in a college-level engineering education.

31 • engage students who are interested in pursuing career pathways in relevant technology

32 fields.

33 • appeal to students who will not necessarily follow a technical career, but would be

34 interested in learning about certain areas of technology to expand their general educational

35 background.

36

37 Computers and technology

38 Computers and instructional tools that use computers comprise an important, yet small

39 component of the millions of technological innovations. The term technology has been

40 recently used to describe educational use of computers in classroom. The appropriate term

41 for this application of technology is instructional technology, and it is a subset of the much42 broader field of technology. Instructional technology is discussed in more detail in

43 Appendix III.



Figure 1: Interconnections Among Science,

Engineering, and Technology

Tlie technological systems

and processes created by

engineers help scientists

deepen their understanding

and enable them to ask newand deeper questions about

the natural world.

Science seeks to understand

the natural world, but often

needs new tools to help

discover the answers.

Engineers help scientists

understand the needs and

design the tools.

Engineers create systems ofprocesses to help scientists

solve problems. They work

with technologists to

implement these ideas, to

turn themfrom thoughts into

tools.


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page 91

Appendix I: The Historical and Social Context for Science andTechnology/Engineering: Further Topics for Study

The following list ofbroad topics is suggested for science and technology/engineering

teachers who, together with their colleagues in social studies, history, economics, and

other areas of study, want to help students better understand the historical and social

dimensions of science and technology/engineering. Study of these topics helps underline

the extent to which scientific debate and technological change play a vital role today in

our local, regional, national, and international communities. Teachers should organize

their own classroom experiences and coordinate with other teachers to ensure that these

topics are taught at the appropriate grade levels and that they link to the content learning

standards.

I. The history of science

For this topic, students might study:

• Early and different attempts to understand the natural world.

• Science and technology in the ancient world (e.g., China, Greece).

• The foundations for modern science in the 17 and 18 centuries.

• The development of modern science in the 19 and 20 centuries.

• Key figures, discoveries, and inventions (American and others) during the past four

centuries.

• Major new theories that changed humans' view of their place in the world, e.g. the

Copernican revolution and Darwin's Theory of Evolution.

• Social, religious, and economic conditions that supported or inhibited the

development of science and technology in various countries over the centuries.

II. The nature of science


• Sources of the motivation to understand the natural world.

• Basis in rational inquiry of observable or hypothesized entities.

• Development of theories to guide scientific exploration.

• Major changes in scientific knowledge that stem from new discoveries, new evidence,

or better theories that account for anomalies or discrepancies.

• Need for testing of theories, elimination of alternative explanations of a phenomenon,

and multiple replications of results

• Tentativeness of scientific knowledge. Theories are the best we know from the

available evidence until contradictory evidence is found.

III. Benefits of science and technology/engineering


• Major advances in standards of living in the 19thand 20

thcentury (e.g.,

communications, transportation).

• Continuous progress in personal and public health, increasing longevity.

• Key discoveries and inventions and their beneficial uses (e.g., radium and the X-ray).


page 92

IV. Unintended negative effects from uses of science and technology/engineering


• Users may be government, industry, and/or individuals (examples here and abroad).

• Damage to the environment or ecosystems in this country and elsewhere (e.g., from

pesticides, clearcutting, dumping of toxic wastes, overfishing, and industrial reliance

on soft coal for energy).

• Some sources of damage or pollution: human ignorance, overuse or abuse of natural

resources.

• Unanticipated ethical dilemmas (e.g., genetic cloning, contraceptives).

• Evaluation of costs and benefits of government regulations.

• How to balance risk-taking and creative entrepreneurial or academic activity with

social, personal, and ethical concerns.

• How science and technology have addressed, or seek to address, these negative

effects (e.g., car pollution devices).


page 93

Appendix II: Learning Standards by Grade Span

The grid on the next several pages is offered as a tool for curriculum planning. Once

teachers and curriculum developers have decided on a discipline-based or integrated

approach, they can use this grid to see how all of the strands and topics in science and

technology/engineering are introduced and developed through the grades, mark out which

standards will be taught at the different grade levels within the spans, and determine how

to teach the skills of inquiry in the context of the domains.


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page 104

Appendix III: Instructional Technology

Instructional technologies like computers, internet access, graphing calculators, and other tools

allow a kind of evidence gathering and data analysis not possible until recent years. Whenstudents find and examine satellite photos or download data from the human genome project, for

example, their investigations can go to a significantly greater depth than what is in their

textbooks. In addition, it is clear from pedagogical studies that students retain information and

conclusions that they have derived themselves far more than those simply presented to them. For

this reason, the emphasis in the framework standards is on students gathering and analyzing data

and drawing their own conclusions. Instructional technologies are a significant aid to this

process.

The instructional technology literacy competencies are a guide for districts to plan a systemic

approach to ensure that all students learn skills appropriate to living and learning in the 21st

century. These competencies are based on the National Educational Technology Standards

Project in consultation with the U.S. Department of Education.

The instructional technology skills are divided into six broad categories: basic skills, social and

ethical issues, productivity tools, communication tools, research tools, and problem solving tools.

The competencies within each category are introduced, reinforced, and mastered by students

throughout the PK-12 curriculum. They build upon each other in a logical progression. Thecategory of ethics and human issues for example, involves more than just teaching students howto use technology tools. It also involves discussions about the ethical dilemmas that arise whenapplying these tools. For example, students may conduct research on the internet, and at the sametime discuss issues ofplagiarism and fair use.

The sample performance indicators represent realistic, attainable activities that link science and

technology/engineering standards to the competencies. They are examples ofhow students use

these technology skills to learn. Students should acquire basic technology skills by 8thgrade.

Students in grades 9-12 build on these skills as they use technology to apply, demonstrate,

generate, research, and evaluate ideas in each content area.

Integration of instructional technology requires training and support for teachers and students,

and access to hardware and software. The Massachusetts Education Reform Act of 1993 calls for

a statewide education technology plan (Mass Ed Online). To implement Mass Ed Online,

Massachusetts has successfully undertaken multiple initiatives to increase the availability and

use of technology in schools and classrooms. The instructional technology competencies are part

of this effort to guide districts in their instructional technology planning.


page 105

Instructional Technology in the Teaching of Science and Technology/Engineering

Category Technology Competencies to beAcquired by Grade 8

Sample PerformanceIndicators

Basic Skills

and

Operations

• Identify the major components of

technology devices that are used in a

learning environment (e.g., computers,

VCRs, audio tapes, and other

technologies)

• Operate computers, VCRs, audiotapes

and other technologies using input

devices (mouse, keyboard, remote

control) and output devices (monitor,

printer).

• Solve routine hardware and software

problems that occur during everyday use.

• Select and utilize appropriate

applications (e.g., word processing

programs, database, spreadsheet,

multimedia, web browser) for a variety

of classroom projects.

• Communicate about technology using

appropriate and accurate terminology.

• Access, cut, and past graphics as

part of an engineering

presentation, (technology/

engineering, 6-8, #9, and 9-10,

#10)

• Create a table showing

characteristics of various rocks

and minerals, (earth science, 3-5,

#3)

• Connect probes to automatically

record temperature variations

over time, (physical science, 6-8,

#5)

• Use a motion detector to plot

position and velocity, (physical

science, 6-8, #1)

Social,

Ethical, and

HumanIssues

• Work cooperatively and collaboratively

with peers when using technology in the

classroom.

• Identify ethical and legal behaviors when

using technology in the classroom and

describe personal consequences of

inappropriate use.

• Practice responsible use of technology

systems and software.

• Analyze advantages and disadvantages

of widespread use and reliance on

technology in the workplace and in

society as a whole.

• Collect and record data that

demonstrate the range of food

consumption by members of the

school community, (life science,

3-5, #10)

• Analyze the impact of moving a

manufacturing plant to a newlocation, (technology/

engineering, 6-8, #1)

• Always use complete and

accurate citations whendownloading information from

the internet, (technology/


• Use data to model the impact of a

new runway at Logan Airport.

• When using probes and

collecting, analyzing, and

organizing data, students should

cooperatively share roles and

responsibilities, ensuring that

each student has a chance to take

on every role.


page 106



Technology

Productivity

Tools

• Use technology tools (e.g., word

processing, database, spreadsheet,

multimedia, web tools, digital cameras,

scanners, etc.) to increase productivity of

individual and collaborative projects.

• Create appropriate multimedia projects

individually or with support from

teachers.

• Use assistive technologies to remediate

skill deficits when necessary.

• Use technology tools and resources for

managing and communicating personal

or professional information (finances,

schedules, correspondence).

• Use technology to model changes

in physical and biological

systems, (technology/


• Use appropriate software to

simulate interactions in

ecosystems.

• Create a simple three-view

drawing of a design idea on

graph paper or using a computer-

aided drafting and design system,

(technology/engineering, 6-8, #8)

Technology

Communication Tools

• Use technology resources to

communicate ideas and thoughts/stories:

(e.g., word processing, e-mail, online

discussions, Web environments)

• Gather and analyze information using

telecommunications.

• Design, develop, publish and disseminate

products (e.g., Web pages, videotapes)

using technology resources that

demonstrate and communicate

curriculum concepts.

• Routinely and efficiently use online

information resources to meet needs for

collaboration, research, publications,

communications, and productivity.

• Connect with classrooms in

Massachusetts or other states or

countries to share data and results

of experiments and explorations.

• Create relationships with college

and professional mentors.

• Research background

information using on-line science

and technology journals. Note

how the journals are edited and

articles selected for publication.

• Examine satellite and printing

technologies as used in the

production of a national

newspaper, (technology/


• Create a graphic message that

includes symbols in order to

communicate to a person or a

technical device.


page 107



Technology

Research

Tools

• Use content-specific tools to locate,

evaluate, and collect information from a

variety of sources.

• Evaluate the accuracy, relevance,

appropriateness, comprehensiveness, and

bias of electronic information sources

concerning real-world problems.

• Routinely and efficiently use online

information resources to meet needs for

collaboration, research, publications,

communications, and productivity.

• Select and apply technology tools for

research.

• Collaborate with peers, experts, and

others to contribute to a content-related

knowledge base by using technology to

compile, synthesize, produce and

disseminate information, models, and

other creative works.

• Collect satellite data for weather

prediction and to relate surface

features to maps, (earth science,

6-8, #1 & 6)

• Find examples of scientific

misinformation and distortion on

the internet.

• Use simulation software to

measure the velocity,

acceleration, and force of objects

in motion and in collisions. Use

databases and spreadsheets to

conduct analyses, (physics,

secondary level, # 1&2)• Use simulation software in place

of actual dissections to study

tissues, organs, and systems, (life

science, 6-8, #1 & 2)

Technology

Problem-

Solving and

Decision-

MakingTools

• Use technology resources (simulations,

charts) for problem-solving.

• Determine when technology is useful and

select the appropriate tool(s) and

technology resources to address a variety

of tasks and problems.

• Investigate and apply expert systems,

intelligent agents, and simulations in

real-world situations.

• Use computers as sensing and

control devices (robotics),

(technology/engineering,

secondary level)

• Use computer aided design to

document solutions to design

problems, (technology/

engineering, secondary level, #8)

• Develop, use, and analyze

automation systems that perform

and control production processes,

(technology/ engineering, 6-8,

#3)

• Use simulation software to

follow the complete life cycle of

an organism and solve the

environmental challenges that

affect the organism, (life science,

3-5, #3)


page 108

Appendix IV: Instructional Resources and Materials

For many districts, realizing the vision of science and technology/engineering presented in this

framework will take time, resources, collaborative planning, and commitment. Some issues of

particular relevance to science and technology/engineering education are presented here,

including the need for appropriate facilities and materials, attention to safe practices, curriculum

coordination, and legal responsibilities.

Facilities and materials

Districts should work toward ensuring that students have the facilities and materials needed for

undertaking scientific and technological investigations in elementary, middle, and high schools.

The facilities should include sinks, outlets, storage space for equipment and supplies, tables or

other large surfaces where students can work, and ample areas where students can keep their

projects for continued use over a number of classes. It is essential that students have appropriate

quantities ofmaterials and equipment in order to do hands-on, inquiry-based science,

technology, and engineering.

Safe practices in working with tools, materials, and living organisms

Safety is a critical issue and an integral part of the teaching and learning of science and

technology/engineering at all levels. It is the responsibility of each district to provide safety

information and training. Fire extinguishers, safety glasses, eyewash stations, safety showers,

utilities shutoff, appropriate waste containers, and first-aid kits should be readily accessible.

Proper use ofand care for tools is a crucial part of learning science and technology/engineering.

Dissection

Biology teachers consider dissection to be an important educational tool as it provides students

with real organisms. But dissection should be used with care. Teachers should recognize whenanimal dissection is considered that there are other experiences (e.g., computer programs) for

students who do not choose to participate in actual dissections.

Further, as described in Massachusetts G.L. Chapter 272, 80G, dissection should be confined to

the classroom.

"Dissection ofdead animals or any portions thereof in . . . schools shall be confined to the

classroom and to the presence ofpupils engaged in the study to be promoted thereby and shall in

no case be for the purpose of exhibition."

Eye protection

It is critically important to make students aware of the hazards ofworking with chemicals and

open flame in the lab and other settings, and to make every effort to protect them, in particular,

to protect their eyes. As stated in Massachusetts G.L. Chapter 71, 55C:

Each teacher and pupil of any school, public or private, shall, while attending school

classes in industrial art or vocational shops or laboratories in which caustic or explosive

chemicals, hot liquids or solids, hot molten metals, or explosives are used or in which

welding of any type, repair or servicing of vehicles, heat treatment or tempering of metals,

or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous

process is taught, exposure to which may be a source of danger to the eyes, wear an


page 109

industrial quality eye protective device, approved by the department ofpublic safety. Each

visitor to any such classroom or laboratory shall also be required to wear such protective

device.

Curriculum coordination

It is important that a district's science and technology/engineering program be viewed as a

whole so that the scope and sequence of the program from PreK through 12 is coherent. The

district coordinator should be involved in articulating and coordinating district-wide (PreK- 12)

science and technology/engineering programming. In addition, science and

technology/engineering coordinators for the elementary grades could help to ensure that

teachers in elementary schools are supported in their efforts to help students learn science,

technology, and engineering.

Legal issues

Administrators and teachers should know the Massachusetts laws that are relevant to science

and technology/engineering education. These include regulations regarding safety, use and care

of animals, storage of chemicals, and disposal ofhazardous waste.

References

Association of State Supervisors of Mathematics and National Council of Supervisors of

Mathematics. Guide to Selecting Instructional Materialsfor Mathematics Education. Mountain

View, CA: Creative Publications, 1993.

California Department of Education. "Instructional Materials Criteria." Science FrameworkforCalifornia Public Schools. Sacramento, CA: California Department ofEducation, 1990.

. "Instructional Materials Criteria." Mathematics Frameworkfor California Public Schools.

Sacramento, CA: California Department of Education, 1992.

National Science Resources Center. Criteriafor Evaluating Elementary Science Curriculum

Materials. Washington, DC: National Academy of Sciences.

Ralph, J. and Dwyer, M.C. Making the Case: Evidence ofProgram Effectiveness in Schools and

Classrooms, Criteria and Guidelinesfor the U.S. Department ofEducation 's Program

Effectiveness Panel. Washington, DC: U.S. Department of Education, Office of Educational

Research and Improvement, 1988.


page 110

Appendix V: Partnerships Advancing the Learning of Mathematicsand Science (PALMS)

Criteria for Evaluating Instructional Materials and Programs in

Mathematics and Science and Technology/Engineering

Why was this developed?

The following criteria are recommended for use by Massachusetts educators. These criteria

are designed to help districts, schools, and teachers reassess the strengths and weaknesses of

the programs and materials they have in place, and then assess the strengths and weaknesses

ofnew programs and materials being considered for implementation.

The Massachusetts Department ofEducation does not mandate specific programs. Rather it

provides tools that will help professionals select programs that will align with the learning

standards in the curriculum framework and that best match the specific needs of their

students.

How are the criteria to be used?

While the criteria are primarily for districts leaders, they also provide a useful guide for

teachers as they reshape specific curriculum activities to align with the curriculum

frameworks for mathematics and for science and technology. The frameworks should be

used in conjunction with the criteria. It is unlikely that a program will satisfy all components

ofthe criteria. Reviewing published programs critically and becoming familiar with their

particular strengths and weaknesses will help teachers and districts make informed decisions

about program selection, program modification, and the use of supplementary materials.

These criteria are organized into six overlapping categories. In evaluating programs and

materials, it is recommended that the evaluating committee give special consideration to

how all the components of the materials and programs work together to ensure that students'

experiences in mathematics, science, and technology/engineering are ofthe highest possible

quality.

1. Mathematics, science, and technology/engineering content

• Reflects the learning standards in the mathematics and/or science and technology/

engineering curriculum frameworks.

• Is scientifically and mathematically correct and current.

• Incorporates real-world science, technology, engineering, and/or mathematics.

• Provides opportunities to show how a scientist, mathematician, technologist, or engineer

thinks.

• Reflects the diversity ofour society through activities, use of language, and illustrations.

2. Organization and structure

• Provides cohesive multi-day units that build conceptual understanding.

• Provides for in-depth, inquiry-based investigations ofmajor scientific and mathematical

concepts.


page 111

• Emphasizes connections among science domains, technology/engineering, ana* within

mathematics.

• Emphasizes interdisciplinary connections.

• Incorporates appropriate instructional technology.

• Incorporates materials that are appropriate and engaging for students of the community.

• Includes a master source of materials and resources.

• Includes safety precautions where needed, and clear instructions on using tools,

equipment, and materials.

3. Student experiences

• Emphasizes students actively performing science, technology/engineering, or

mathematics.

• Involves students in active, inquiry-based, open-ended learning and problem solving.

• Involves the use ofmanipulatives to explore, model, and analyze.

• Involves the use of instructional technology to visualize complex phenomena or

concepts, acquire and analyze information, and communicate solutions.

• Provides multiple routes for students to explore concepts and communicate ideas and

solutions.

• Are developmental^ appropriate and provide for diverse cultural backgrounds, abilities,

and learning styles.

• Encourages collaboration and reflection.

• Has relevance to the students' day-to-day experiences.

• Uses a variety of resources, e.g., trade books, measuring tools, information technology,

manipulatives, primary sources, and electronic networks.

4. Teacher support materials

• Provides background about the content.

• Offers ideas for how parents and the community could be involved and kept informed

about the program.

• Gives suggestions for creating a variety of learning environments, such as cooperative

learning, independent research, grouping strategies, student as teacher, learning centers,

and field trips.

• References resource materials such as appropriate videos, file clips, reference books,

software, video laser disks, long-distance learning opportunities, CD-ROMs, and

electronic bulletin boards.

• Suggests how to adapt materials for different developmental levels of students.

• Incorporates strategies for engaging all students, including open-ended questions to

stimulate student thinking, journals, manipulatives, explorations, and visual, auditory,

and kinesthetic approaches.

• Includes suggestions for teacher use of a variety of assessment approaches such as

portfolios, journals, projects, tests, and performance assessments.

5. Student assessment materials

• Are free of racial, cultural, ethnic, linguistic, gender, and physical bias.

• Are oriented toward problem solving and actual applications.


page 112

• Are embedded in the instructional program, occurring throughout the unit, not just at the

end.

• Incorporate multiple forms of assessment, including student demonstrations, oral and

written work, student self-assessment, technology, teacher observations, individual and

group assessments, and journals.

• Focus on the process of learning, including predicting, modeling, making inferences,

and reasoning (not just the product).

6. Program development and implementation

• Was designed using a research base.

• Has evidence of effectiveness such as field test data regarding impact on student

learning, behavior, and attitudes, including underrepresented student populations.

• Is flexible and adaptable to the local curriculum and/or school.

• Offers training, sustained technical assistance, and long-term follow-up for teachers.


page 113

Selected Bibliography

American Association for the Advancement of Science, Project 2061 - Technology: A PanelReport, 1989.

American Association for the Advancement of Science, Benchmarksfor Science Literacy,

Project 2061, 1993.

Blank, R. CCSSO and Pechman, E., State Curriculum Frameworks in Mathematics and Science:

How are They Changing Across the States?, May 1995.

Boulanger, F.D., Instruction and science learning: A quantitative synthesis, Journal ofResearchin Science Teaching, 18: 311-327, 1981.

Bransford, J., Brown, A., and Cocking R., eds., How People Learn: Brain, Mind, Experience,

and School, National Academy Press, Washington, DC, 1999.

Communities and Schools for Career Success (CS2) and Corporation for Business, Work, andLearning, Task Force on Education Reform, Integrating School-to-Work with Massachusetts

Education Reform, February 1997.

Duckworth, E., The Having of Wonderful Ideas and Other Essays on Teaching and Learning,

New York: Teachers College Press, 1987.

International Society for Technology in Education, National Educational Technology Standards

for Students, June 1998.

International Technology Education Association and National Science Foundation, Technology

for All Americans Project, A Rationale and Structurefor the Study ofTechnology, 1997

Massachusetts Department of Education, Massachusetts Science and Technology CurriculumFramework, January 1996.

, Guide to the Massachusetts Comprehensive Assessment System: Science andTechnology, January 1998.

, Curriculum Frameworks Implementation Guide: Suggested Tools and Strategies,

Draft, July 1998.

_, PALMS Phase IIProgram Effectiveness Report 1998-1999, submitted to the

National Science Foundation, December 8, 1998.

_, PALMS Phase IIMay Report 1998-1999, submitted to the National ScienceFoundation, May 15, 1999.

National Assessment Governing Board, U. S. Department of Education, Science PerformanceStandards, 1996.

_, What Do Students Know?, 1996 NAEP Science Resultsfor 4th, 8th and 12thGraders


page 114

National Science Foundation, Infusing Equity in Systemic Reform: An Implementation Scheme,Washington, D.C, January 1998.

National Science Foundation, Statewide Systemic Initiatives 1998 Program Effectiveness

Reviews Report, January 1998.

Wright, R., Israel, E., and Lauda, D., A Decision Maker's Guide to Technology Education,

Reston, VA: International Technology Education Association, 1993.

Selected Websites for Science and Technology/Engineering Education

Website URLCurriculum Library Alignment and

Sharing Project (CLASP)www.massnetworks.org/clasp/clasp.html

Eisenhower National Clearinghouse for

Mathematics and Science Education

www.enc.org

Epsilon Pi Tau www.csufresno.edu/indtech/clubs/EPT/

epthome.htm

International Technology Education

Association

www.iteawww.org

Journal of Technology Education vega.lib.vt.edu/ejournals/JTE/jte.html

MIT's Technology Review www.mit.edu:800 1/afs/athena/org/t/techreview

NASA Classroom of the Future www.cotf.edu/

National Science Education Standards:

An Overviewwww.nap.edu/readingroom/books/nses/html/

overview.html

National Science Foundation www.nsf.gov

NSTA's Scope, Sequence andCoordination Project

www.gsh.org/nsta_ssandc/

Massachusetts Department of Education www.doe.mass.edu

PALMS Initiative www.doe.mass.edu/palms

Regional Providers www.doe.mass.edu/palms/PLM_regional.html

Science and Technology/

Engineering Curriculum Frameworkwww.doe.mass.edu/doedocs/frameworks/

sciencetoc.html

Science and Technology - Consortiumfor International Earth Science

Information Network

www.ciesin.org/

Tech Directions Online www.techdirections.com

Technological Horizons in Education www .techweb.com

Technology Student Association www.tsawww.org

TechWeb www.techweb.com

Third International Mathematics andScience Study (TIMSS)

www.ustimss.msu.edu


Massachusetts Department of Education

This document was prepared by the Massachusetts Department of Education.

Dr. David P. Driscoll, Commissioner of Education

350 Main Street, Maiden, Massachusetts 02148-5023

(781)388-3300

TTY: N.E.T. Relay (800) 439-2370

© 1999 Massachusetts Department of Education

The Massachusetts Department ofEducation, an affirmative action employer, is committed to

ensuring that all ofits programs andfacilities are accessible to all members ofthe public.

The department does not discriminate on the basis ofage, color, disability, national origin,

race, religion, sex, or sexual orientation.

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Science and technology/engineering curriculum framework ......Technology/Engineering"andashiftinStrand3'sfocustodesignandprinciplesof engineering rather than the historical and socialaspects