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Environmental Concepts in the New MN Science Standards
 

Environmental Concepts in the New MN Science Standards

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Learn how the 2009 revision of the Minn. Science Standards strengthen and focus learning for students, explore the connections...

Learn how the 2009 revision of the Minn. Science Standards strengthen and focus learning for students, explore the connections
to new environmental and engineering concepts, and presentation offers ways they can be implemented in classrooms and informal settings. New environmental initiatives at the Dept. of Education is also discussed.

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  • Privilege My background Grades: k-2,3-5, 6-8 (PS, LS, ES) 9-12 (B, C, P, E) Each person introduce self Mention materials
  • Details in FAQ Save Implementation questions for end – avoid derailment
  • Guaranteed and viable curriculum Planned around a progression of learning, but teachers still need to develop the scaffolding and the instruction Core concepts – apply to many applications and issues Local control
  • Gap Analysis – online input Input – 4 meetings First draft – town meetings + online 2 nd draft – expert review, focus groups + online Final Draft – stakeholder meetings, Rulemaking More time, less controversy
  • Different from 2004 – affects all subjects can only be changed by legislature. Definition: Engineering directed by MDE with influence of “competitiveness” and national needs Postsecondary and Work Readiness
  • Useful for curriculum planning NAEP = “nations report card”
  • Top: Science literacy – know the science concepts that necessary for daily decisions Engineering - how our designed world works and how it came to be that way
  • Collect observations and data Ask Question Variable Sort Write Hypothesis (pr
  • Show sheet of paper – Can I hang a bottle of water from it? Show the challenge – show photo Show how to measure and record the mass Show location of materials and time limit Mention additional challenge and hole punch Do this as adult learners – not meant to be a classroom activity
  • 5 minutes at table Who needs these skills – everyone – science & engineering literacy Somewhat artificial
  • Not the only process – collection of data & patterns, inspiration/visions, calculations & modeling, chance Could draw out from audience? Who does each? What is the difference?
  • Like Science – being able to do inquiry, understanding the way science works, science concepts
  • Goal is to provide skills and understanding for ALL – not to prepare engineers? Better to be called applied science How to teach engineering – a separate unit? When is there time to do this?, checkoff
  • At beginning – What science concepts?, What engineering aspects?
  • 4 strands (which looks different that 2004?) Content Strands – Blue, - note 4 th substrand NSE – taught content strands – not stand alone Substrands – full title in FAQ - Standards – consistent numbering across grade levels
  • Standard A general goal of student learning in a content area – Concept language Benchmark Specific academic knowledge and skills schools must offer and students should acquire by the end of that grade level or grade band Used to inform and guide parents, teachers, school districts and others and for use in developing tests Emphasize scaffolding – can’t just cut and assign to grades.
  • By grade bands Note order Choose facilitator, recorder & reporter Assign locations Debrief: - similarities & differences
  • Physics & Chemistry – for all (postsecondary and career readiness) – not need remedial in college
  • Sampling of ideas. Follow the practice of engineering. Note emphasis at alternating grades.

Environmental Concepts in the New MN Science Standards Environmental Concepts in the New MN Science Standards Presentation Transcript

  • Preliminary Activity
    • Put a Life Saver in your mouth, noting the color and the time you put it in.
    • When it is fully dissolved note the number of minutes it took to dissolve.
  • the new Minnesota Science Standards John Olson, Science Specialist, MDE, john.c.olson@state.mn.us Environmental Concepts in Nature of Science & Engineering
  • Goals for today Agenda
    • Become familiar with the revised standards
    • Context
      • Thoughtful process
    • Scope
      • New Areas, Similar number
    • Structure & Content
      • Familiar organization, new features
      • Specific Env. content
    • Implementation
      • Ideas for working with schools and students
    • Development of the Standards
    • Science/Engineering Activities
    • Overview of Standards
    • Explore New Standards and planning
    • Implementation Concerns
  • What is the role of Standards?
    • Set expectations for achievement of students at each grade level
    • Provide for a progression of learning
    • Define the requirements for high school course credit in courses required for graduation
        • Biology
        • Chemistry or Physics for class of 2015
    • Foundation for MCA assessment
    • Help districts, schools and programs design curricula
  • Current Status: Minn. Standards
    • Current Standards - 2004
    • Science MCA-II began spring 2008
    • Science Revision of Standards 2008-09
    • Currently going through Rulemaking to become law
    • Implementation 2011-12
    • MCA-III, based on the new standards, begins spring 2012. Draft Test Specifications are posted.
    • Next Revision 2017-18
  • How were the standards written?
    • The Revision Committee included about 30 teachers, professors, scientists, engineers and citizens
    • Committee worked about a year.
    • Developed three drafts – available at MDE website
    • Used public input via on-line feedback and public forums
    • Relied on national science & engineering standards, plus model states
    • Reviews by national curriculum experts, P-16 Partnership and several focus groups
  • Legislative Mandates
    • Must be written at grade level K-8
    • Aligned with post-secondary and work readiness
    • Include technology/engineering and information literacy
    • Include environmental literacy standards
    • Include contributions by Minnesota American Indian communities
  • Grounding Documents
    • National Science Education Standards (NRC)
      • http://www.nap.edu/html/nses/
    • Benchmarks for Science Literacy (AAAS)
      • http://www.project2061.org/
      • Atlas of Science Literacy, Volumes I & II
        • www.nsdl.org – “ Science Literacy Maps”
    • National Assessment for Educational Progress 2009 Framework (NAEP)
    • Standards for Technological Literacy (ISTE)
      • http://www.iteaconnect.org
    • Minn. Environmental Literacy Scope and Sequence
      • www.SEEK.state.mn.us
    • ACT, other States, Minn. Math Standards
  • Goal of the Science Standards
    • Have ALL students interacting with the world as Scientists . . .
      • investigate how the world works
      • think analytically & make evidence-based decisions
      • learn and apply science concepts
    • and Engineers.
      • design solutions to problems and needs
      • examine how science and technologies are used in the designed world
  • Science Inquiry – Life Savers
    • Collect data and compare the color and the time of dissolving for the Life Savers
    • What factors could affect the dissolving rate of a Life Saver?
  • Life Saver Investigation
    • Each group
    • Choose a variable to test
    • Write a hypothesis (prediction plus a possible explanation)
    • Determine the procedure
    • Conduct the experiment, record data and observations
    • Report your procedure, results and proposed explanation
  • Conclusions (Results and Explanation)
    • More surface area dissolves quicker, because more surface is exposed to saliva.
    • Warmer temperatures dissolve faster due to faster molecules.
    • Faster motion of the liquid dissolves quicker, because the motion of the water brings fresh undiluted water nearby.
    • Pressure from a weight reduces the speed of dissolving because less surface area was available.
    • Higher concentration reduces the dissolving rate, because other molecules saturate the solution.
    • Lighter colors dissolve quicker because there are fewer additives.
    Conclusions (from Fergus Falls)
  • Summary
    • Movement of pure water (and water molecules) across the Life Saver increases the dissolving rate.
    • When a solid dissolves into a liquid, particles of the solid go into spaces between the particles of the liquid. If the liquid already has dissolved particles there is less room for new particles.
    • Aspects of Inquiry in Science Instruction
      • Students learn how to do inquiry (Std.2)
      • Students learn how inquiry is done by scientists (Std. 1)
      • Students learn how particular concepts were developed through inquiry (Content stds.)
      • Teachers use inquiry in instruction to help students learn concepts (pedagogy)
  • Weighty Matters: An Engineering Challenge
    • Design the minimum size (mass) of a sheet of paper that can support a bottle of water hanging from it for 5 seconds. (must be hung equally in the center from 2 dowels)
    • Advanced Challenge : support 2 or 3 bottles
    • Materials : sheet of paper, scissors, hole reinforcers, bottle of water, hole punch (shared)
    • Procedure : Think, cut, test it, measure the mass, record on chart paper, repeat, Keep track of design changes and mass
    • End time : ________
  • Discussion – Share at your table
    • What process/steps did your group use in designing the paper?
    • What science & engineering skills did you use?
    • What are the similarities and differences between the science inquiry activity and the engineering design activity?
  • Comparison of typical processes
    • Observation and form a question
    • Hypothesis & procedure
    • Conduct an experiment
    • Refine hypothesis and experiment again
    • Form a conclusion and communicate it
    • Result: Facts & theories
    • Define the problem and the resources available
    • Develop a design
    • Test the design
    • Modify the design and test again
    • Analyze the design and use or market it
    • Result: Products & processes
    Science Inquiry Engineering Design
  • What is Engineering?
    • Engineering Design – applying a variety of processes used to solve problems.
    • Understandings About Engineering – learning how science, math and other areas are applied to produce the built-world
    • Comparisons:
      • Science seeks to explain the processes in the natural world.
      • “ Technology” refers to the products and process that result from the engineering process.
  • Examples of Engineering
    • Agriculture
    • Construction Planning
    • Food Processing
    • Wildlife management
    • Lake management
    • Medical procedure design
    • Chemical Engineering
    • Architecture
    • City Planning
  • Scientists vs. Engineers Copyright 2009 Sanjay Kulkarni http://cowbirdsinlove.com/46
  • Why is Engineering in the Science Standards?
    • Problem solving skills needed by everyone
    • Helps understand our world
    • Applies science and strengthens concepts
    • Workforce and competitive concerns
    • Career possibilities
    • Legislative/MDE requirement
  • What should students learn about engineering?
    • Uses problem-solving design processes
    • Considers constraints, costs, & benefits
    • Evaluates the source, use, manufacturing & disposal of materials
    • Is done by many kinds of people and cultures
    • Has an impact on society and is influenced by society
    • Is a potential career
  • How Can We teach Engineering?
    • Find a curriculum?
      • Engineering Is Elementary, Gateway, Project Lead the Way, several others!
    • Add a special unit?
    • Go on a field trip?
    • Bring in an engineer for a presentation?
    • Offer after school-activities or competitions?
    • Include it in content instruction!
  • An Example
    • In teaching heat transfer, a teacher challenges students to design a container to keep a cup of hot water as hot as possible over a time period .
    • Science Questions
    • How were convection, conduction, radiation and evaporation involved?
    • What are the variables that affected heat transfer?
    • Which variables were controlled?
    • Engineering Questions
    • How did you develop and test the design?
    • What were the advantages and disadvantages of the materials you tried?
    • What were the constraints and trade-offs involved?
    • How would you use and market your ideas?
  • Another Example
    • Design a candy that will give flavor as rapidly as possible.
    • Describe the ingredients, how they work and why you chose them
    • Give the candy a name and a slogan
    • Describe factors that must be considered in manufacturing the candy.
  • Forest Ecosystem Example
    • Present Problem – chew marks on small trees
    • Observe and study plants and animals in that forest. – Ecosystem approach
    • Determine cause of the chewing
    • Determine positive and negative aspects
    • Decide on goals for management
    • Develop a management plan
  • Engineering as Pedagogy
    • Project Based Learning - A project organizes the learning
    • Problem Based Learning
      • Students explore and research as they work to solve a problem
    • STEM Integration
      • Apply the skills of science, technology, engineering and math to address a problem
    • 5E Instructional Model
    Engage Create interest & assess prior knowledge Explore Explore ideas and investigate questions Explain Develop common understandings Elaborate Apply concepts to new situations Evaluate Assess the understanding
  • Embedding Engineering
    • What are some activities or projects that you already do that could be adjusted to include engineering?
    • What other opportunities are there in your curriculum to embed engineering?
  • Organization of the Standards
    • Nature of Science and Engineering
    • 1. Practice of Science
    • 2. Practice of Engineering
    • 3. Interactions Among
    • STEM and Society
    III. Earth and Space Science 1. Earth Processes 2. Interdependence… 3. Universe 4. Human Interactions… II. Physical Science 1. Matter 2. Motion 3. Energy 4. Human Interactions… IV. Life Science 1. Structure & Functions 2. Interdependence… 3. Evolution in Living Sys. 4. Human Interactions…
  • Cross-cutting nature of the strands Nature of Science & Engineering
  • Format of Standards and Benchmarks
    • Standards = general goal of student learning.
    • Benchmarks = specific knowledge & skills acquired by the end of the grade
    • Examples - for clarification and level of understanding, NOT curriculum directives
    • At grade of mastery (scaffolding may be needed before)
    Strand Sub-Strand Standard Understand that… Code Benchmark 4 1. Nature of Science & Engineering 2. The Practice of Engineering 2. Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution and building the product. 4.1.2.2.1 Identify and investigate a design solution and how it was used to solve an everyday problem. For example: Investigate a variety of construction tools.
  • A Look at the Standards
    • Compare the revised standards to current standards and practice by grade/subject
    • Work alone or with a partner, write ideas (20 min)
      • Content Standards for your grade/content area
      • Nature of Science & Engineering
      • Related standards at a different grade level.
    • In grade band groups, collect main ideas (10 min)
    • Return at _______
  • Environmental Concepts
    • Scan the Benchmark Summary to find environmental concepts.
    • Pick a Benchmark at a grade level.
    • Review the wording of the standard and benchmark in the Standards document.
    • Look at related content standards and benchmarks at that grade level.
    • Look at the NSE benchmarks at the grade level and think about how then can integrated in your setting
  • Comparison of 2004 & 2009
    • Structure – strands, substrands, standards, benchmarks
    • Similar number of benchmarks
    • Substrands are reorganized
    • Some grade changes. Many topics consolidated.
    • New areas: engineering, environment, STEM connections,
    • Physics & Chemistry course standards are added
    • Similar “grain-size”
    • Addition of examples
    • Greater distinction in topics and rigor between grade levels
    Similarities New Features
  • Nature of Science & Engineering Flow of Ideas (samples) Practice of Science Practice of Engineering Interactions of Science, Engineering, & Society K Pose questions and make observations. Natural vs. man-made objects. 1 Describing and comparing. Parts related to function. Tools and techniques used. 2 Raise questions and seek answers by observations. Design object to meet need. Compare materials to uses. 3 Evidence to support claims. Question->investigation. Use by many peoples. Tools improve observations 4 Design, test and evaluate a solution to a problem. Needs of society influencing technologies. 5 Scientific reasoning. Controlled experimenting. Influence of local traditions. Techniques analyzing data. 6 Apply design process. Risks and benefits. Investigate and analyze systems.
  • Middle School Phys. Sci. Matter Benchmarks
    • 6 th
      • Particle model to explain properties & phase
      • Physical Changes, including conservation of mass
    • 7 th
      • Elements, compounds, atoms, molecules
      • Periodic table groups
      • Chemical equations to describe reactions
    • 8 th
      • Properties used in identification and separations
      • Evidence of chemical changes
      • Comparison of physical and chemical changes
      • Conservation of mass in chemical changes
      • Properties of acids and bases
  • Some Middle and High Comparisons Topic Middle School High School Astro-nomy Solar System, Gravity, Moon phases Formation of solar system, Conditions for life, History of universe, Fusion Geology Features and geologic causes, Rocks & minerals, History from layers, fossils Interactions of plates, Evidence for plate tectonics Changes in structures, life and atmosphere over time Motion Motion & speed, Affect of forces on motion, Mass vs. weight Laws of motion Gravitational Force Energy Conservation Cells Cells and life functions, Compare plant & animal cells Functions of organelles Molecular structures & processes Comparisons of types of cells
  • 2004 vs. 2009 Benchmarks K - 5
  • 2004 vs. 2009 Benchmarks 6-8
  • 2004 vs. 2009 Benchmarks 9-12
  • Impact on MCA Testing
    • Tests are given at grades 5, 8 and high school (end of biology course)
    • The new standards will be used for the MCA-III science assessment beginning in the 2011-12 school year
    • Test Specifications for MCA-III are being developed. First Draft is posted for review.
    • Resources are available for student practice
    • education.state.mn.us  Accountability  Assessment  MCA
  • Student practice options
    • Classroom Assessment System
      • Available through District Assessment Coordinator
      • Includes teacher manual and scores generated for students
    • Item Samplers
      • Available on the MDE website to the public
      • Does not generate scores automatically
  • MCA-III Test Specifications Format
  • Test preparation Strategies
    • Have students learn the test tools by trying other grade levels
    • Demonstrate answering strategies by projecting questions and think together
    • Use classroom assessment system for pre- and post- assessments
  • Curriculum Planning Ideas
    • Suggested Implementation Schedule
      • 2009-10: 3 rd & 6 th (first classes to take MCA on revised standards)
      • 2010-11: 2 nd , 4 th & 7 th , 9 th , other pre-biology
      • 2011-12: K, 1 st , 5 th , 8 th , biology
      • 2012-13: chemistry and physics alignment
  • Curriculum Planning Ideas
    • 1. Begin with content standards and benchmarks
      • Look at the progression of the ideas from previous grades and to later grades. Refer to the Atlas of Science Literacy.
      • Identify instructional resources & needs
    • 2. Look at Nature of Science & Engineering standards and benchmarks
      • Identify opportunities for embedding into content instruction
    • 3. Start developing unit plans with activities
      • Suggestion: use backwards design
  • Curriculum Alignment Templates Content Standards Nature of Science & Engineering Standards Benchmark Idea Curriculum Materials Reference Supplemental Materials Needs Benchmark Idea Content Connection Curriculum Materials Supplemental Materials Needs
  • Middle School Considerations
    • Align to this sequence
      • 6 th Physical Science
      • 7 th Life Science (plus some physical Science)
      • 8 th Earth Science (plus some physical Science)
    • Notice differences between middle and high school benchmarks.
    • Consider review strategies for MCA
  • High School Course Realignment
    • Requirements to Consider
      • Credit requirements – 3 credits
        • 1 Biology, 1 physics or chemistry for class of 2015
        • Ag. Science or CTE may count as a general science credit
      • All students must receive instruction in all standards
      • Licensure: 5-8 general can teach integrated science, including 9 th physical science
      • MCA assessment given in year of the biology course
    • Other Factors
      • Sequence of learning, prerequisite skills (math)
      • Electives: interests, advanced courses
  • Implementing the Chemistry/Physics Requirement
    • Factors to consider
      • Licensure
      • Facilities
      • Safety: equipment and class size
      • May want more than one “level” of these classes.
      • Math level and preparation
  • Strategy for decisions on course sequence
    • Determine criteria for an ideal sequence
      • E.g. concept flow, licensure fit, math prep, ease of implementing,(e.g. 1-5)
    • 2. Rank order and give number value
    • 3. List possible sequences
    • 4. Evaluate how well each sequence meets each criteria and gave a numerical value (e.g.1-4)
    • 5. Multiply #2 X #4 to give a number to use in your discussion
  • Some Resources
    • Minnesota Science Teachers Assn . www.mnsta.org
      • Spring Conference with Elementary Strand, Willmar,Apr15–17
      • Newsletter, discipline conferences, school membership for elementary
    • Science Teacher Partnership –
      • Education Cooperative Unit + college + a district
      • 2010-11 Grades 3-6 Nature of Sci. & Engineering
    • Informal Ed, Colleges and Industry
      • Science Museum, The Works, Bakken Museum
      • Engineering departments, local industries
    • Elementary Engineering Conference
      • November, www.theworks.org - teachers tab
  • Some Science & Engineering Resources
    • National Science Digital Library www.nsdl.org
    • Design Squad http://pbskids.org/designsquad
    • Try Engineering http://www.tryengineering.org/
    • Teach Engineering http://teachengineering.org
    • Science net links (AAAS): http://www.sciencenetlinks.com
    • National Center for Technological Literacy: http://www.mos.org/nctl/
    • SciLinks (NSTA): www.scilinks.org
    • STEM bookmarks: http://share.xmarks.com/folder/bookmarks/H8Q1C20Uu4
  • Contacts
    • http://education.state.mn.us  Academic Standards  Science - standards and supporting documents
    • http://www.mnsta.org – listing of workshops, links
    • http://www.getstem-mn.com – resources and events
    • [email_address] , Science Instruction Specialist
    • [email_address] – Science Assessment Specialist
    • [email_address] – Science Assessment Specialist
  • District and Teacher Roles
    • Responsibilities
    • Ensure all students learn the standards
    • Curriculum aligned to the standards
    • Courses that cover standards
    • Provide Materials and Resources
    • Flexibility
    • Instructional methods and context
    • Locally determined curriculum
    • Sequence of topics
    • Formative and summative assessments
  • Getting into the Standards – two options
    • Make a less/more table for your content standards. Less= topics that are dropped or have less emphasis in new standards.
    • Review the Nature of Science and Engineering standards and identify content standards that lend themselves for embedding design and/or inquiry into your instruction.
  • Elementary Implementation of Standards
    • As a group brainstorm implementation challenges – write each on a Post-it note
    • Place Post-it notes on the appropriate chart
  • Chart Groups
    • Organize the topics found on the chart
    • Summarize the concerns
    • Write 3 recommendations to address the concern
    • Share out with the large group