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need or problem and creating a technological solution using the engineering design process, as illustrated in the figure on page 84. Beginning in the early grades and continuing through high school, students carry out this design process in ever more sophisticated ways. As they gain more experience and knowledge, they are able to draw on other disciplines, especially mathematics and science, to understand and solve problems. • Even before entering grades PreK–2, students are experienced technology

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Massachusetts Science and Technology/Engineering Curriculum Framework October 2006 Pre-Kindergarten–High School Standards as adopted by the Board of Education in 2001 (PreK–8) and 2006 (High School) and Updated Resources Massachusetts Department of Education 350 Main Street, Malden, MA 02148 781-338-3000 www.doe.mass.edu

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7 Inquiry, Experimentation, and Design in the Classroom ...9 Guiding Principles ...13 Science and Technology/Engineering Learning Standards Earth and Space Science ...23 Life Science (Biology

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Organization of the Framework This 2006 Massachusetts Science and Technology/Engineering Curriculum Framework provides a guide for teachers and curriculum coordinators regarding specific content to be taught from PreK through high school. Following this Organization chapter, the Framework contains the following sections: Philosophy and Vision The Philosophy and Vision chapter of the document provides general information in the following areas: • The Purpose and Nature of Science and Technology

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Inquiry, Experimentation, and Design in the Classroom Inquiry-Based Instruction Engaging students in inquiry-based instruction is one way of developing conceptual understanding, content knowledge, and scientific skills. Scientific inquiry as a means to understand the natural and human-made worlds requires the application of content knowledge through the use of scientific skills. Students should have curricular opportunities to learn about and understand science and technology/engineering through

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selecting a question that can be answered, formulating a hypothesis, planning the steps of an experiment, and determining the most objective way to test the hypothesis. Students should incorporate mathematical skills of measuring and graphing to communicate their findings. • In grades 6–8, teacher guidance remains important but allows for more variation in student approach. Students at this level are ready to formalize their understanding of what an experiment requires by controlling variables to ensure a

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concepts in technology/engineering. Each domain of science has its particular approach and area of focus. However, students need to understand that much of the scientific work done in the world draws on multiple disciplines. Oceanographers, for instance, use their knowledge of physics, chemistry, biology, earth science, and technology to chart the course of ocean currents. Connecting the domains of natural science with mathematical study and with one another, and to practical applications through technology

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beliefs and redirect student learning along more productive routes. The students’ natural curiosity provides one entry point for learning experiences designed to remove students’ misconceptions in science and technology/engineering. G UIDING P RINCIPLE V Investigation, experimentation, and problem solving are central to science and technology/engineering education. Investigations introduce students to the nature of original research, increase students’ understanding of scientific and technological

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level of the education system, teachers should act on the belief that young people from every background can learn rigorous science content and solve tough engineering problems. Teachers and guidance personnel should advise students and parents that rigorous courses and advanced sequences in science and technology/engineering will prepare them for success in college and the workplace. After-school, weekend, and summer enrichment programs offered by school districts or communities may be especially valuable

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the MCAS Science and Technology tests, and advances in science and technology/engineering. The draft produced by the revision panel was released for public comment in August 1999. Based on comments on this draft from science and technology/engineering teachers and other educators, further revisions were made, particularly at the high school level. Groups of high school science teachers in each domain of science and technology/engineering developed a comprehensive set of standards for a course in each

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and interpret results of scientific investigations. • Present relationships between and among variables in appropriate forms. • Represent data and relationships between and among variables in charts and graphs. • Use appropriate technology (e.g., graphing software) and other tools. • Use mathematical operations to analyze and interpret data results. • Assess the reliability of data and identify reasons for inconsistent results, such as sources of error or uncontrolled conditions. • Use results of

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argument and respond appropriately to critical comments and questions. • Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and other tools to present findings. • Use and refine scientific models that simulate physical processes or phenomena. III. M ATHEMATICAL S KILLS Students are expected to know the content of the Massachusetts Mathematics Curriculum Framework, through grade 8. Below are some specific skills from the

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• Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and other tools to present findings. Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006 39

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pond or stream, wade into the shallow water, and slide a dip net along the bottom. The creatures they catch are placed carefully in small containers and observed with a hand lens. The students compare the similarities and differences among the creatures found in water and in soil. Biodiversity Days, Any Grade Level As an extension to the study of plants and animals, students at any grade level can participate in Biodiversity Days, which offers the community an opportunity to see how many species they

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calibration (if required), technique, maintenance, and storage. • Follow safety guidelines. SIS3. Analyze and interpret results of scientific investigations. • Present relationships between and among variables in appropriate forms. o Represent data and relationships between and among variables in charts and graphs. o Use appropriate technology (e.g., graphing software) and other tools. • Use mathematical operations to analyze and interpret data results. • Assess the reliability of data and identify

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respond appropriately to critical comments and questions. • Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and other tools to present findings. • Use and refine scientific models that simulate physical processes or phenomena. III. M ATHEMATICAL S KILLS Students are expected to know the content of the Massachusetts Mathematics Curriculum Framework, through grade 8. Below are some specific skills from the Mathematics

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including set-up, calibration (if required), technique, maintenance, and storage. • Follow safety guidelines. SIS3. Analyze and interpret results of scientific investigations. • Present relationships between and among variables in appropriate forms. o Represent data and relationships between and among variables in charts and graphs. o Use appropriate technology (e.g., graphing software) and other tools. • Use mathematical operations to analyze and interpret data results. • Assess the reliability of

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Technology/Engineering Technology/engineering works in conjunction with science to expand our capacity to understand the world. Science investigates the natural world. The goal of engineering is to solve practical problems through the development or use of technologies, based on the scientific knowledge gained through investigation. For example, the planning, design, and construction of the Central Artery Tunnel project in Boston (the “Big Dig”) was a complex and technologically challenging

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need or problem and creating a technological solution using the engineering design process, as illustrated in the figure on page 84. Beginning in the early grades and continuing through high school, students carry out this design process in ever more sophisticated ways. As they gain more experience and knowledge, they are able to draw on other disciplines, especially mathematics and science, to understand and solve problems. • Even before entering grades PreK–2, students are experienced technology

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with knowledge gained in the study of technology/engineering. For example, a well- rounded understanding of energy and power equips students to tackle such issues as the ongoing problems associated with energy supply and energy conservation. In a high school technology/engineering course, students pursue engineering questions and technological solutions that emphasize research and problem solving. They achieve a more advanced level of skill in engineering design by learning how to conceptualize a

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the design and efficiency of the prototype, using appropriate visual aids (e.g., charts, graphs, presentation software). The presentation should include any other factors that impact the design of the house (e.g., site, soil conditions, climate). • Students will use a rubric to assess design specification, heat efficiency, and final prototype of the design challenge. Engineering Design Learning Standards High School 1.2 Understand that the engineering design process is used in the solution of

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