Attachment_1_Curriculum_Performance_Work_Statement.pdf

ATTACHMENT 1

PERFORMANCE-BASED WORK STATEMENT

Introduction The United States Geological Survey (USGS), National Minerals Information Center is requesting bids to create a secondary education curriculum package focusing on critical minerals. This purpose is to create several lessons that explain the basics of critical minerals to students.

Background The goal of the curriculum is to raise awareness in middle and high school students (and their teachers and parents) about the importance of critical minerals in their lives, and to provide them with an understanding of the science, technology, career opportunities, and global impact of the human need for critical minerals. This was the subject of a lengthy discussion at a seminar this year at the National Academies of Sciences.

Definitions/Applicable documents The science of rocks and minerals is included in the Next Generation Science Standards (NGSS) at both the middle and high school levels (https://www.nextgenscience.org/, accessed 03/20/2024). The topics are also assessed in the Advanced Placement Environmental Science test (https://apcentral.collegeboard.org/media/pdf/ap-environmental-science-course-and-exam-description.pdf accessed 03/20/24) These are important drivers in what science subject matter is taught in schools. Although states each have their own science standards, their standards are typically aligned with national standards and assessments. Most states teach the Earth sciences in grades six and nine, which is why the focus of this proposal is at the secondary level.

Resources for curriculum development include USGS publications A World of Minerals in Your Mobile (General Information Product 167) and The Rare-Earth Elements-Vital to Modern Technologies and Lifestyles (Fact Sheet 2014 – 3078). More USGS or other publications will be made available to be utilized for creating the curriculum.

Scope This project requires two modules, one at the 6th and one at the 9th grade levels that will teach the following concepts: One strategy for engaging students quickly in STEM topics is to start with familiar objects. For a critical minerals curriculum, for example, one might start with the materials that go into a smart phone. Initial questions could be: What are these materials? How is it that these materials were selected? What properties do the materials have? Why do they have these properties? Where did the materials come from and how did they form? How did people find out that these materials were there? Why are some materials found in abundance in certain places in the world and not in others?

Essentially, the instructional strategy of putting the study of critical minerals in a real world context (smart phones) provides the teacher with the platform for the study of minerals in general: What minerals are; how they and their properties are identified; how they form; where they are found and how; how they are extracted and processed; what https://apcentral.collegeboard.org/media/pdf/ap-environmental-science-course-and-exam-description.pdf https://apcentral.collegeboard.org/media/pdf/ap-environmental-science-course-and-exam-description.pdf https://pubs.usgs.gov/gip/0167/gip167.pdf https://pubs.usgs.gov/gip/0167/gip167.pdf https://pubs.usgs.gov/fs/2014/3078/pdf/fs2014-3078.pdf https://pubs.usgs.gov/fs/2014/3078/pdf/fs2014-3078.pdf they are worth; what jobs, skills, and knowledge are involved in all of this; what the roles of federal, state and local governments are in critical minerals; what the risks are of not having enough; and are there any substitutes? The study of the critical minerals that make up a cell phone can act as a template for studying other objects and the critical minerals used in them (computers, solar panels, electric vehicles, etc.)

The teacher can lead the investigation into the cell phone minerals, but, after the template for investigation is established, students can then divide into specialist teams to explore other objects and the critical minerals that make them up. An alternative strategy could be to have student teams focus on one critical mineral and develop a presentation for their classmates (PowerPoint, video, play, poster, web page, etc.) They could also be asked to develop a fact sheet or web page for their peers (or for their parents or younger students) including their sources and links to those sources. Those products could also be sent to USGS for possible posting or use in presentations. Student teams would be asked to find information from reliable sources on their mineral: Its chemistry, properties, source, extraction, processing, uses, rarity, careers involved, etc. Materials kits could also be a part of the curriculum, so that students can study the properties of minerals and learn how to identify them.

The curriculum modules developed for the formal educational audience can then be adapted for an informal audience.

Work Requirements

Deliverables The USGS requires the Contractor to submit all results electronically in addition to prepared slides. These deliverables include:

• Drop-in hands-on activity/content/assessment modules on critical minerals that can be enhancements to schools’ existing science/technology/engineering/mathematics (STEM) curricula.

• Clear criteria are expected for evaluating the quality and effectiveness of the curriculum modules during pilot.

• Links to critical minerals videos from the USGS and other reliable sources.

• USGS will be the channel where materials will be distributed and supported in the education field. Guides for educators will be freely available and open source

• Downloadable format .xlsx or .pdf files for all users that must be Section 508 compliant

• https://www.section508.gov/manage/laws-and-policies/

• https://www.section508.gov/art/#/

• USGS will be the website where materials will be distributed and supported in the education field. Guides for educators will be freely available and open source

• Set of activities on critical minerals that is adaptable for an informal science audience (rocks and minerals clubs, scouts, boys and girls clubs, 4-H)

Experience and Capabilities Contractor must include demonstrable science education experience and a completed product from the past that is reviewable to confirm the contractor’s abilty to complete a project. We request past performance references from past projects.

Curriculum Development Process All effective curricula start with identifying outcomes such as what students should know and be able to do by the time they complete the curriculum.

These outcomes can include (among others):

• increased science knowledge

• facility in applying science processes (observing, recording, predicting, formulating hypotheses, designing experiments, collecting, and analyzing data, arriving at evidence-based conclusions, etc.)

• development of laboratory skills

Project Timeline This timeline may be shortened if deliverables can be received on a quicker basis

Activity Week(s) from

Contract Award Notes

Contract award Week 1 Kick-off meeting with contract recipient, USGS staff, and external evaluator

Week 2 This can be virtual or hybrid. USGS will make experts, data, and publications available that the contractor can utilize during the curriculum development process.

Feedback from USGS staff and pilot teachers will be utilized

Draft outline for both modules

Week 3 This will be submitted to USGS staff for review.

Identification of pilot teachers by contractor

Week 3 We will need a small group of pilot teachers (5/module) for the initial test once the pilot version is complete. Teachers will be selected to represent a wide geographic distribution, as well as urban, rural, and suburban settings.

Return of reviewed outline from USGS to contract recipient

Week 4

Completion of draft modules for both levels (grades 6 and 9)

Week 5

Review of draft modules by USGS

Week 6

Completion of pilot modules by contract recipient

Week 7 The delivery of the draft modules will depend on the extent of changes/revisions required by

USGS.

Training of 10 pilot teachers by contractor

Week 8 The training will be virtual or hybrid.

Pilot Test and evaluation by USGS

Week 9

Identification of field test teachers

Weeks 9 The field test teacher group should be larger than the pilot group, but can include the pilot teachers.

Post-pilot meeting with USGS, evaluator, grant recipient, and pilot teachers

Week 10 This will be a virtual meeting to de-brief on the pilot.

Delivery of Field-test version of the modules

Week 11 The time to delivery will depend on the extent of the revisions resulting from the pilot.

Review of Field-test version by USGS

Week 12

Delivery of final Field-test version

Week 13

Training of Field test teachers

Week 14 This will be virtual.

Field test and evaluation Week 15 Post Field-test revisions Week 16 Again, the revision time will depend on the results of the field test and evaluation

Delivery of final modules Week 17 Post-project Meeting (grant recipient, evaluator, USGS staff)

Week 18 Virtual meeting. Final review

Launch of modules on the USGS website

Week 18 The launch will include publicity to such entities as the USGS, National Science Teachers Association, National Association of Geoscience Teachers, National and State Earth Science Teachers Associations, National Association of Science Supervisors, Mineralogical Society of America, and others.

Supporting Information Place of Performance – Location of Contractor’s facility.

Government Furnished Property (GFP) – N/A Special Considerations. – N/A