Transcript Document

Science Leadership Network
NGSS 101 Part 2
Winter 2015
WELCOME
• Silence cell phones
• Collect a TPEP Reflection sheet
• Be prepared to share how you are using (or
planning to use) Science & Engineering
practices
Flashback to
Fall
Flashback to
Fall
Analyzing Performance Expectations
Engaging in a Science & Engineering Practice
WSSLS (NGSS) Timeline and Transition
Overarching Goal
Make sense of the instructional implications of the
Next Generation Science Standards (WSSLS)
AGENDA
Since last we met….
Think of a title of a song, book or movie that best
describes your experience with using a Science &
Engineering Practice (SEP) in your teaching.
Example:
Since last we met, using a “SEP” in my teaching has
been like Tom Petty’s “Learning to Fly” because I
know what I want to do, but I’m still learning how
to do it.
Since last we met….
Another Example:
Since last we met, using a “SEP” in my teaching has
been like J.R.R. Tolkien’s Fellowship of the Ring,
because even though I have not completed the
journey, I know I have friends that will help me.
Since last we met….
• Share your example with others at your table.
• Be ready to share with others in the room.
Open your journal to the next empty
page….
• Create a title “Crosscutting Concepts”
• Add the following focus question…
“How can we use models of convection currents
to understand the Crosscutting Concepts?”
Please respond to the question in your journal
Convection Currents and the Crosscutting Concepts
Helping all students be successful …
• What text features do you notice when you
look at the first page in your handout?
Convection Currents and the Crosscutting Concepts
Helping all students be successful…
• Addressing Tier 3 Vocabulary
– Content specific
– Low frequency
Today’s word/phrase
• Rheoscopic Fluid (fluid)
Highlight in one color any time you see this word or phrase.
Convection Currents and the Crosscutting Concepts
Noting verbs..
• Highlight action verbs in a second color.
• Do you notice anything about the position of
the verbs?
• Is there a difference in the placement of the
verb compared to other kinds of writing?
Convection Currents and the Crosscutting Concepts
• What observations should we make?
• What are some “actions” we need to remember?
• Is there important information we should keep in mind?
Take a quick break!
We resume at ………
Complete the investigation…
• Follow the procedure on page one of your packet.
• Make observations and record in your journal.
• When you are finished, complete the reflection
questions on the second page of your handout.
• Be ready to share your ideas.
Thinking with Evidence
1. What patterns did you observe as the fluid moved?
2. What caused the fluid to move the way it did? What was the effect of the
fluid movement?
3. How would the movement be different if this were on a larger scale like the
mantle of the earth?
4. Describe how this set-up is a system. (Boundaries, flows, inputs, outputs,
etc.)
5. Describe the flow of energy and matter in the set-up.
6. How does the shape of the bottle influence the movement of the water?
7. What would happen if the fluid in the jar became the same temperature as
the heat source under the jar?
Core Idea Reading
Noting verbs..
• Do you notice anything about the position of
the verbs on pages 3-6
• Is there a difference in the placement of the
verb compared page 1?
Applying Your Observations
1. Decide who in your group will read:
• Convection Currents in the Atmosphere
or
• Convection Currents in the Mantle
2. With a partner:
• Describe the “model” in your core idea reading selection.
•
Discuss reflection questions #1-7
3. Answer question #8 in your journal.
Thinking with Evidence
•
•
How does the information
•
about the mantle relate to your
“first-hand” observations of the
model?
Cite evidence from your journal •
and the reading selection in
your response
How does the information
about the atmosphere relate to
your “first-hand” observations
of the model?
Cite evidence from your journal
and the reading selection in
your response
Secret
Squirrel…..
Did you notice that we
may have addressed
some English
Language Arts K–12
Learning Standards?
Which ELA Standards connect with the
Convection Currents Activity?
1. You need a copy of Appendix M (adapted version).
2. Read page 1.
3. Highlight the CCCS Literacy Anchor Standards on the
following pages that connect with the Convection
Currents activity.
4. Be prepared to share your evidence with your table.
Supporting Your Work
• tools4teachingscience.org
• Face to Face Tools
Summary Chart
Our Summary Chart
Activity
Convection
Currents
Secret
Squirrel!
What did we
do?
What did we
observe?
What do we
think now?
How does this
relate to
implementing
the NGSS in
our
classroom?
Have we answered our focus
question?
• How can we use models of convection
currents to understand the crosscutting
concepts?
LUNCH
Consider this…..
Some important themes pervade science, mathematics, and
technology and appear over and over again, whether we are
looking at an ancient civilization, the human body, or a comet.
They are ideas that transcend disciplinary boundaries and
prove fruitful in explanation, in theory, in observation, and in
design.
---American Association for the Advancement of Science
Some important themes pervade science, mathematics, and
technology and appear over and over again, whether we are
looking at an ancient civilization, the human body, or a comet.
They are ideas that transcend disciplinary boundaries and
prove fruitful in explanation, in theory, in observation, and in
design.
---American Association for the Advancement of Science
What important “themes” are being described?
Gallery Walk
1. Grab a partner and your Convection Currents packet.
2. Take a walk through our Gallery O’ Crosscutting Concepts.
3. Observe each Crosscutting Concept exhibit.
Did we use models of convection currents to
understand the crosscutting concepts?
1. Revisit questions #1-7 on each part of the Convection Currents packet.
2. What patterns or connections do you observe between the exhibits
and the questions?
3. Respond in your journal.
Our Summary Chart
Activity
Convection
Currents
Secret
Squirrel!
What did we
do?
What did we
observe?
What do we
think now?
How does this
relate to
implementing
the NGSS in
our
classroom?
What do I do with
Crosscutting
Concepts?
“What Do I Do with
Crosscutting Concepts”
by Dr. Cary Sneider
Use the “Focused Reading” Protocol to
process the information in the article.
As you read, annotate the text with the following:
• √ = Got it. I know or understand this
• ! = This is really important information
• ? = I’d like clarification or elaboration of this material
What do I do with
Crosscutting Concepts?
Read, Walk, and Talk
1. When you finish, choose a walking partner.
2. Take a 10 minute walk through the building (or go outside!).
3. Each walking partner talks for 5 minutes about the article.
4. Incorporate a break into your walk.
5. Be prepared to share your ! or ? when you return.
Take a quick break!
We resume at ………
What do I do with
Crosscutting Concepts?
Read, Walk, and Talk
1. Share one of your !’s or ?’s.
2. Cite the text, page, paragraph, line.
Phase
Phase 1
Spring
2014
Overview
Awareness
Continue teaching
WA 2009 Standards
Phase 2
2014-15
Phase 3
2015-16
Phase 4
2016-17
Begin infusion
/integration of
grade-level
Practices and CCCs.
Continue infusing
practices and
complementary
crosscutting
concepts. Begin
infusing disciplinary
core ideas.
Fully implement all
disciplinary core
ideas; science and
engineering
practices; and
crosscutting
Teacher/District
Teachers should review the NGSS and its companion document: A Framework for K12
Science Education. They should study the Science and Engineering Practices that are
emphasized in First Grade, Chapter 11 of the Framework, and the related Appendices.
Where possible, teachers should begin to practice integrating some science and
engineering practices into their current lessons.
Begin phase in of the science and engineering practices and
crosscutting concepts. Integrate pedagogical strategies that ensure
equitable learning with existing instructional materials.
Leverage instructional materials to include grade level standards; explore e-materials;
initiate work with local community partners for authentic learning opportunities for
students (Fish and Wildlife, museums, etc.).
Replace or move instructional materials to the appropriate grade level.
What do I do with
Crosscutting
Concepts?
Observe the progression of Performance
Expectations that connect to the Convection
Currents activity
Observe the progression of Performance
Expectations that connect to the Convection
Currents activity
What patterns do you
observe in the:
• DCI’s?
• Crosscutting
Concepts?
Which Crosscutting
Concept should I
begin with?
Which Crosscutting
Concept should I
begin with?
Observe the PEs Coded to the CCCs document.
• Look for patterns
• Which Crosscutting Concept will you choose to
“infuse”?
What should I expect
my students to do for a
Crosscutting concept?
What should I expect
my students to do for a
Crosscutting concept?
Observe the Progression of CCCs Across the Grades
document for Patterns.
• What should you expect your students to do with
patterns?
• Where are the opportunities for your students to
demonstrate their understanding of a crosscutting
concept?
Add to your Summary Chart
Activity
Convection
Currents
Secret
Squirrel!
Crosscutting
Concepts
What did we
do?
What did we
observe?
What do we
think now?
How does this
relate to
implementing
the NGSS in
our
classroom?
What is your plan to
infuse a Crosscutting
Concept?
Post Card Reminder
Fill out a post card with the
following:
• Your school address.
• A reminder to yourself about
your plan to infuse a Cross
Cutting Concept.
We will mail this post card to you
as a reminder.
AESD Science Professional Development Reflection Survey
Link: http://tinyurl.com/SciencePDReflection
Question #4: Date of Workshop: February 24, 2015
Question #6: What was the title of the workshop? – “Other”
Question #7: SLN Heritage NGSS 101 Part 2
Question #8: Number of professional hours … 6 hours
Question #9: You may choose N/A for outcomes that do not apply to this event.
Thank you!
Science Leadership Network
NGSS 101 Part 2
Winter 2015