PowerPoint Presentation

Kentucky Science Leadership Network2013-2014

CKEC KSLN Facilitation TeamTerry RhodesCKEC/KDEDr. Becky KrallUKKellyPhilbeckCKEC/KDEDr. Eve ProffittUKDebbie WaggonerCKEC/KDEMindyCurlessCKEC/KDEDavid HelmFayetteCo SchoolsAgenda8:30-8:45Introduction/Norms/Targets (Terry)8:45-9:00Science, Science Everywhere! (Terry)9:00-9:05Moonshot (video clip)9:05-9:45Characteristics of a Network Participant (Debbie)9:45-9:55Break9:55-10:30Formative Assessment (Debbie)10:30-11:00How We Got Here: Timeline of NGSS (Mindy)11:00-12:00Looking at the NGSS Box; Scavenger Hunt (Mindy)12:00-12:45Lunch12:45-1:30Whats Different? (Terry)1:30-1:50TED Talk (Sean Elkins Video)1:50-2:00Break2:00-3:10Same Activity, Different Plan (David, Becky)3:10-3:30Online Evaluation/Closing Remarkshttp://todaysmeet.com/KSLNThroughout the day, please post comments or questions to the website below and we will periodically check in.Documents from todays meeting can be found on my website under Professional Learning/Presentationswww.terryrhodes1science.com

2013-14 Science Leadership Network NORMSProcedure for addressing NORM violations1. Hold up the NORM fan2. Shout NORM a la Cheers3. Ask for the group to revisit the NORMSBe an ambassador of lifelong learning. Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials.Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations.Work collaboratively. All members contributions are valued and honored, seek first to understand, then be understoodTodays TargetsI can describe my role as a teacher leader in my classroom, school and on the district leadership teamI can explain the structure and intent of NGSSI can identify the key shifts in teaching and learning necessary to effectively implement NGSSRules for Science, Science EverywhereWe have placed a sticker on your back that contains a Science termTake an index card from the tray and take a pencil/pen with youFind another person, introduce yourself and tell where you teach and record that persons name on your card. Ask that person a question that can be answered yes or no in order to identify the term on your sticker.You may only ask one question of each person. Record the answers.HINT: terms fall in to 5 categories, try to isolate that first!!!MatterMotionSpace Science Earth ScienceLife Science The list of possible terms will be on the screen; no cheating by asking questions to identify where in the list they are located!!!Once you identify your term, keep introducing yourself and answering other peoples questions. We will signal when to return to your seat!

MatterChemical ChangeEvaporationPhysical ChangeCondensationConductorInsulatorElement MotionGravityMagnetFrictionSpeed

SpaceEquatorPlanetRevolutionSolar SystemSunSeasonRotationOrbitStarCometUniverse

EarthCrustEarthquakePlate TectonicsTsunamiErosionWeatheringSedimentary rockVolcanoFossilGlacierMagmaIgneous rockRock CycleCoreMantleCaveCraterAtmosphereClimateDroughtFloodWater cycleMetamorphic rock

LifeMammal HerbivoreAmphibian CarnivoreReptile OmnivoreEndangered Species Animal PlantFungi PollutionDigestive System CellCirculatory System TissueNervous System OrganMuscular System BioticRespiratory System AbioticSkeletal System RecyclingRenewable Resource Heart Nonrenewable Resource Nerve Camouflage Niche Ecosystem DecomposerHabitat Life CycleConsumer OffspringProducer OrganismPredator GerminatePrey PollinationPhotosynthesis ChlorophyllFood Chain AdaptationDiscussion Questions:

What kinds of questions are best to ask in the beginning? The end?

What abilities are necessary to be successful in this activity?

How could you modify this activity for use with your students?Moonshot VideoCharacteristics of a Network ParticipantTarget: I can describe my role as a teacher leader in my classroom, school and on the district leadership team.Activity: Find the large manila envelope; empty the contents on to the table. As a group, discuss and decide which descriptors (green) go under the appropriate characteristics (red).Assessment Literacy - CHETL

Overview of the Framework for Teaching3D Using Assessment in Instruction

Formative Assessment Strategies

Discuss at your table:Find one of the strategies you have used in your classroom. Briefly describe how it went and what you liked about using it with students. Find one strategy you will try in your classroom before our next meeting in October.Exploring Garden EcosystemsRecord evidence you see related to assessment throughout the videohttps://www.teachingchannel.org/videos/exploring-garden-ecosystems

Debbie Waggoner KDE/CKEC Instructional Specialist Math & Social Studies Emphasisdebbie.waggoner@education.ky.govwww.debbiewaggoner.comHow We Got HereMindy CurlessKDEMelinda.curless@education.ky.gov

I can explain the structure and intent of NGSS

KCASKentucky Core Academic Standards

KCASKentucky Core Academic StandardsCommon Core State Standards

KCASKentucky Core Academic StandardsNGSS KY BOE adopted 6/5/13Legislative process underwayInstructionCurriculaAssessmentsTeacher DevelopmentJuly 2011

KCAS ScienceMoving Towards ImplementationA New Vision of Science Learning that Leads to a New Vision of TeachingThe framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education p. 1-2

The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology (Framework, ES 1).22

Building from research & key reports

Many of these studies and the reports that resulted from them come from the National Research Council, the working arm of the National Academy of Sciences. Each has made a critical, often ground breaking contribution to our collective understanding of learning in the context of science. The Framework for K-12 Science Education that we are discussing with you today is constructed around many of the research-based ideas on learning, science, teaching, and cognitive development found in these reports. The Framework is based on a well-respected corpus of evidence.23The framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works. Framework 1-3

This slide is here as a summary of everything we have discussed up to this point.

The goal is to guide student knowledge toward a more scientifically based and coherent view of the natural sciences and engineering, as well as of the ways in which they are pursued and their results can be used (Framework, p. 1-3).24NGSS: Two agendasSTEM workforce development - next generation of scientists & engineers

Scientifically literate citizens that can make informed decisions on grand challenges facing their generation

Standards = 3 DimensionsNot separate treatment of content and inquiry Focus is on how and why as well as whatCurriculum and instruction needs to do more than present and assess scientific ideas MUST involve learners in using scientific practices to develop and apply the scientific ideas.

Core IdeasPracticesCrosscutting ConceptsThe intent of the NGSS is to take the 3 dimensions of the Framework and blend them together to create a stronger set of standards that no longer permit separate standards for content and inquiry. You know what is said about a cord of three 26Scientific and Engineering PracticesAsking questions (for science) and defining problems (for engineering)Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations (for science) and designing solutions (for engineering)Engaging in argument from evidenceObtaining, evaluating, and communicating informationScience and Engineering Practices are the processes, nature, and habits of mind for science and/or engineering.Science Practices distinguish science from other ways of knowing.When students actively engage in science practices, they deepen their understanding of core science ideas.This vision of the core ideas, concepts, and practices provides the tools for students to engage in making sense of the natural and designed world.

27PatternsCause and effect: Mechanism and explanationScale, proportion, and quantitySystems and system modelsEnergy and matter: Flows, cycles, and conservationStructure and functionStability and change

Crosscutting ConceptsLife SciencePhysical ScienceLS1:From Molecules to Organisms: Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3:Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information TransferEarth & Space ScienceEngineering & TechnologyESS1: Earths Place in the Universe

ESS2: Earths Systems

ESS3: Earth and Human ActivityETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society29Disciplinary Core IdeasLife ScienceEarth & Space SciencePhysical ScienceEngineering & TechnologyLS1: From Molecules to Organisms: Structures and ProcessesLS1.A:Structure and FunctionLS1.B:Growth and Development of OrganismsLS1.C:Organization for Matter and Energy Flow in OrganismsLS1.D:Information ProcessingLS2: Ecosystems: Interactions, Energy, and DynamicsLS2.A:Interdependent Relationships in EcosystemsLS2.B:Cycles of Matter and Energy Transfer in EcosystemsLS2.C:Ecosystem Dynamics, Functioning, and ResilienceLS2.D:Social Interactions and Group BehaviorLS3: Heredity: Inheritance and Variation of TraitsLS3.A:Inheritance of TraitsLS3.B:Variation of TraitsLS4: Biological Evolution: Unity and DiversityLS4.A:Evidence of Common Ancestry and DiversityLS4.B:Natural SelectionLS4.C:AdaptationLS4.D:Biodiversity and HumansESS1: Earths Place in the UniverseESS1.A:The Universe and Its StarsESS1.B:Earth and the Solar SystemESS1.C:The History of Planet EarthESS2: Earths SystemsESS2.A:Earth Materials and SystemsESS2.B:Plate Tectonics and Large-Scale System InteractionsESS2.C:The Roles of Water in Earths Surface ProcessesESS2.D:Weather and ClimateESS2.E:BiogeologyESS3: Earth and Human ActivityESS3.A:Natural ResourcesESS3.B:Natural HazardsESS3.C:Human Impacts on Earth SystemsESS3.D:Global Climate ChangePS1: Matter and Its InteractionsPS1.A:Structure and Properties of MatterPS1.B:Chemical ReactionsPS1.C:Nuclear ProcessesPS2: Motion and Stability: Forces and InteractionsPS2.A:Forces and MotionPS2.B:Types of InteractionsPS2.C:Stability and Instability in Physical SystemsPS3: EnergyPS3.A:Definitions of EnergyPS3.B:Conservation of Energy and Energy TransferPS3.C:Relationship Between Energy and ForcesPS3.D:Energy in Chemical Processes and Everyday LifePS4: Waves and Their Applications in Technologies for Information TransferPS4.A:Wave PropertiesPS4.B:Electromagnetic RadiationPS4.C:Information Technologies and InstrumentationETS1: Engineering DesignETS1.A:Defining and Delimiting an Engineering ProblemETS1.B:Developing Possible SolutionsETS1.C:Optimizing the Design SolutionETS2: Links Among Engineering, Technology, Science, and SocietyETS2.A:Interdependence of Science, Engineering, and TechnologyETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural WorldNote: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideasCore and Component Ideas Disciplinary Core Ideas

A core idea for K-12 science instruction is a scientific idea that:

Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline

Provides a key tool for understanding or investigating more complex ideas and solving problemsRelates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge Is teachable and learnable over multiple grades at increasing levels of depth and sophistication32Scientific Investigations Use a Variety of MethodsScientific Knowledge is Based on Empirical EvidenceScientific Knowledge is Open to Revision in Light of New Evidence Science Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaScience is a Way of KnowingScientific Knowledge Assumes an Order and Consistency in Natural SystemsScience is a Human EndeavorScience Addresses Questions About the Natural and Material WorldConnections to Nature of Science33Interdependence of Science, Engineering, and Technology

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to Engineering, Technology and Applications of Science34Connections to other DCIs in this grade-level Articulation to DCIs across grade-levels Common Core State Standards in MathematicsCommon Core State Standards in English Language Arts

Connections BoxWhat is a Standard?Performance ExpectationScience and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts

INTEGRATIONOF DIMENSIONSMS-PS2-2. Plan an investigation to provide evidence that the change in an objects motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newtons First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newtons Second Law), frame of reference, and specification of units.][Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]What is a Standard?Performance ExpectationScience and Engineering PracticesDisciplinary Core IdeasCrosscutting ConceptsINCREASED DEPTH IN CONNECTIONS!Articulation across Grade BandConnections to other DCIs in Grade BandWhat is a Standard?Performance ExpectationScience and Engineering PracticesDisciplinary Core IdeasCrosscutting ConceptsConnections to the Nature of ScienceConnections to Engineering, Technology, and Applications of ScienceConnections to Common Core MathematicsConnections to Common Core English Language Arts

Inside the NGSS BoxWhat is AssessedA collection of several performance expectations describing what students should be able to do to master this standardFoundation BoxThe practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectationsConnection BoxOther standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in peoples lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.

Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS39

Inside the NGSS BoxWhat is AssessedA collection of several performance expectations describing what students should be able to do to master this standardFoundation BoxThe practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectationsConnection BoxOther standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.Based on the January 2013 Draft of NGSS40

Inside the NGSS BoxWhat is AssessedA collection of several performance expectations describing what students should be able to do to master this standardPerformance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS41

Inside the NGSS BoxFoundation BoxThe practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectationsScientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in peoples lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS42

Inside the NGSS BoxFoundation BoxThe practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectationsScientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in peoples lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Based on the January 2013 Draft of NGSS43

Inside the NGSS BoxFoundation BoxThe practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectationsConnections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS44

Inside the NGSS BoxCodes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.Based on the January 2013 Draft of NGSS45

Inside the NGSS BoxWhat is AssessedA collection of several performance expectations describing what students should be able to do to master this standardFoundation BoxThe practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectationsConnection BoxOther standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.Scientific & Engineering PracticesActivities t36 +hat scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in peoples lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS46Activity: NGSS Scavenger Hunt Move into groups within the grade band that you teachUsing your standards book, locate the standard at the top of your sheet and use the information to complete the scavenger hunt.Looking within your grade band, identify PEs that reflect the listed connections

NGSS Challenging to Implement?Integrate 3 dimensions (practice, content, CCC)Integrate math and literacy skills & conceptsBe intentional about learning progressions for all 3 dimensions

Progression to Understanding PRACTICES (appendix F)

Progression to Understanding CROSS CUTTING CONCEPTS (appendix G)

Progression to Understanding CONTENT (DCI) (appendix E)

So, Whats Different?Terry RhodesKDE/CKECterry.rhodes@education.ky.govwww.terryrhodes1science.com I can identify the key shifts in teaching and learning necessary to effectively implement NGSS

Conceptual shifts needed to occur in order to effectively use the NGSS.

So, Whats Different? Activity TargetsWhats Changed?I can identify and describe the shifts in science instruction based on the NGSS

How does this impact my teaching?I can analyze how the shifts in science instruction will impact my instructional practice The two targets I created address the questions I have as an educator.I can identify and describe the shifts in science instruction based on the NGSS-educators need to be able to understand what is new and differentI can analyze how the shifts in science instruction will impact my instructional practice-educators must have the opportunity to chew and digest in order to begin the transformation

56In grade band groups, look over the NGSS Shifts and discuss what you believe are the differences from your standard practice (10 min)Individually, on provided post-it notes, write three separate questions/observations/comments (may be specific or broad) about these shifts (5 min)57There are 6 sheets of chart paper around the room with the shift descriptions; go place each of your post-it notes on the chart(s) they most closely relate to (3 min)Take three colored dots from the basket and go on a gallery walk to read each others post-its. As you see a question/observation/comment that gets to the heart of how you see these changes impacting your teaching, place a dot next to it. (12 min)58Analyze what this will look like and what may be some strategies for implementation (15 min)On a blank sheet of chart paper, list the groups strategies and hang it up with the shift chart(10 min)Using the number that is taped to the middle of your table, send someone from your table to that shift chart to write down the top 3 questions/observations/comments.Take a quick gallery walk and look at strategies; these will be rehung at each meeting for reference59

What speed bumps on the road to NGSS most threatens your districts implementation? Speed Bumps on the Road to NGSSSame Activity, Different PlanDavid HelmFCPSdavid.helm@fayette.kyschools.us Dr. Becky KrallUniversity of KYrebecca.krall@uky.edu I can identify the key shifts in teaching and learning necessary to effectively implement NGSSKSLN DatesSeptember 23October 21November 25January 27February 24March 24

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