Science Leadership Network

April, 2014

WelcomeIntroductionsRestrooms/SnacksParking Lot• Nine Mile Falls• Deer Park• Central Valley• Columbia• Pullman• Wellpinit• Creston• Spokane• East Valley• Davenport• Chewelah• Ritzville

• Colville• Reardan• Summit Valley• West Valley• Great Northern• Newport• Cheney• Medical Lake• Odessa• LaCrosse• MESA (WSU)• WSU

Our Charge:Build capacity for high quality science instruction in Washington State.

Objectives for the SLNHow do we help

teachers and administrators adopt, implement, and manage NGSS?Where are we going

and how do we get there?

What is the best instructional practice?

Networking

Objectives for todayConsider Equity in Science educationExperience and reflect on an instructional

modelDiscuss state developments in science

educationConsider Implementation Models of NGSSNetwork

Science and CultureObjective: Examine how our beliefs impact our students.

Consider spheres of influence…Everyone picture a scientist.

THINK OF:5 words that describe that scientist.5 words that describe what that scientist does.5 interactions that you have with that scientist

Which of the pictures is closest to the scientist you imagined?

What does this say about your attitudes about science or scientists?

If you did this with your students, what picture would they choose?

Google Image Search :Scientist

There is a critical need to change students’ perceptions of:

• Who Scientists are / can be• Why they are Scientists• What Scientists do

By Middle School, students have “disciplinary identities” and conceptions of the nature of

science.

Megan Bang, Professor, Learning Sciences and Human Development & Cognition, UW Institute for Science and

Math Education

www.nextgenscience.org NGSS Evidence Statements will provide educators with additional detail on what

students should know and be able to do. Model content frameworks will build on these statements and offer further clarity on implementing the NGSS in the classroom. Early 2014

Classroom Assessment Tasks are a vision of integrating science, engineering and mathematics in classroom assessment. Teachers across the disciplines are collaborating to write sample tasks that blend content, practices and concepts from both the NGSS and the Common Core State Standards. Early 2014

NGSS Accelerated Pathways are course models that provide examples of how the NGSS can be tailored for accelerated students. Created by Advanced Placement teachers, these models help schools and districts to envision pathways for students intending to take AP science courses in their junior year. Early 2014

The EQuIP NGSS Rubric will help educators and education leaders identify high quality, NGSS-aligned instructional materials, and provide feedback to improve existing materials, through a criterion-based, peer-review process. Early 2014

The Science Standards Comparison Toolkit will help teachers and administrators consider the differences in purpose and content between different sets of standards. Early 2014

The NGSS data portal will let users search and view the NGSS to meet their individual needs for display on computers and mobile devices. This flexible resource will eventually allow users to tag and share resources. Summer 2014

Elements Table

NGSS.NSTA.ORG

Another user-friendly way to access the standards.

Chapter 4Objective: Consider the impact of NGSS on instructionTask:Create a poster that summarizes the chapterCriteria:

Must include: Drawing, and/or Diagram, and Words/Text

Must summarize the key points in the chapterConstraints:

Can only use 1 sheet of paperYou have a limited amount of time

Chapter 4Objective: Consider the impact of NGSS on instructionSuggested Jigsaw:Page 49-52 until “Thinking Beyond…”Page 52 “Thinking Beyond…” until Page 55

“Distinguish Between…”Page 55 “Distinguish Between…” through

Page 58Page 59 through 62

Chapter 4Objective: Consider the impact of NGSS on instructionTask:Create a poster that summarizes the chapterCriteria:

Must include: Drawing, and/or Diagram, and Words/Text

Must summarize the key points in the chapterConstraints:

Can only use 1 sheet of paperYou have a limited amount of time

Jigsaw in GroupsElementary GroupMiddle School GroupHigh School Group

Tackle Chapters 5-7

Facilitator- Divide ChapterFacilitate conversationCreate a dynamic way to share with the other grade levels

Brain Break Discussion“Why are middle school teachers so awesome?”

No, really…

How is the middle level the key bridge between elementary and high school and what support do they need to be that bridge?

Evaluationwww.tinyurl.com/esdevaluation

Question 4: “Science Standards”Question 7: “Regional Specific Training”Question 9: “3”Question 10: “18”

ModelsObjective: Look at models of secondary implementation to inform our own models of implementation.

CA ModelMichigan model

http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

Micro-plasticsObjective: Examine how theme based instruction might be a way to implement the NGSS.

Guiding Question:How do micro-plastics impact the Puget Sound aqua environment?

Task: What do you need to know to start answering this question? Brainstorm a list of questions- Open ended ONLY!

Micro-plastics: Guiding Question:How do micro-plastics impact the Puget Sound aqua environment?A little more information…

Read and mark any information that you think would help answer our guiding question.

(Think CCSS- Evaluation of your sources- what is reliable?)

Let’s get some experience with micro-plastics…

Design Challenge: Design a way to investigate the properties of the micro-plastics in one or more of these products.

Micro-plasticsDesign Challenge: Design a way to

investigate the properties of the micro-plastics in one or more of these products.

What processes did you use to investigate?What did you find out about micro-plastics?

Micro-plasticsGuiding Question:How do micro-plastics impact the Puget Sound aqua environment?

Return to the NGSS… If you fully investigated this guiding question, what performance expectations would your students build towards?

What practices did we use in this instructional model?

1. How can Taylor Shellfish and communities that rely on shellfish farming plan for changes in the pH of the ocean?

2. How can Hanford Nuclear Site remediate the environment?3. How do micro-plastics impact the Puget Sound aqua

environment?4. What design innovations can be implemented on aging dams,

bridges and roadways in WA?5. Predict how environmental toxins may impact living

organisms?6. Construct an argument for the testing of nuclear fallout in

the water traveling from Japan to the western United States.7. Develop a model for the Dept of Forestry that takes into

account the impact of climate change on the health and the location of forests in WA.

8. Other questions that might be useful?

Studying the NGSS Secondary StandardsWhat would it take for students to tackle the following

questions?

Equip RubricHow do we know that what you are teaching

is going to work for the NGSS? Another tool…

It’s MAGICChttp://www.cgd.ucar.edu/cas/wigley/magicc/Interactive Climate Change Software

NetworkingNorms of collaboration

Identify a recorder!!Facilitation question:

How will today’s work impact your school or district?

Next Year What worked for you this year, and should continue

for next year? What would you like changed for next year? List 3 topics that you would like to see on the

agendas for next year.

My Plan: 1 session K-12 and 2 sessions spilt K-5 and 6-

12? A study of the SciMath tasks and the EQUIP

Rubric Continued study of secondary implementation

For YouWhat MUST you share with a colleague and

what MUST you share with an administrator?

Thank you for a great year!