Transcript January 2013 SLN presentation

Science Leadership Network
Winter 2013
Welcome!
• Please silence your electronic devices
• Sign-in
• Plug-in if needed
Alter Ego
• Collect a name badge from the center of your
table
• Write the name that represents your “alter
ego,” (For example: Albert Einstein, Charlie
Brown, Queen Elizabeth. Think of someone you
admire and who you want to be for the day)
• Stand and share why you chose your alter ego
with a few other people
A Chance to Talk
• Review your action plan
from the last time we
met.
• Discuss critical issues in
your building that you
would like to problem
solve.
• Discuss what you would
like to walk away with
accomplishing today.
• Other important topics
related to your work that
you want to share .
Goals
• Compare and contrast how science and engineering
cross cutting concepts relate to each other as humans
learn about natural phenomena and solve problems.
• Analyze the Scientific and Engineering Crosscutting
Concepts from A Framework for K-12 Science Education
in relation to the current Washington State Science
Standards.
• Compose an action plan for sharing this work back at the
district or building level and how you will evaluate your
success.
• And a fourth goal we will discuss later.
Current Affairs
• Please take out your
laboratory notebook
• Listen for instructions
on how to complete
the activity
Convection Currents and the
Crosscutting Concepts
• What observations should we make and how
can we tell?
• What are some of the “actions” we need to
remember?
• Is there important information we should
keep in mind?
Convection Currents
• Follow the procedures
on pages 1 and 2 to
construct and observe
a model.
• When you are done,
wait for further
instructions.
Thinking with Evidence
• What patterns did you
observe as the water moved?
• Describe the flow of energy
and matter in the set-up.
• What caused the water to
move the way it did? What
was the effect of the water
movement?
• How does the shape of the
plastic shoebox influence the
movement of the water?
• How would the movement be
different if this were on a
larger scale like the ocean?
• What would happen if the
water in the jars became the
same temperature as the
water in the plastic shoebox?
• Describe how this set-up is a
system. (Boundaries, flows,
inputs, outputs, etc.)
Applying Your Observations
• Decide who in your group
will read:
– Convection Currents in the
Atmosphere
or
– Convection Currents in the
Mantle
• Read the selection in order
to compare the natural
phenomena to the model
you created.
• Complete the “Thinking
With Evidence” questions
to gain a deeper
understanding of the
phenomena that is being
compared that
phenomena to the
observation you recorded
about the model.
Thinking with Evidence
• How does this information about the
atmosphere relate to the lab you completed?
Cite evidence from your laboratory notebook
and the reading selection in your response.
• How does this information about the mantle
compare to the lab you completed? Cite
evidence from your laboratory notebook and
the reading selection in your response.
Gallery Walk
• Choose a partner or two
• Collect: The Second Dimension- Crosscutting
Concepts Understanding A Framework for K–12
Science Education By Richard A. Duschl
• Read the first 3 pages by yourself
• Move to the “gallery”
• Discuss each poster with your partner as you read
its description in the article
• Return and complete the rest of the article
Reflecting on Convection
• Review the “Thinking with Evidence”
questions from the lab and reading
selection.
• How do those questions relate to the
Crosscutting Concepts?
Write our own…
• Using the Crosscutting Concepts article…
– Choose one crosscutting concept
– Write a question that a student could answer
about either the reading selection or lab that
engages to think about the phenomena in terms
of the crosscutting concept
– Be prepared to share
Crosscutting Concepts and WA
• Clear off your table
• Create a group of 3-5
same grade band
teachers (elementary,
middle school, high
school)
• Find a table for your
group
• Send one member of
your group to collect
one of each poster and
one set of Test and
Item Spec cards for
your grade band
• Divide the cards
among your group
members
Crosscutting Concepts and WA
• Place each card onto the related poster
• What are some things you notice?
• Record your observation and be prepared to
share
The Fourth Goal!
• You will need two
documents
• Informational Text
Template …
And
• CCSS Reading and Writing
Standards in History/Social
Studies, Science, and
Technical Subjects
Science Content Standards
CCSS in Reading and Writing
Purpose for Reading
Reading Strategies
Writing Prompt
Planning for the Future
• Think about next year’s Science Leadership
Network
• In light of what you learned today, what
topics would you like to cover? (NGSS, CCSS
ELA, TPEP, alignment, MSP/EOC…)
• Write your top three on three separate
sticky notes.
• Post your stickies on the poster
Action Planning
What I need from you…
• Copy of your personal or group action plan
• Completed survey
• Self-addressed post card
Reflection
• Please pick up a reflection hand out for
those of you who are participating in TPEP
or National Board Certification
• Thank you for you dedication to science
education!