Transcript Science Leadership Network

December 3, 2013
Outcomes
 Participants will understand the cross-cutting
concepts from a Framework for K-12 Science Education.
 Participants will continue to build understanding of
integrating the CCSS-ELA standards into instruction.
 Participants will plan for instruction.
Agenda
 Convection Currents
 Framework Connections
 Plan for Instruction
 Building a Conceptual Model
Is it a System?
 Complete the probe.
 Compare your answers.
 Adjust your answers.
 How might this probe help your students understand
systems?
Convection Currents System
Learning Target:
I can describe the cycling of Earth’s
materials and the energy that drives the
process.
Adapted From: Next Generation
Science Standards MS-ESS2-1
Convection Currents System
 Read Procedure
 What is vague to you, and what
questions do you have?
 What barriers do you think students
might have?
 What strategies did you use to
understand the procedure?
Data?
 What data will you need to collect to complete this
investigation?
 How will you collect it?
 What are your objectives for this investigation?
 What might you need to model for your students?
Guidance?
 Go to it!
 How much of a procedure should you explain to your
students?
 What do the CCSS, WA State Science Standards, and
NGSS say?
Mobius Public: mobiusscience
Mobius Classroom: LearningIsFun
Discussion
 Choose a spokesperson from your group.
 Share the answer to the whole group.
Reading
Purpose: Compare and contrast the information in
the reading to your observations.
 Read Convection Currents in the Atmosphere
 Answer questions 1 OR 5, AND 8
 Use Box and T chart.
Debrief
 What strategies did you use throughout this activity to
extract information from the text?
 What connections between CCSS and Science did you
see?
 What science or engineering practices did we use?
 Cross-cutting concepts????
Cross-Cutting Concepts
 Dimension 2
 Jigsaw- expert groups
 Create a Frayer Model for
your concept(s)
 Use connections to our
activity instead of nonexamples
Where in the NGSS?
 Find a page that matches your current instruction.
 Identify the Cross-Cutting Concepts in one of the
Performance Expectations.
 Is there another CCC that can be addressed during this
same instruction?
Where in the NGSS?
Where in the NGSS?
 Find a page that matches your current instruction.
 Identify the Cross-Cutting Concepts in one of the
Performance Expectations.
 Is there another CCC that can be addressed during this
same instruction?
State of Science
 New information about NGSS
 HB 1450
 What about an assessment?
 What about alignment?
 What should we do now?
Plan for Instruction
 Where do you see the cross-cutting concepts in your
current instruction?
Tanker Car
 Learning Target: I can develop a model that predicts
and describes changes in particle motion,
temperature, and state of a pure substance when
thermal energy is added or removed. (MS-PS1-4)
 What do you predict will happen?
 Defend your answer.
Watch Video
 https://www.youtube.com/watch?v=Zz95_VvTxZM
Develop a model
 Draw the system before the implosion, and after the
implosion.
 Craft an explanation for the event.
What-ifs?
 What if the valves were not shut and sealed?
 What if you could investigate with a smaller model?
 Another example:
 https://www.youtube.com/watch?v=JsoE4F2Pb20
 Refine your explanation?
 What questions do you have for further investigation?
 How could we get the “answer”?
CCCs
 What cross-cutting concepts have we touched on in
this scenario?
 Can you investigate using ONLY one CCC?
 What is your evidence?
Feedback
 3 Key Ideas from today
 2 Things you think you
might implement
 1 Question you still
have
Thank you!!!!!!