Transcript Science Leadership Network April, 2014

Welcome
 Introductions
 Restrooms/Snacks
 Parking Lot
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Nine Mile Falls
Deer Park
Central Valley
Columbia
Pullman
Wellpinit
Creston
Spokane
East Valley
Davenport
Chewelah
Ritzville
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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 SLN
 How 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 today
 Consider Equity in Science education
 Experience and reflect on an instructional model
 Discuss state developments in science education
 Consider Implementation Models of NGSS
 Network
Science and Culture
Objective: 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
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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 4
Objective: Consider the impact of NGSS on
instruction
Task:
 Create a poster that summarizes the chapter
 Criteria:
 Must include: Drawing, and/or Diagram, and
Words/Text
 Must summarize the key points in the chapter
 Constraints:
 Can only use 1 sheet of paper
 You have a limited amount of time
Chapter 4
Objective: Consider the impact of NGSS on
instruction
Suggested Jigsaw:
 Page 49-52 until “Thinking Beyond…”
 Page 52 “Thinking Beyond…” until Page 55
“Distinguish Between…”
 Page 55 “Distinguish Between…” through Page 58
 Page 59 through 62
Chapter 4
Objective: Consider the impact of NGSS on
instruction
Task:
 Create a poster that summarizes the chapter
 Criteria:
 Must include: Drawing, and/or Diagram, and
Words/Text
 Must summarize the key points in the chapter
 Constraints:
 Can only use 1 sheet of paper
 You have a limited amount of time
Jigsaw in Groups
 Elementary Group
 Middle School Group
 High School Group
Tackle Chapters 5-7
Facilitator- Divide Chapter
Facilitate conversation
Create 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?
Evaluation
 www.tinyurl.com/esdevaluation
 Question 4: “Science Standards”
 Question 7: “Regional Specific Training”
 Question 9: “3”
 Question 10: “18”
Models
Objective: Look at models of secondary
implementation to inform our own models of
implementation.
 CA Model
 Michigan model
 http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
Micro-plastics
Objective: 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-plastics
 Design 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-plastics
Guiding 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?
Studying the NGSS Secondary Standards
What would it take for students to tackle the
following questions?
1.
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How can Taylor Shellfish and communities that rely on
shellfish farming plan for changes in the pH of the ocean?
How can Hanford Nuclear Site remediate the environment?
How do micro-plastics impact the Puget Sound aqua
environment?
What design innovations can be implemented on aging dams,
bridges and roadways in WA?
Predict how environmental toxins may impact living
organisms?
Construct an argument for the testing of nuclear fallout in the
water traveling from Japan to the western United States.
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.
Other questions that might be useful?
Equip Rubric
 How do we know that what you are teaching is going to
work for the NGSS? Another tool…
It’s MAGICC
 http://www.cgd.ucar.edu/cas/wigley/magicc/
 Interactive Climate Change Software
Networking
 Norms of collaboration
 Identify a recorder!!
 Facilitation question:
 How will today’s work impact
your school or district?
Next Year
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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 You
 What MUST you share with a colleague and what
MUST you share with an administrator?
 Thank you for a great year!