Transcript Document

CKEC KSLN Facilitation Team
Terry
Rhodes
CKEC/KDE
Mindy
Curless
CKEC/KDE
David Helm
Fayette
Co Schools
Dr. Becky
Krall
UK
Debbie
Waggoner
CKEC/KDE
Dr. Eve
Proffitt
UK
Kelly
Philbeck
CKEC/KDE
Agenda
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8:30-8:45
8:45-9:00
9:00- 9:05
9:05- 9:45
9:45-9:55
9:55-10:30
10:30-11:00
11:00-12:00
12:00-12:45
12:45-1:30
1:30-1:50
1:50-2:00
2:00-3:10
3:10-3:30
Introduction/Norms/Targets (Terry)
Science, Science Everywhere! (Terry)
Moonshot (video clip)
Characteristics of a Network Participant (Debbie)
Break
Formative Assessment (Debbie)
How We Got Here: Timeline of NGSS (Mindy)
Looking at the NGSS Box; Scavenger Hunt (Mindy)
Lunch
What’s Different? (Terry)
TED Talk (Sean Elkins Video)
Break
Same Activity, Different Plan (David, Becky)
Online Evaluation/Closing Remarks
Throughout the day, please post comments or
questions to the website below and we will
periodically check in.
http://todaysmeet.com/KSLN
Documents from todays meeting can be found on my
website under “Professional Learning/Presentations”
www.terryrhodes1science.com
2013-14 Science Leadership Network NORMS
Be 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 understood
Procedure for addressing “NORM violations”
1. Hold up the ‘NORM’ fan
2. Shout ‘NORM’ a la “Cheers”
3. Ask for the group to revisit the NORMS
Today’s Targets
• I can describe my role as a teacher leader in my
classroom, school and on the district leadership team
• I can explain the structure and intent of NGSS
• I can identify the key shifts in teaching and learning
necessary to effectively implement NGSS
Rules for Science, Science Everywhere
1. We have placed a sticker on your back that contains a Science term
2. Take an index card from the tray and take a pencil/pen with you
3. Find 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.
4. You may only ask one question of each person. Record the answers.
5. HINT: terms fall in to 5 categories, try to isolate that first!!!
Matter
Motion
Space Science
Earth Science
Life 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!!!
6. Once you identify your term, keep introducing yourself and answering
other people’s questions. We will signal when to return to your seat!
Matter
Chemical Change
Evaporation
Physical Change
Condensation
Conductor
Insulator
Element
Motion
Gravity
Magnet
Friction
Speed
Space
Equator
Planet
Revolution
Solar System
Sun
Season
Rotation
Orbit
Star
Comet
Universe
Earth
Crust
Earthquake
Plate Tectonics
Tsunami
Erosion
Weathering
Sedimentary rock
Volcano
Fossil
Glacier
Magma
Igneous rock
Rock Cycle
Core
Mantle
Cave
Crater
Atmosphere
Climate
Drought
Flood
Water cycle
Metamorphic rock
Life
Mammal
Herbivore
Amphibian
Carnivore
Reptile
Omnivore
Endangered Species
Animal
Plant
Fungi
Pollution
Digestive System
Cell
Circulatory System
Tissue
Nervous System
Organ
Muscular System
Biotic
Respiratory System
Abiotic
Skeletal System
Recycling
Renewable Resource
Heart
Nonrenewable Resource Nerve
Camouflage
Niche
Ecosystem
Decomposer
Habitat
Life Cycle
Consumer
Offspring
Producer
Organism
Predator
Germinate
Prey
Pollination
Photosynthesis
Chlorophyll
Food Chain
Adaptation
Discussion 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 Video
Characteristics of a Network Participant
Target: 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 Teaching
3D – 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 Ecosystems
https://www.teachingchannel.org/videos
/exploring-garden-ecosystems
Record evidence you see related to
assessment throughout the video
Debbie Waggoner
KDE/CKEC Instructional Specialist
– Math & Social Studies Emphasis
[email protected]
www.debbiewaggoner.com
Mindy Curless
KDE
[email protected]
• I can explain the structure and intent of NGSS
Kentucky Core Academic Standards
KCAS
Kentucky Core Academic Standards
Common Core
State Standards
KCAS
Kentucky Core Academic Standards
KCAS
NGSS – KY BOE
adopted 6/5/13
Legislative process
underway
KCAS Science
Moving Towards Implementation
Assessments
Curricula
Instruction
Teacher
Development
July 2011
A New Vision of Science
Learning that Leads to a New
Vision of Teaching
The 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
Building
from
research
& key
reports…
The 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
NGSS: Two agendas
1) STEM workforce development - next
generation of scientists & engineers
2) Scientifically literate citizens that can
make informed decisions on grand
challenges facing their generation
Standards = 3 Dimensions
• Not separate treatment of
“content” and “inquiry”
• Focus is on how and why
as well as what
• Curriculum 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.
Crosscutting
Concepts
Core
Ideas
Practices
Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating
information
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Disciplinary Core Ideas
Life Science
Physical Science
LS1:
PS1: Matter and Its Interactions
LS2:
From Molecules to Organisms: Structures
and Processes
Ecosystems: Interactions, Energy, and
Dynamics
LS3:
Heredity: Inheritance and Variation of
Traits
LS4:
Biological Evolution: Unity and Diversity
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering, Technology,
Science, and Society
ESS3: Earth and Human Activity
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Core and Component Ideas
Life Science
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and
Energy Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy,
and Dynamics
LS2.A: Interdependent Relationships
in Ecosystems
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning,
and Resilience
LS2.D: Social Interactions and Group
Behavior
LS3: Heredity: Inheritance and
Variation of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry and
Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
Earth & Space Science
Physical Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
PS1: Matter and Its Interactions
ETS1: Engineering Design
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and LargeScale System Interactions
ESS2.C: The Roles of Water in Earth’s
Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
PS2: Motion and Stability: Forces
and Interactions
ETS2: Links Among Engineering,
Technology, Science, and
Society
ESS3: Earth and Human Activity
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D:Energy in Chemical Processes
and Everyday Life
ESS2: Earth’s Systems
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS2.A: Interdependence of Science,
Engineering, and Technology
ETS2.B: Influence of Engineering,
Technology, and Science on
Society and the Natural World
Note: 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 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 problems
• Relates 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 sophistication
Connections to Nature of Science
• Scientific Investigations Use a Variety of Methods
• Scientific Knowledge is Based on Empirical Evidence
• Scientific Knowledge is Open to Revision in Light of New
Evidence
• Science Models, Laws, Mechanisms, and Theories Explain
Natural Phenomena
• Science is a Way of Knowing
• Scientific Knowledge Assumes an Order and Consistency in
Natural Systems
• Science is a Human Endeavor
• Science Addresses Questions About the Natural and Material
World
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Connections to Engineering, Technology
and Applications of Science
• Interdependence of Science, Engineering, and
Technology
• Influence of Engineering, Technology, and Science on
Society and the Natural World
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Connections Box
•
•
•
•
Connections to other DCIs in this grade-level
Articulation to DCIs across grade-levels
Common Core State Standards in Mathematics
Common Core State Standards in English Language
Arts
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What is a Standard?
Science and
Engineering
Practices
Performance
Expectation
Disciplinary
Core Ideas
Crosscutting
Concepts
MS-PS2-2. Plan an investigation to provide
evidence that the change in an object’s
motion depends on the sum of the forces
on the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First
Law) and unbalanced forces in a system, qualitative comparisons
of forces, mass and changes in motion (Newton’s 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?
Science and
Engineering
Practices
Performance
Expectation
Disciplinary
Core Ideas
INCREASED DEPTH IN
CONNECTIONS!
Crosscutting
Concepts
What is a Standard?
Science and
Engineering
Practices
Connections
to the Nature
of Science
Performance
Expectation
Disciplinary
Core Ideas
Connections to Common Core
English Language Arts
Connections to other
DCI’s in Grade Band
Crosscutting
Concepts
Connections to
Engineering,
Technology,
and Applications
of Science
Connections to Common
Core Mathematics
Articulation across
Grade Band
Inside the
NGSS Box
Title and Code
Performance Expectations
The 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.
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
What is Assessed
Assessment Boundary
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, 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 Science
Connection Box
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes 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.
Inside the
NGSS Box
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connection Box
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Based on the
January 2013
Draft of NGSS
Title and Code
The 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.
Inside the
NGSS Box
Performance Expectations
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that supplies examples or additional
clarification to the performance expectation.
Assessment Boundary
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
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 NGSS
Inside the
NGSS Box
Scientific & Engineering Practices
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, 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 Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Scientific & Engineering Practices
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Based on the
January 2013
Draft of NGSS
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Inside the
NGSS Box
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes 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.
Inside the
NGSS Box
Title and Code
Performance Expectations
The 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.
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
What is Assessed
Assessment Boundary
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Scientific & Engineering Practices
Activities t36 +hat scientists and engineers
engage in to either understand the world or
solve a problem
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, 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 Science
Connection Box
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes 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.
Activity: NGSS Scavenger Hunt
Move into groups within the grade band that you teach
Using 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 PE’s that
reflect the listed connections
NGSS – Challenging to Implement?
• Integrate 3 dimensions (practice,
content, CCC)
• Integrate math and literacy skills &
concepts
• Be 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, What’s Different?
Terry Rhodes
KDE/CKEC
[email protected]
www.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, What’s Different?
Activity Targets
• What’s 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
• In 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)
• There 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)
• 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.
• Analyze 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)
• Take a quick gallery walk and look at strategies;
these will be rehung at each meeting for reference
Speed Bumps on the Road to NGSS
• What speed bumps on the road to
NGSS most threatens your districts’
implementation?
Same Activity, Different Plan
David Helm
FCPS
[email protected]
Dr. Becky Krall
University of KY
[email protected]
• I can identify the key shifts in teaching and learning
necessary to effectively implement NGSS
KSLN Dates
September 23
October 21
November 25
January 27
February 24
March 24
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