Science and Social Studies Teacher Leaders October 22, 2014 Twitter #grrecisln

Network Teacher Leader Expectations : Leaders from their school and districtAttend and participate in scheduled meetings Complete readings and other tasks as “homework” between monthly meetings Help other colleagues in their own school and district Share and provide input to the other members of this network

This work will require us to…  Be willing to make mistakes,  Be wrong A LOT before we are RIGHT,  Listen to the ideas of others,  Appreciate understanding that comes from working through confusion, and  Persevere. ‘Science, my boy, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.’ – Jules Verne, Journey to the Center of the Earth

Let’s deepen our understanding of the 3-dimensional learning described by NGSS/KCAS.

This means…  We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING-REASONING- (using evidence) addressing WHY and HOW.  As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing.  We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically— across “3 Dimensions”.

Structure/Dimensions of the NGSS  Science and Engineering Practices  Disciplinary Core Ideas  Crosscutting Concepts “The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments.” NRC Framework Pages

3-D Model = Science Performance at the Intersection 3D Student Performances Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

Gathering Reasoning Communicating

Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics, information & computer technology, & computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking Evaluate Information Analyze Data Use Mathematics and Computational Thinking Construct Explanations/Solve Problems Developing Arguments from Evidence Use Models to Predict & Develop Evidence Communicate Information Using Argue from Evidence (written/oral) Use Models to Communicate (Moulding, 2012)

Crosscutting Concepts 1.Patterns 2.Cause and Effect 3.Scale, Proportion, and Quantity 4.Structure and Function 5.Systems and System Models 6.Matter and Energy 7.Stability and Change

Crosscutting Concepts The Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction. Cause and Effect Patterns Systems Scale Change and Stability Structure and Function Matter and Energy

Science Performances  Engaging Students in Science and Engineering Practices  Using Core Ideas as evidence in Science Performances  Clearly Defined and Meaningful Use of Crosscutting Concepts

Lesson Idea Development Select Performance Expectation from Standard Determine Science Essentials Select Phenomenon Gather Reason Communicate

Which Practice is to be Assessed? Planning and Carrying Out Investigations *Make Observations and/or Measurements Which Crosscutting Concept is to be Assessed? Patterns Which Disciplinary Core Idea (DCI) is addressed? Force and Motion

Deconstructing the Lesson Idea Using orange, blue, and green markers/highlighters, annotate the three dimensions in the Student Performance Lesson for this lesson idea. Core Idea Practices Crosscutting Concepts

Analyzing the Lesson As you analyze this lesson idea, keep the following in mind:  How evident were the Science and Engineering Practices & Cross-cutting Concepts?  Student vs teacher focus  Quality of questions? Depth and connection