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 non- examples

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?

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

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: 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!!!!!!