1. www.grrecscinet.com #kyscinet Welcome Back Scan the QR code while waiting for the meeting to begin to get into the padlet.

2.  Teresa Emmert, KDE/GRREC Instructional Specialist  Brian Womack, GRREC Instructional Specialist  Rico Tyler, WKU

3. Year at a Glance TARGET: Analyze artifacts (products & practices) for congruency of standards/ assessments/instruction using appropriate tools.

4.  Evaluations  1-5 evaluate today’s meeting  6 evaluates your own DLT  Leaving Early  Sign out with time and leave evaluation  Materials can be found at www.grrecscinet.com www.grrecscinet.com

5. Pausing Paraphrasing Providing Data Posing Questions Presume Positive Intentions Putting Ideas on the Table Paying Attention Norms of Collaboration

7. ARE ALL PHENOMENA PHENOMENAL? “Arguably the most significant shift in the Next Generation Science Standards (NGSS) is the call to move instruction from teaching about discrete science ideas to exploring, examining, and using science ideas to explain HOW and WHY the phenomena around us occur.” Alyssa Berg

8.  In the Padlet link TYPE an idea for a phenomenon. It can be for your grade or subject level standards but doesn’t have to be.  Achieve Video Achieve Video

9.  How did your thinking change about phenomena after watching the video?  In the Padlet link TYPE your answers for this statement:  I used to think ____________ but now I know __________.  Also, if you want to add in more phenomena as you think of them throughout the day, please do so!

12. Why do some things float and others sink?

13.  https://www.youtube.com/watch?v=Lwc6QklQGFw https://www.youtube.com/watch?v=Lwc6QklQGFw

14.  Time to Observe  What items (variables) were the same in your observation? Different? What do you not know? How did the ice float???? Did it sink slightly into the fluid or float completely on the surface???

15. Observations What exactly did we see, hear, smell, feel, or taste? Inferences What can we infer or presume from our observation? Questions What questions does this observation generate?

16. FA: Thinking questions: Designed to uncover misconceptions and provide insight into student reasoning.  What happened to the fluid level when the ice was added? Why?  Did the amount of fluid change when the ice was added to the fluid? Explain your reasoning.  Imagine the beaker was completely full of liquid and a cube of ice was then added. Describe what would happen.

17. 1. Using arrows to show direction with length to show relative size, draw and label the forces acting on the ice cube: The forces can be labeled as ICE and FLUID. a. (as it floats) b. (as it is sinking) Are forces balanced in both scenarios? Fluid in Beaker 2 Forces are equal. Forces are not equal. Fluid in Beaker 1

18.  Using the force diagrams for reference, explain the possible reasons that the ice did not float in the second beaker?  Construct your reasons using evidence from the force diagrams ONLY. Thinking questions: You may not be able to answer these yet…. What is another name for the force called Ice? What is another name for the force called Fluid?

19.  Understanding why some things float and others sink will require students to research this topic. Topics for research might include “Buoyancy and Archimedes’ Principle, How does ice float?” or “When does ice sink?”.

20.  Brainstorm with your lab partners and/or perform research for answers to why things float and sink.  Buoyancy, and/or Archimedes Principle are good starting points  After performing the research/reading, you may revise your possible reasons in number 3 and answer:  What is another name for the force called Ice?  What is another name for the force called Fluid?

22. Together, you and your lab partners will develop a plan to accurately and precisely collect the data needed to support your reasoning.  As you answer questions (4,5,& 6) refer to the rubric for planning investigations.  FA: Thinking questions: Check for Understanding From Previous work  What does it mean to measure accurately?  What does it mean to measure precisely?

23.  Large group discussion:  Were there any groups that differed in what they were investigating?  Did we find multiple methods for planning the same investigation?  What was missing in the lesson that would allow students to demonstrate the practice of planning an investigation?

24. See you in 10 min

25.  Each table take the questions you have been assigned and capture your thoughts onto your chart paper.  Take your chart paper to the area assigned. Discuss your thoughts with each other.  During the gallery walk take notes of AHHA moments, comments, questions.  After the gallery walk be ready to share you your findings with your group.

26.  With your table partners, use the rubric for Planning an Investigation to analyze the work for congruency to this practice.  Make notes about areas where the work falls short of proficiency (3) on the rubric.  Give evidence why the work fell short of proficiency  Give feedback as to what the work needed to reach proficiency

27.  Using the sample rubric given could you provide defensible evidence using the lesson presented.  Where does the lesson fall for utilizing the Rubric points? Where did the Rubric points come from?  How does this one rubric assist in the completion of additional rubrics regarding the Practices?

28. 1 What would a continuum look like? 2. Would you use the same rubric for grades 6, 7 & 8, since the EV templates for END of grade band? 3. How would you reflect the 3-dimensions? A single rubric? Multiple rubrics, one per dimension? 4. Are all components of the EV template necessary all the time? 5. How should it (the EV templates) actually be used? 6. When do you have 1 pt rubric vs 4 pt? Is there a time when both could be used simultaneously? 7. What role does the appendices play in rubric development?

30. Task Card 1  You will only be responsible for one of the pieces.  After you find evidence from the lesson for your piece, you will share out with your table using the guiding questions on the paper.

34. Names: Grade level: Content/standard: SEP: Phenomenon:

35.  Determine phenomenon or begin with selected PE(s)  Complete ‘storyboard’ for your unit or series of lesson experiences.  Choose one lesson experience in the series to focus.  Use the practice from that lesson experience to create a rubric.  Begin creating or tweak a performance task using your rubric.

36. SHARE YOUR PROGRESS!  Tools and resources used thus far to ensure that work is quality  Standard/practices/phenomena you selected Now engage in productive talk!  Offer suggestions/considerations  Discuss the phenomenon that students will explain. What is the science they will address?

37. What tools and resources are in your professional toolbox?

38.  Are your instructional materials aligned to KAS?  Next meeting: March 23 rd. KNICELY CENTER  This will be a JOINT meeting at KNICELY CENTER  Bring student work  Evaluations