1. K-12 Alliance Tool E: Grades K-2 Lesson Example 1 6.0 Tool E: K-2 Lesson Example Acknowledgments: Michelle French, Lead WriterMarian Murphy-Shaw: Editor, Contributor Kathy DiRanna: Lead Editor, ContributorChelsea Cochrane: Editor, Contributor #CANGSSRollout #CANGSS #NGSS

2. K-12 Alliance Session Goals  Gain deeper insight into how Tools A-E help you design NGSS aligned classroom Learning Sequences.  Experience a learning sequence for your grade level.  See how Science and Engineering Practices and Crosscutting Concepts deepen understanding of Disciplinary Core Ideas.  Consider how existing classroom resources and NGSS Evidence Statements can inform the design of NGSS aligned classroom Learning Sequences. 2 6.0 Tool E: K-2 Lesson Example

3. K-12 Alliance Learning Experience  Outside the Box Learning Experience X  teacher planning/thinking  Inside the Box Learning Experience  student learning 3 X 6.0 Tool E: K-2 Lesson Example

4. K-12 Alliance Outside The Box X 4 6.0 Tool E: K-2 Lesson Example

5. K-12 Alliance From Conceptual Flow to Preliminary Sequence to 5Es 5 Conceptual Flow: Tool A Phenomena, Question, Practice: Tool B Crosscutting Concept Link: Tool C Preliminary Learning Sequence 5E Learning Sequence: Tool D 6.0 Tool E: K-2 Lesson Example

6. K-12 Alliance Tool A: Integrated 1 st Grade PS and LS Conceptual Flow H1 6 6.0 Tool E: K-2 Lesson Example

7. K-12 Alliance 1 st Grade Standards Page 1.PS4H2 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.] 6.0 Tool E: K-2 Lesson Example 7

8. K-12 Alliance 8 Conceptual Flow: Tool A Phenomena, Question, Practice: Tool B Crosscutting Concept Link: Tool C Preliminary Learning Sequence 5E Learning Sequence: Tool D From Conceptual Flow to Preliminary Sequence to 5Es 6.0 Tool E: K-2 Lesson Example

9. K-12 Alliance The Preliminary Learning Sequence, Grade 1 9 6.0 Tool E: K-2 Lesson Example H3, p 1

10. K-12 Alliance 10 6.0 Tool E: K-2 Lesson Example The Preliminary Learning Sequence, Grade 1 H3, p 5

11. K-12 Alliance 11 Conceptual Flow: Tool A Phenomena, Question, Practice: Tool B Crosscutting Concept Link: Tool C Preliminary Learning Sequence 5E Learning Sequence: Tool D From Conceptual Flow to Preliminary Sequence to 5Es 6.0 Tool E: K-2 Lesson Example

12. K-12 Alliance 5E Learning Sequence Design Protocol  Identify Explore/Explain concept(s) in Preliminary Learning Sequence. If there are more than one (sub-concepts), expand template to allow for an Explore/Explain “loop.”  Determine the order for teaching the concept(s).  Identify the Engage concept. If there is an Explore/Explain “loop,” determine if you will need to have smaller “Mini Engages” along the way.  Fill-in the Explore/Explain(s) and the Engage concepts on the template. 12 6.0 Tool E: K-2 Lesson Example

13. K-12 Alliance 5E Learning Sequence: First Attempt- Grade 1 13 H4

14. K-12 Alliance Input from Evidence StatementsH5 Using the evidence statements, what other modifications might need to be made to make the learning sequence better support the intent of the practice? 6.0 Tool E: K-2 Lesson Example 14

15. K-12 Alliance Evidence Statement 1-PS4-1 6.0 Tool E: K-2 Lesson Example 15 Engage, Explore/Exp lain 1a Explore/Expl ain 1a-d Explore/ Explain 1b All Explore/ Explain

16. K-12 Alliance 16 Conceptual Flow: Tool A Phenomena, Question, Practice: Tool B Crosscutting Concept Link: Tool C Preliminary Learning Sequence 5E Learning Sequence: Tool D Analysis of My Stuff: Tool E From Conceptual Flow to Preliminary Sequence to 5Es 6.0 Tool E: K-2 Lesson Example

17. K-12 Alliance Analysis of My Stuff: Materials and Resources H6 17 6.0 Tool E: K-2 Lesson Example

18. K-12 Alliance Revised: 5E Learning Sequence-Grade 1 H7 18

19. K-12 Alliance Prepare Your Science Notebook 19 6.0 Tool E: K-2 Lesson Example  Write at the top of the cover “My Science Notebook.”  Draw a picture of you behaving as a scientist underneath the title.  Write your name under your picture.  Number the pages in your notebook on the bottom outside corners. 1 2 Table of Contents

20. K-12 Alliance Pre-Assessment and Engage: Inside the Box 20 X 6.0 Tool E: K-2 Lesson Example

21. K-12 Alliance Pre-Assessment: Listen 21 http://cliparts.co/clipart/126309 6.0 Tool E: K-2 Lesson Example  Listen carefully to what I am playing for you. When the sound stops playing, whisper to your partner the answer to this question, “What is the sound that you heard?”

22. K-12 Alliance Use evidence (things that you have experienced or learned in your life) to support your ideas. Why are all of the sounds in the left column similar? Why are all of the sounds in the right column similar? What should we title the columns? What is sound? 22 Pre-Assessment: Discuss with your Partner cliparts.co/clipart/23872 6.0 Tool E: K-2 Lesson Example

23. K-12 Alliance Pre-Assessment: Notebook Entry 23 6.0 Tool E: K-2 Lesson Example Select one sound from the chart. Draw and label (here) a picture of your sound being made. Record a question about the sound on the bottom of the page: A question I have is _______________? Answer these questions. What is your sound? My sound is _______________. How is your sound made? My sound is made by _____________________. 3 4

24. K-12 Alliance Engage: Let’s Make Music  As we sing the song, we will use play our instruments and sing in time with the music.  We need to play loud enough to hear our instruments over the music being played.  What should we do to make sure we don’t disturb the class next door?  How do we make this happen? 24 6.0 Tool E: K-2 Lesson Example

25. K-12 Alliance Engage: Get a KLEW  What do you think the teacher meant when he/she said, “Turn down the volume?”  What is volume?  How can we make the music we want to make without disturbing our friends next door?  With your partner, discuss what you need to know about sound to solve this problem.  Be ready to share your questions with the whole group.  Let’s record our questions. 25 6.0 Tool E: K-2 Lesson Example

26. K-12 Alliance Pre-Assessment & Engage: Outside the Box Review the Pre-Assessment and Engage portion of the 5E Learning Sequence. With your table group/partner, discuss:  What did the teacher do? What was the purpose?  What did the students do? What was the purpose?  What questions do you have about the Engage phase? 26 X 6.0 Tool E: K-2 Lesson Example

27. K-12 Alliance Explore/Explain Series: Inside the Box 27 X 6.0 Tool E: K-2 Lesson Example

28. K-12 Alliance Explore 1a: Visible Sounds  What happened to the music when I clicked on the “-” button/”+” button?  Why do you think these two marks are used to adjust sound on a speaker? 6.0 Tool E: K-2 Lesson Example 28  Predict what will happen to the salt when music begins to play? Turn to your partner and share your prediction. I predict that the salt will _______, because _________.”  What do you observe? What is causing this? I observe _______. _______ is caused by ________.

29. K-12 Alliance Explain 1a: Draw a Model to Help Explain Communicate what you learned about sound and volume. Draw and label a model. Use your model to help explain your thinking. 6.0 Tool E: K-2 Lesson Example 29

30. K-12 Alliance Explore 1a: Definition of Volume 30 6.0 Tool E: K-2 Lesson Example  What is the word that describes the loudness of a sound? How do you know this?  ___ describes the loudness of a sound. I know this because ___.  Why did Mr./Mrs. ___ tell us to turn down the volume when we were playing our music ?

31. K-12 Alliance #4: maracas Explore 1b: Sound Stations 31 #2: tuning fork with cup of water # 1: fiddle (cardboard, cup & 2 rubber bands) #3: table and tongue depressor www.daviddarling.info http://cliparts.co/clipart/140810 6.0 Tool E: K-2 Lesson Example Activity is adapted from FOSS Sound and Light.

32. K-12 Alliance Explore 1b: Investigating and Recording 32 Fiddle I know that sound is being produced because _______. I know that vibrations are being produced because ______. Tuning Fork with Water 6.0 Tool E: K-2 Lesson Example 6 5 I know that sound is being produced because _______. I know that vibrations are being produced because ______. Select your evidence type(s): see, feel, hear

33. K-12 Alliance 33 Tongue Depressor Maracas 6.0 Tool E: K-2 Lesson Example Explore 1b: Investigating and Recording 8 7 I know that sound is being produced because _______. I know that vibrations are being produced because ______. I know that sound is being produced because _______. I know that vibrations are being produced because ______. Select your evidence type(s): see, feel, hear

34. K-12 Alliance Explain 1b: Investigating and Recording  With your investigation team, share how you conducted your investigation at each station?  Think about these questions:  How did you produce sound at each of the stations?  What sense (see, feel, hear) did you use to know there was sound being made?  What happened when the vibrations stopped?  What would you do differently next time you plan an investigation?  Decide on two ideas from your group to share with the whole class.  How are the designs of the investigations similar/different? 34 6.0 Tool E: K-2 Lesson Example

35. K-12 Alliance 35 Explore 1c: Multi-Media Discussion How does distance affect sound? What would happen to sound if there was no air? What questions do you have after watching the video? 6.0 Tool E: K-2 Lesson Example

36. K-12 Alliance Explain 1c: Multi-Media Discussion With your shoulder partner, discuss the following: 36 6.0 Tool E: K-2 Lesson Example How does distance affect sound? What would happen to sound if there was no air? How does the information in this video support why our neighbors were able to hear our music? What questions do you have after watching the video?

37. K-12 Alliance Explore/Explain Sequences: Out of the Box Review the Explore/Explain portions of the 5E Learning Sequence. With your table/partner, discuss:  What did the teacher do? What was the purpose?  What did the students do? What was the purpose?  Discuss what other learning opportunities may occur in this phase.  What questions do you have about the Explore/Explain phase? 37 X 6.0 Tool E: K-2 Lesson Example

38. K-12 Alliance Evaluate: Inside the Box 38 X 6.0 Tool E: K-2 Lesson Example Your assessment is to, with your partner, plan and carry-out an investigation that provides evidence that vibrating materials can make sound and sound can make materials vibrate.

39. K-12 Alliance Evaluate with Partner: Spoon Gong System 39 6.0 Tool E: K-2 Lesson Example Activity is adapted from FOSS Sound and Light. What do you think the word system means? Parts that work together to do something that they can’t do by themselves. What would you normally do with the spoon/cup/string? Why can the sound from the spoon gong only be heard when the cup is placed over the ear? Consider, in this system: -What will each part do? -How will you test the system? -How will you know if materials are vibrating? -How will you know if sound is making vibrations? -How will you record your observations ?

40. K-12 Alliance Evaluate with Partner: Model Your Thinking  How does your physical model explain how sound travels in the spoon gong system? Use sound vocabulary as you are explaining: sound source sound receiver vibrations volume air 40 6.0 Tool E: K-2 Lesson Example

41. K-12 Alliance Evaluate: Sharing M odels Use these prompts to share your model with a partner: Partner A. How does your model explain how sound travels? Partner B. My model shows … Trade turns: Partner B. How does your model explain how sound travels? Partner A. My model shows … 41 6.0 Tool E: K-2 Lesson Example sound source sound receiver vibrations volume air

42. K-12 Alliance Evaluate Independently: Spoon Gong System 6.0 Tool E: K-2 Lesson Example 42 Spoon Gong System Use your model and write explanations as to how: 1) sound is produced and travels in the system, 2) vibrations are made in the system, and 3) sound is stopped in the system. 10 9 Select your evidence type(s): see, feel, hear

43. K-12 Alliance Evaluate Independently: Sound 43 6.0 Tool E: K-2 Lesson Example Define sound. What is it? Sound is _______________________. Explain what causes sound to travel from the sender to the receiver. (Claim) Sound is caused by _____. (Evidence) I know this because _____. 11 12

44. K-12 Alliance Evaluate: Writing in Science 44 6.0 Tool E: K-2 Lesson Example Using the format in the template, write a letter to the other class and apologize that our music disturbed them. Draw a model and use it to explain why our neighbors in the other classroom were able to hear our music. Share how you will solve this problem in the future.

45. K-12 Alliance Elaborate: An Engineering Conversation X 45 6.0 Tool E: K-2 Lesson Example

46. K-12 Alliance Engineering Challenge-Scenario 46 6.0 Tool E: K-2 Lesson Example Two brothers shared their bedroom. Their beds were nine feet apart. Every night they would get in trouble, because they talked instead of going to sleep. To avoid getting in trouble, they decided to engineer a technology that will allow them to whisper to each other from their separate beds and still be able to hear each other.

47. K-12 Alliance Engineering Challenge: Defined Define: Criteria and Constraints Send a message at least nine feet. Receiver be able to hear a whisper. Complete plan/diagram before beginning create time. Develop Solution  Materials Cups String Metal Spoon Masking tape Scissors  Draw diagrams  Test & Gather Data 47 Improve: Use data to determine how to improve. 6.0 Tool E: K-2 Lesson Example

48. K-12 Alliance 48 Conceptual Flow: Tool A Phenomena, Question, Practice: Tool B Crosscutting Concept Link: Tool C Preliminary Learning Sequence 5E Learning Sequence: Tool D Analysis of My Stuff: Tool E From Conceptual Flow to Preliminary Sequence to 5Es 6.0 Tool E: K-2 Lesson Example

49. K-12 Alliance Reflection  Identify 1-3 components of Tool E that you would like to try as you transition to the NGSS.  What support do you need to make that happen? 49 6.0 Tool E: K-2 Lesson Example

50. K-12 Alliance We appreciate you being here with us. Please, complete the session evaluation. 6.0 Tool E: K-2 Lesson Example 50 6.0 Tool E: K-2 Lesson Example Thank you!!!