1. Science Council

2. Agenda Welcome and Introductions
Consider new insights gained from the Middle School Vendor Symposium
Use those insights to compare different flavors of instructional design
Determine what makes a good anchoring phenomenon for a learning cycle.
Updates from MDE

5. Vendor Symposium

6. The Vendor Symposium IQWST Mi-STAR SEPUP STEMscopes PBIS
Discovery Education
FOSS

7. 5 Criteria Reflects three-dimensional learning
Students engage in explaining phenomena and designing solutions
The NGSS incorporate engineering design and the nature of science as SEPs and CCCs
SEPs, DCIs, and CCCs build coherent learning progressions from kindergarten to grade 12
The NGSS connect to English language arts (ELA) and mathematics

8. Initial impressions from participants
*IQWST
*Mi-STAR
SEPUP
*STEMscopes
PBIS
Discovery Education
FOSS

9. Next Steps
Oakland Science Strategy Team will use the PEEC and EQuIP rubrics to assess MiSTAR first.
Other products will follow.
More info about EQuIP here:
MiSTAR first: potential for middle school curriculum on Atlas. Free --- looking for partner districts

10. Mi-STAR Progression

11. Flavors of Instructional Design

12. Instructional Model Review Activity

13. Quick Read…(paste)

14. Phenomena

15. Initial Thinking….
What are phenomena?
A couple examples?

16. Phenomena (pl) Phenomenon (s)
Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict.
An observable event
Engineering involves designing solutions to problems that arise from phenomena.
Using explanations of phenomena to design solutions

17. Let’s Practice!

18. Pumice rock floats in water

19. invasive species can change ecosystems

20. Specific compounds can be identified by their physical properties.

21. Even though Michigan sits on an extinct divergent plate boundary, we don’t experience earthquakes commonly.

22. A barn explodes because of flour…a dust explosion.

23. A tricycle is used for stability but can be dangerous in a fast turn.

24. What’s different?
With a new partner, describe how explaining a phenomenon is different from asking students to just explain a science idea?

25. What are phenomena and what’s different about using phenomena to drive learning opposed to science ideas?

26. Instructional sequences are more coherent when students investigate compelling natural phenomena (in science) or work on meaningful design problems (in engineering) by engaging in the science and engineering practices. We refer to these phenomena and design problems here as ‘anchors.’

27. Anchoring Phenomenon Argue from evidence… Revise model…
Stability and Change…
Communicate info…
Scale, Proportion, Quantity…
Structure and Function
Obtain and evaluate info…
Systems…
Analyze data…
Energy and Matter…
Cause and Effect…
Plan an investigation…
Patterns…
Develop a model…
Anchoring Phenomenon

28. Anchoring Phenomena

29. An Analogy

30. Unit Summative Task Instructional Cycle 1 Anchoring Phenomenon
Engage
Engage
Explore
Explore
Explore
Explore
Explain
Explain
Elaborate
Elaborate
Evaluate
Evaluate

31. Simply put….Phenomena:
Make students wonder
Engage students in ‘figuring something out’
Make the science concepts accessible to all
Allow for the teacher to elicit prior knowledge
Substantive science content and deep analysis required
Complex – requires unpacking

32. Gallery Walk Phenomena Brainstorm
What are natural/curious wonderings students may have about ______ that involves multiple science ideas in order to figure out?
Browse the Topic Bundles
Write one idea per sticky note
Stick it to the topic page
Gallery Walk

33. Use Criteria for Anchoring Phenomena to revisit posters
Let’s choose some primary criteria
Select a poster to review
Engage in a conversation about the candidate phenomena
Put a STAR on sticky notes that fit our primary criteria

34. Connecting Phenomena to Instructional Design
Revisit our three examples.
What modifications could be made to the first two sequences to leverage the benefits of an anchoring phenomenon?

35. Updates MDE looking for more item writers ($250):
July – Grade 11, East Lansing
July – Grade 5 and 8, East Lansing
MI is leading the WORLD in Modeling Instruction…

36. MI is leading the COUNTRY in NGSX!

37. OS PL for
June 2017
Shifting to the MSS through Assessment – 4 days. Process and product oriented. Create Performance Tasks
Arts of Engineering
NGSX – hosted in Bloomfield
See OS Website for PL and register through Event Management
Customizable PL in your district
Expect a survey on district interest in using the new OS/Phenomenal Science 4th and 5th grade units in Fall 2017

38. Needs Assessment Survey
Superintendents/Curriculum Directors took this survey at the last TLC meeting.
Purpose: To gather and analyze data on needs in our county to inform Oakland Schools on the needs of the county.
Please take the needs assessment survey to help inform the direction we go as a county
Include that you are a Science Council member in the short answer questions near the end.
Only take the survey ONCE
Needs Assessment Survey: