1. Engage Cobb Conference
Wednesday, June 14th

2. Vendor Presentation Pearson
We will all meet in the same room for this presentation. Room # TBD

3. SEP Focus
8:40-8:45 (5 mins)
Asking Questions and Defining Problems

4. Asking Questions
Example 1: RAN Chart or KWL Chart TedEd: What is a Plasma?

5. Asking Questions Example 2: Q-Stems Exercise
This activity can be done using a picture, graph, very short reading, science cartoon, etc.
We are going to use a science infographic!
Infographics I am using were found on James Kennedy’s Blog:
ographics/
Asking Questions
Pick a picture, object, or article and make Q-Stems cards for participants.

6. Q-Stems, Continued
Question Stems we are using today—use the same one until I tell you to switch! You can pass out small cards, etc., do this verbally, have it on the board, but give students one at a time.
Pick a picture, object, or article and make Q-Stems cards for participants.

7. Q-Stems, Continued
HOW?
Write only questions that start with/include: HOW?
Pick a picture, object, or article and make Q-Stems cards for participants.

8. Q-Stems, Continued
WHY?
Write only questions that start with/include: WHY?
Pick a picture, object, or article and make Q-Stems cards for participants.

9. ARE THERE? Q-Stems, Continued
Write only questions that start with/include: ARE THERE?
Pick a picture, object, or article and make Q-Stems cards for participants.

10. WHAT ARE THE IMPLICATIONS OF?
Q-Stems, Continued
WHAT ARE THE IMPLICATIONS OF?
Write only questions that start with/include: WHAT ARE THE IMPLICATIONS OF?
Pick a picture, object, or article and make Q-Stems cards for participants.

11. WHAT ARE THE IMPLICATIONS OF?
Q-Stems, Continued
WHAT ARE THE IMPLICATIONS OF?
Write only questions that start with/include: WHAT ARE THE IMPLICATIONS OF?
Pick a picture, object, or article and make Q-Stems cards for participants.

12. More Q-stems:
Depending on the item, you can use various Q-stems, but keep it limited to about 4.
Who? Where? Which one? What? How? Why? How much? How many? When? What does it mean? What would result? Can you clarify? What is the significance of? What if?

13. Asking Questions
Example 3: Waves Pass-Around Exercise For this activity, we will be using photos and diagrams. You can also use realia, interesting tools, items from nature, etc.
Use the Waves Pass Around Questioning Strategy document. I will write up the sample lesson that goes with this for the next slide.

14. Pass-Around Continued
Pass an object around as you pose questions about it aloud.
Goal is to develop questions that will uncover more information about the object.
Examples: Why is it shaped like this? What action does it perform? Why would people want it? Where would you find it?
Use the Waves Pass Around Questioning Strategy document. I will write up the sample lesson that goes with this for the next slide.

15. Pass-Around continued
Discuss, evaluate, and validate the questions that we generated.
Which questions could be most useful in learning MORE about the object?
*justify and defend your choices
Try to answer the best/most useful questions.
Use the Waves Pass Around Questioning Strategy document. I will write up the sample lesson that goes with this for the next slide.

16. Lesson Analysis Analyze a sample lesson using this SEP
Provide any feedback you have

17. Break
10:00-11:15

18. SEP Focus: Using Mathematical and Computational Thinking
Analyzing and Interpreting Data

19. Using Mathematics and Computational Thinking
Read through this practice on your SEP Matrix
How would you describe this practice?
What skills are students using?
Look through your standards:
Which elements utilize this practice?
We want to stress that this practice is about doing mathematical computations and things like measuring and graphing.
The new standards have very few elements that explicitly refer to this practice, but students are obviously doing this practice to support another SEP: Analyzing and Interpreting Data.

20. Analyzing and Interpreting Data
Read through this practice on your SEP Matrix
How is this practice different from Using Mathematics and Computational Thinking?

21. Analyzing and Interpreting Data
Analyzing and interpreting data is the process of connecting information gathered in investigations to explanations, models, and arguments through the transformation of data into evidence.
Guiding questions that lead analysis and interpretation include: 
“What do the data we collected mean?”
“How do these data help me answer my question?" 

22. How Can Students Analyze Data?
Graphs
Tables
Mathematics
computer-based "visualizations”
standard statistical techniques

23. What Should Students Be Looking for as they Analyze Data?
Patterns:  identify any patterns 
Significant features:  examples: spikes or drops 
Relationships:  Relate to other information or things that go together 
Trends:  Occur continuously over time 
Anomalies:  tell us about where data may not fit the trend/what the expected outcome should be. 

24. Model Lesson
Participate in a 3-D lesson for this SEP: (instructions linked in video)
Rocket Speed

25. Part 1- Engage
Your challenge is to build a simple foam rocket and use it to observe, measure, and explain key aspects of force and motion.
Using a set a simple materials, your group must build a system where you can measure the average speed of your rocket in several different situations.
Edit the next few slides for the lesson for your grade level.

26. Engage, Continued.
Choose one variable (factor) that you think will impact the speed of your rocket balloon and then predict what will happen when you change this variable in measurable ways.

27. Explore
Brainstorm ideas for set-up including the variable (factor) that you would like to focus on.
Come to agreement on you factor of focus and develop and describe your procedure for setting up your rocket and measuring the speed.
Draw a diagram of your set-up and label the key parts of your diagram.
Have your instructor okay your procedure and diagram.
Perform your procedure as planned.
Make careful observations and measurements as you progress.
Construct a data table and complete your calculations.

28. Explain
Use your observations and measurements to complete your speed calculations and data table.
Students share ideas regarding how their focus factor (variable) impacted the speed of their rocket.
Students read/research information about rocket flight.
Students diagram and explain the how the forces of weight, thrust, and drag interact to determine the motion of the rocket.

29. Expand
Newton’s Laws of Motion can explain different aspects of the balloons movement.
Choose one of the 3 laws and explain how this law can be used to describe the motion of the rocket in a useful and clarifying manner.

30. Lunch
11:45-1:00

31. SEP Focus
Planning and Carrying Out Investigations

32. Planning and Carrying Out Investigations
How often do your students plan part of or all of a lab investigation?
How could you scaffold this practice throughout the year?

33. Lab Re-tool
Look at your standards and pick out one element that requires students to “plan and carry out an investigation.” What lab do you have that you use to teach this element currently? How might it need to be modified to meet the language of the new standards?

34. Lesson Analysis Analyze a sample lesson using this SEP
Provide any feedback you have

35. Futures Protocol
We will all meet in the same room for this. Tracy will facilitate. The last few minutes will be spent for Q and A.