1. Engage Cobb Conference
Tuesday, June 13th

2. Welcome!!
8:40-8:45 (5 mins)
Introductions

3. Overview of the New Science Standards
Cobb Teaching and Learning Standards (Georgia Standards of Excellence)

4. New Resources Resources posted in CTLS: Pacing Guide for 2017-2018
Unit 1
Unit plan
New 3-D Lessons
Web resources
Please highlight CTLS before you begin– letting participants know about the new resources posted here and how Blackboard is going away.

5. Your New Standards Read through your new standards
How is the content similar or different?
How are the performance expectations (use of science skills by students) different in the new standards? 
How will your instruction change to accommodate the student-centered nature of the new standards? 

6. Three-Dimensional Learning

7. Science Balanced Learning Document

8. Centering Lessons Around Phenomena
What is a phenomenon?

9. Using Phenomena Video Current Event Experiment/Demonstration
Naturally occurring event
Data
Phenomenon Database:

10. Model Lesson - Engage
A plasma ball is a fun science apparatus that you can play with at science museums (you can even buy small ones for your home)
Watch this video of a supersize plasma ball:
Write down three questions about how it works.
Join a group of 2-3 other students and share questions, discuss and then develop a hypothesis.
Edit these slides for the lesson you will be using for your grade level.

11. Explore
We are going to make kinesthetic models of the 3 main states of matter using our bodies.
Answer questions and make observations, and predict the speed and particle arrangement of each state of matter

12. Explain READ Atoms and Molecules in Motion and fill in your chart
Define solids, liquids and gases and come up with a new example of each
Draw models of solids, liquids and gases

13. Explain (probably on day 2 of lesson)
In groups of 3-4, Examine the two models and come up with questions about the models to help you determine what plasma is.
Suggested sentence stems:
I wonder why…?
How is/are ________________similar and different?

14. Explain
Create an explanation of WHAT plasma is, using EVIDENCE from the diagrams and the video.
Share explanations/discuss. Examine the evidence of each group.

15. Elaborate (Day 3 of lesson)
“What happens when we add or remove heat from solids, liquids, gases, and plasma?”
Students make a model of an initial prediction to the question on their States of Matter Simulation Lab WS

16. Students compose a written response to this prompt:
Evaluate
Students compose a written response to this prompt:
“How do the movement of particles in solids, liquids, gases, and plasma states change when thermal energy is added or removed?”

17. Science and Engineering Practices:
Which Science and Engineering Practices did you see in this lesson?

18. SEP Matrix
Pass out the SEP Matrix if you have not already passed it out. Share how this document can be used to hone in on specific skills within each practice and is helpful when lesson planning.

19. Crosscutting Concepts
Which cross-cutting concepts did you see in this lesson?

20. CCC Matrix
Pass out the CCC Matrix if you have not already.

21. Questions?
Break 10:00-10:15

22. SEP Focus
Constructing Explanations
Arguing from Evidence

23. Explanations vs. Arguments
Used when the phenomenon to explain is not in doubt
An explanation answers a “why” (or causal) question
They generate increased understanding by the student
They answer WHAT WE KNOW, WHY IT HAPPENS, HOW WE KNOW
Arguments:
Used when there is a tentativeness to the answer– it must be justified
Must be answered with a claim that is supported by evidence and reasoning (CER)
Can be used to evaluate whether multiple explanations are valid (which competing explanation is better?)

24. Claim, Evidence, Reasoning

25. What is Reasoning? A link (why the evidence supports the claim)
Reasoning – uses appropriate and sufficient disciplinary core ideas (concepts, theories, laws) to describe how or why each piece of evidence supports the claim.
High quality reasoning provides both:
A link (why the evidence supports the claim)
Science idea (disciplinary core ideas)

26. Teaching CER to Students
1. Provide a framework  
2. Model and describe the framework  
3. Provide them with examples  
4. Let them know why it is important  
5. Have them critique each other’s written arguments  
6. Allow them to debate ideas  
7. Provide them with various scaffolds  
(Krajick, 2012) 

27. Example 1: https://www.youtube.com/watch?v=WQTs ue0lKBk
What is her claim?
What is her evidence?
What is her reasoning?
Audi Alien Commercial

28. Example 2:
What is Double About a Double Stuff Oreo?

29. Analyzing Student Work
Highlight the claim in one color
Highlight the evidence in another color
Highlight the reasoning in a third color
Use the rubric to evaluate the student’s argument.

30. Lesson Analysis
Read through a new 3-D lesson for your grade level/course.
Provide any feedback.

31. Lunch
11:45-1:00

32. Developing and Using Models
SEP Focus

33. Types of Models 2-D Drawings 3-D Replicas Kinesthetic Models
Mathematical Equations
Graphs/Charts/Tables
Computer Simulations
Analogies

34. Example 1:
Sarah is pushing the piano across the carpet with a force of 68 N. The carpet is providing an opposing force of friction that is 12 N. What is the net force?
Draw a pictorial representation of the word problem.
Create a mathematical model of the word problem.

35. Example 2: Model the parts of the wave using your body.
Model wave motion using a slinky.

36. Example 3:Digital/Simulation Models
Coaster Creator:
PhET simulations
Gizmos at Explorelearning.com

37. Example 4:
Augmented Reality!

38. Example 5 (if time)
Bridge Maps—Allow students to make analogies

39. Breakout
Look at your standards– which elements require students to design a model?
Working with a group, develop an activity that students could do to master this standard.
Share out your idea for the group

40. Lesson Analysis
Read through a new 3-D lesson for your grade level/course.
Provide any feedback.

41. Vendor Presentations