1. Winter 2015 Science Leadership Network NGSS 101 Part 2

2. WELCOME Silence cell phones Collect a TPEP Reflection sheet Be prepared to share how you are using (or planning to use) Science & Engineering practices

3. Flashback to Fall

4. Analyzing Performance Expectations Engaging in a Science & Engineering Practice Flashback to Fall WSSLS (NGSS) Timeline and Transition

5. Overarching Goal Make sense of the instructional implications of the Next Generation Science Standards (WSSLS)

6. AGENDA

7. Since last we met…. Think of a title of a song, book or movie that best describes your experience with using a Science & Engineering Practice (SEP) in your teaching. Example: Since last we met, using a “SEP” in my teaching has been like Tom Petty’s “Learning to Fly” because I know what I want to do, but I’m still learning how to do it.

8. Since last we met…. Another Example: Since last we met, using a “SEP” in my teaching has been like J.R.R. Tolkien’s Fellowship of the Ring, because even though I have not completed the journey, I know I have friends that will help me.

9. Since last we met…. Share your example with others at your table. Be ready to share with others in the room.

10. Open your journal to the next empty page…. Create a title “Crosscutting Concepts” Add the following focus question… “How can we use models of convection currents to understand the Crosscutting Concepts?” Please respond to the question in your journal

11. Helping all students be successful … What text features do you notice when you look at the first page in your handout? Convection Currents and the Crosscutting Concepts

12. Helping all students be successful… Addressing Tier 3 Vocabulary – Content specific – Low frequency Today’s word/phrase Rheoscopic Fluid (fluid) Highlight in one color any time you see this word or phrase. Convection Currents and the Crosscutting Concepts

13. Noting verbs.. Highlight action verbs in a second color. Do you notice anything about the position of the verbs? Is there a difference in the placement of the verb compared to other kinds of writing? Convection Currents and the Crosscutting Concepts

14. What observations should we make? What are some “actions” we need to remember? Is there important information we should keep in mind?

15. Take a quick break! We resume at ………

16. Complete the investigation… Follow the procedure on page one of your packet. Make observations and record in your journal. When you are finished, complete the reflection questions on the second page of your handout. Be ready to share your ideas.

17. Thinking with Evidence 1.What patterns did you observe as the fluid moved? 2.What caused the fluid to move the way it did? What was the effect of the fluid movement? 3.How would the movement be different if this were on a larger scale like the mantle of the earth? 4.Describe how this set-up is a system. (Boundaries, flows, inputs, outputs, etc.) 5.Describe the flow of energy and matter in the set-up. 6.How does the shape of the bottle influence the movement of the water? 7.What would happen if the fluid in the jar became the same temperature as the heat source under the jar?

18. Noting verbs.. Do you notice anything about the position of the verbs on pages 3-6 Is there a difference in the placement of the verb compared page 1? Core Idea Reading

19. Applying Your Observations 1.Decide who in your group will read: Convection Currents in the Atmosphere or Convection Currents in the Mantle 2.With a partner: Describe the “model” in your core idea reading selection. Discuss reflection questions #1-7 3.Answer question #8 in your journal.

20. How does the information about the atmosphere relate to your “first-hand” observations of the model? Cite evidence from your journal and the reading selection in your response Thinking with Evidence How does the information about the mantle relate to your “first-hand” observations of the model? Cite evidence from your journal and the reading selection in your response

21. Secret Squirrel….. Did you notice that we may have addressed some English Language Arts K–12 Learning Standards?

22. 1.Asking Questions 2.Developing and Using Models 3.Planning and Carrying Out Investigations 4.Analyzing and Interpreting Data 5.Using Math & Computational Thinking 6.Constructing Explanations 7.Engaging in Argument from Evidence 8.Obtaining, Evaluating, and Communicating Information Which “SEPs” did we connect with?

24. Which ELA Standards connect with the Convection Currents Activity? 1.You need a copy of Appendix M (adapted version). 2.Read page 1. 3.Highlight the CCCS Literacy Anchor Standards on the following pages that connect with the Convection Currents activity. 4.Be prepared to share your evidence with your table.

25. Supporting Your Work tools4teachingscience.org Face to Face Tools

26. Summary Chart

27. Our Summary Chart Activity What did we do? What did we observe? What do we think now? How does this relate to implementing the NGSS in our classroom? Convection Currents Secret Squirrel!

28. Have we answered our focus question? How can we use models of convection currents to understand the crosscutting concepts?

29. LUNCH

30. Some important themes pervade science, mathematics, and technology and appear over and over again, whether we are looking at an ancient civilization, the human body, or a comet. They are ideas that transcend disciplinary boundaries and prove fruitful in explanation, in theory, in observation, and in design. ---American Association for the Advancement of Science Consider this…..

31. Some important themes pervade science, mathematics, and technology and appear over and over again, whether we are looking at an ancient civilization, the human body, or a comet. They are ideas that transcend disciplinary boundaries and prove fruitful in explanation, in theory, in observation, and in design. ---American Association for the Advancement of Science What important “themes” are being described?

32. Gallery Walk 1.Grab a partner and your Convection Currents packet. 2.Take a walk through our Gallery O’ Crosscutting Concepts. 3.Observe each Crosscutting Concept exhibit.

33. 1.Revisit questions #1-7 on each part of the Convection Currents packet. 2.What patterns or connections do you observe between the exhibits and the questions? 3.Respond in your journal. Did we use models of convection currents to understand the crosscutting concepts?

34. Our Summary Chart Activity What did we do? What did we observe? What do we think now? How does this relate to implementing the NGSS in our classroom? Convection Currents Secret Squirrel!

35. What do I do with Crosscutting Concepts?

36. As you read, annotate the text with the following: √ = Got it. I know or understand this ! = This is really important information ? = I’d like clarification or elaboration of this material “What Do I Do with Crosscutting Concepts” by Dr. Cary Sneider Use the “Focused Reading” Protocol to process the information in the article.

37. What do I do with Crosscutting Concepts? 1.When you finish, choose a walking partner. 2.Take a 10 minute walk through the building (or go outside!). 3.Each walking partner talks for 5 minutes about the article. 4.Incorporate a break into your walk. 5.Be prepared to share your ! or ? when you return. Read, Walk, and Talk

38. Take a quick break! We resume at ………

39. What do I do with Crosscutting Concepts? 1.Share one of your !’ s or ?’ s. 2.Cite the text, page, paragraph, line. Read, Walk, and Talk

40. PhaseOverviewTeacher/District Phase 1 Spring 2014 Awareness Teachers should review the NGSS and its companion document: A Framework for K12 Science Education. They should study the Science and Engineering Practices that are emphasized in First Grade, Chapter 11 of the Framework, and the related Appendices. Where possible, teachers should begin to practice integrating some science and engineering practices into their current lessons.A Framework for K12 Science EducationChapter 11 Phase 2 2014-15 Continue teaching WA 2009 Standards Begin infusion /integration of grade-level Practices and CCCs. Begin phase in of the science and engineering practices and crosscutting concepts. Integrate pedagogical strategies that ensure equitable learning with existing instructional materials.science and engineering practices crosscutting concepts Phase 3 2015-16 Continue infusing practices and complementary crosscutting concepts. Begin infusing disciplinary core ideas. Leverage instructional materials to include grade level standards; explore e-materials; initiate work with local community partners for authentic learning opportunities for students (Fish and Wildlife, museums, etc.). Phase 4 2016-17 Fully implement all disciplinary core ideas; science and engineering practices; and crosscutting concepts. Replace or move instructional materials to the appropriate grade level.

41. What do I do with Crosscutting Concepts?

42. Observe the progression of Performance Expectations that connect to the Convection Currents activity

43. What patterns do you observe in the: DCI’s? Crosscutting Concepts? Observe the progression of Performance Expectations that connect to the Convection Currents activity

44. Which Crosscutting Concept should I begin with?

45. Observe the PEs Coded to the CCCs document. Look for patterns Which Crosscutting Concept will you choose to “infuse”? Which Crosscutting Concept should I begin with?

46. What should I expect my students to do for a Crosscutting concept?

47. Observe the Progression of CCCs Across the Grades document for Patterns. What should you expect your students to do with patterns? Where are the opportunities for your students to demonstrate their understanding of a crosscutting concept? What should I expect my students to do for a Crosscutting concept?

48. Add to your Summary Chart Activity What did we do? What did we observe? What do we think now? How does this relate to implementing the NGSS in our classroom? Convection Currents Secret Squirrel! Crosscutting Concepts

49. What is your plan to infuse a Crosscutting Concept?

50. Fill out a post card with the following: Your school address. A reminder to yourself about your plan to infuse a Cross Cutting Concept. We will mail this post card to you as a reminder. Post Card Reminder

51. Link: http://tinyurl.com/SciencePDReflection http://tinyurl.com/SciencePDReflection Question #4: Date of Workshop: February 24, 2015 Question #6: What was the title of the workshop? – “Other” Question #7: SLN Heritage NGSS 101 Part 2 Question #8: Number of professional hours … 6 hours Question #9: You may choose N/A for outcomes that do not apply to this event. Thank you! AESD Science Professional Development Reflection Survey

52. Winter 2015 Science Leadership Network NGSS 101 Part 2