Science Leadership Network April, 2014

1. Science Leadership Network April, 2014

2. Welcome • Introductions • Restrooms/Snacks • Parking Lot • Nine Mile Falls • Deer Park • Central Valley • Columbia • Pullman • Wellpinit • Creston • Spokane • East Valley • Davenport • Chewelah • Ritzville • Colville • Reardan • Summit Valley • West Valley • Great Northern • Newport • Cheney • Medical Lake • Odessa • LaCrosse • MESA (WSU) • WSU

3. Our Charge: Build capacity for high quality science instruction in Washington State.

4. Objectives for the SLN • How do we help teachers and administrators adopt, implement, and manage NGSS? • Where are we going and how do we get there? • What is the best instructional practice? • Networking

5. Objectives for today • Consider Equity in Science education • Experience and reflect on an instructional model • Discuss state developments in science education • Consider Implementation Models of NGSS • Network

6. Science and Culture Objective: Examine how our beliefs impact our students. Consider spheres of influence… Everyone picture a scientist. THINK OF: • 5 words that describe that scientist. • 5 words that describe what that scientist does. • 5 interactions that you have with that scientist

7. Which of the pictures is closest to the scientist you imagined? What does this say about your attitudes about science or scientists? If you did this with your students, what picture would they choose?

8. Google Image Search :Scientist

9. There is a critical need to change students’ perceptions of: • Who Scientists are / can be • Why they are Scientists • What Scientists do • By Middle School, students have “disciplinary identities” and conceptions of the nature of science. • Megan Bang, Professor, Learning Sciences and Human Development & Cognition, UW Institute for Science and Math Education

10. www.nextgenscience.org • NGSS Evidence Statements will provide educators with additional detail on what students should know and be able to do. Model content frameworks will build on these statements and offer further clarity on implementing the NGSS in the classroom. Early 2014 • Classroom Assessment Tasks are a vision of integrating science, engineering and mathematics in classroom assessment. Teachers across the disciplines are collaborating to write sample tasks that blend content, practices and concepts from both the NGSS and the Common Core State Standards. Early 2014 • NGSS Accelerated Pathways are course models that provide examples of how the NGSS can be tailored for accelerated students. Created by Advanced Placement teachers, these models help schools and districts to envision pathways for students intending to take AP science courses in their junior year. Early 2014 • The EQuIP NGSS Rubric will help educators and education leaders identify high quality, NGSS-aligned instructional materials, and provide feedback to improve existing materials, through a criterion-based, peer-review process. Early 2014 • The Science Standards Comparison Toolkit will help teachers and administrators consider the differences in purpose and content between different sets of standards. Early 2014 • The NGSSdata portalwill let users search and view the NGSS to meet their individual needs for display on computers and mobile devices. This flexible resource will eventually allow users to tag and share resources. Summer 2014

11. Elements Table

12. NGSS.NSTA.ORG Another user-friendly way to access the standards.

13. Chapter 4 Objective: Consider the impact of NGSS on instruction Task: • Create a poster that summarizes the chapter • Criteria: • Must include: Drawing, and/or Diagram, and Words/Text • Must summarize the key points in the chapter • Constraints: • Can only use 1 sheet of paper • You have a limited amount of time

14. Chapter 4 Objective: Consider the impact of NGSS on instruction Suggested Jigsaw: • Page 49-52 until “Thinking Beyond…” • Page 52 “Thinking Beyond…” until Page 55 “Distinguish Between…” • Page 55 “Distinguish Between…” through Page 58 • Page 59 through 62

15. Chapter 4 Objective: Consider the impact of NGSS on instruction Task: • Create a poster that summarizes the chapter • Criteria: • Must include: Drawing, and/or Diagram, and Words/Text • Must summarize the key points in the chapter • Constraints: • Can only use 1 sheet of paper • You have a limited amount of time

16. Jigsaw in Groups • Elementary Group • Middle School Group • High School Group Tackle Chapters 5-7 Facilitator- Divide Chapter Facilitate conversation Create a dynamic way to share with the other grade levels

17. Brain Break Discussion “Why are middle school teachers so awesome?” No, really… How is the middle level the key bridge between elementary and high school and what support do they need to be that bridge?

18. Evaluation • www.tinyurl.com/esdevaluation • Question 4: “Science Standards” • Question 7: “Regional Specific Training” • Question 9: “3” • Question 10: “18”

19. Models Objective: Look at models of secondary implementation to inform our own models of implementation. • CA Model • Michigan model • http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

20. Micro-plastics Objective: Examine how theme based instruction might be a way to implement the NGSS. Guiding Question: How do micro-plastics impact the Puget Sound aqua environment? Task: What do you need to know to start answering this question? Brainstorm a list of questions- Open ended ONLY!

21. Micro-plastics: Guiding Question:How do micro-plastics impact the Puget Sound aqua environment? • A little more information… • Read and mark any information that you think would help answer our guiding question. • (Think CCSS- Evaluation of your sources- what is reliable?) • Let’s get some experience with micro-plastics… • Design Challenge: Design a way to investigate the properties of the micro-plastics in one or more of these products.

22. Micro-plastics • Design Challenge: Design a way to investigate the properties of the micro-plastics in one or more of these products. • What processes did you use to investigate? • What did you find out about micro-plastics?

23. Micro-plastics Guiding Question: How do micro-plastics impact the Puget Sound aqua environment? Return to the NGSS… If you fully investigated this guiding question, what performance expectations would your students build towards? What practices did we use in this instructional model?

24. Studying the NGSS Secondary StandardsWhat would it take for students to tackle the following questions? • How can Taylor Shellfish and communities that rely on shellfish farming plan for changes in the pH of the ocean? • How can Hanford Nuclear Site remediate the environment? • How do micro-plastics impact the Puget Sound aqua environment? • What design innovations can be implemented on aging dams, bridges and roadways in WA? • Predict how environmental toxins may impact living organisms? • Construct an argument for the testing of nuclear fallout in the water traveling from Japan to the western United States. • Develop a model for the Dept of Forestry that takes into account the impact of climate change on the health and the location of forests in WA. • Other questions that might be useful?

25. Equip Rubric • How do we know that what you are teaching is going to work for the NGSS? Another tool…

26. It’s MAGICC • http://www.cgd.ucar.edu/cas/wigley/magicc/ • Interactive Climate Change Software

27. Networking • Norms of collaboration • Identify a recorder!! • Facilitation question: • How will today’s work impact your school or district?

28. Next Year • What worked for you this year, and should continue for next year? • What would you like changed for next year? • List 3 topics that you would like to see on the agendas for next year. My Plan: • 1 session K-12 and 2 sessions spilt K-5 and 6-12? • A study of the SciMath tasks and the EQUIP Rubric • Continued study of secondary implementation

29. For You • What MUST you share with a colleague and what MUST you share with an administrator? • Thank you for a great year!