APPLICATION IS ENGINEERING ON THE SCIENCE MSP

1. APPLICATION IS ENGINEERING ON THE SCIENCE MSP [name here] REGIONAL SCIENCE COORDINATOR [ESD here]

2. Workshop One: Application and Engineering Design Supporting student success on the MSP and beyond

3. Why are we here?

4. Overview of the Series • Application and Engineering Design • Adjusting Instruction Based on Student Data • Implications for Instruction

5. Learning Intentions: • Understand the technological design process as described in the WA Standards and the NGSS • Understand the student expectations for the technological design process in Washington State Standards • Understand application item types as assessed on the Measurement of Student Progress

6. Learning Intentions: • Use student data to adjust instruction • Apply their understanding of the applications/engineering in the classroom in their own context • Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students

7. Day 1: Learning Intentions • Understand the technological design process as described in the WA Standards and the NGSS • Understand the student expectations for the technological design process in Washington State Standards • Understand application item types as assessed on the Measurement of Student Progress

8. What does Engineering Design look like for students?

9. Engineering in the NGSS

10. Anatomy of a Next Generation Science Standard

11. Building an Understanding of the Architecture of the NGSS: Foundation Boxes

12. Building an Understanding of the Architecture of the NGSS: Performance Expectations

13. Building an Understanding of the Architecture of the NGSS: Performance Expectations

14. Code for Topic Name Architecture of the System Assessable Component Grade Level Coded Performance Expectations Foundation Boxes Code in parentheses designate which of the performance expectations incorporate this Disciplinary Core Idea Connections Code in parentheses designate which of the performance expectations incorporate this Crosscutting Concept Code in parentheses designate which of the performance expectations use this Practice

15. What NGSS Says About What Students Should Know and Be Able to Do… Examine the description of Engineering Design at your grade level in the following documents: • Appendix I from the NGSS • Engineering, Technology and Application of Science (ETS) standards from the NGSS

16. What NGSS Says About What Students Should Know and Be Able to Do… Define Share ideas from your readings and add student expectations onto the Engineering Design poster Optimize Develop Solutions

17. Define

18. Develop Solutions

19. Optimize

20. How do the Washington expectations compare? Examine the application (APP) test and item specifications from the 2009 standards. Match these expectations with the NGSS Engineering Design Process steps.

21. Debrief What similarities do you recognize between the current assessed expectations and the NGSS engineering design process?

22. BREAK

23. Engineering Design Challenge!

24. Engineering Design Challenge! Zip Line Carrier Design and build a ping pong ball carrier that will travel down a zip line Criteria Constraints • ping pong ball must stay in carrier • carrier must move continuously • carrier must take 4-8 seconds to reach the bottom • zip line angle • materials • carrier must be removable from zip line

25. Lunch

26. Debrief Define Where in this challenge did you have the opportunity to practice the different elements of the engineering design process? Optimize Develop Solutions

27. Implementation How will this look in MY classroom?

28. Science and Engineering Practices:Another Layer

29. How do the Washington expectations compare? • Examine the application (APP) test and item specifications from the 2009 standards. • Match these expectations Science and Engineering Practices

30. How will students be expected to show their understanding on the MSP? Define How do these example assessment items provide evidence of student understanding? Optimize Develop Solutions

31. Reflect • What is your initial reaction to the information about assessment? • What potential areas of growth do you see for you and your students?

32. First Step Narrow focus to Redesign in order to examine student work and to plan for instructional shifts.

33. Your Tasks • Administer the MSP style assessment item to your students PRIOR to any additional instruction on engineering design. • Collect and sort those student responses into High, Medium, Low categories based on your own thinking. • Bring those assessments to the next session for scoring • Bring a student roster for recording student scores • Engage students through the “Zip-Line” design challenge activity. • Note successes and challenges and be prepared to debrief the experience at Session 2.

34. Burning Questions?

35. Wrap-Up

36. APPLICATION IS ENGINEERING ON THE SCIENCE MSP [name here] REGIONAL SCIENCE COORDINATOR [ESD here]