CKEC Science Leadership Network

1. CKEC Science Leadership Network Your Facilitation Team Terry Rhodes-KDE/CKEC Science Instructional Specialist Melinda Curless-KDE STEM Consultant Rebecca Krall-UK Eve Proffitt-UK David Helm-Fayette Co Public Schools Debbie Waggoner-KDE/CKEC Math & SS Instructional Specialist September 23, 2014

2. Who is in the room?

3. Welcome, Who is in the room? Burgin Independent School Over 100 years of Excellence

4. KSLN Meeting: Stop and Reflect Yellow Sheet Also don’t forget to do the online Evaluation. We Need your FEEDBACK!

5. Norms: Respect • Cell phone • Engagement • Restrooms • Being Prepared • Side Conversations

6. AGENDA • The “Pitch”-setting the stage for our work this year • Discussion of BOTA Report • Last year’s work and where to now? • Gather/Reason/Communicate • Predicting Motion Experience • Lesson Idea Design • Seven Essential Skills • Plan, Do, Review • Reflection, Evaluation, Wrap-up

7. Big Shifts in Science Education • What will it take to teach KCAS science standards?

8. Conceptual Shifts in the NGSS • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. • The Next Generation Science Standards are student performance expectations – NOT curriculum. • The science concepts build coherently from K-12. • The NGSS Focus on Deeper Understanding of Content as well as Application of Content. • Science and Engineering are Integrated in the NGSS from K–12. • The NGSS are designed to prepare students for college, career, and citizenship. • The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

17. So why are you here? • Implementation KCAS-Science in the context of Highly Effective Teaching, Learning and Assessment Practices. • Build the capacity of others in your district. • Inform the new system of science assessments.

18. This will require us to… • Be willing to make mistakes, • be wrong A LOT before we are RIGHT, • listen to the ideas of others, • appreciateunderstanding that comes from working through confusion, and • persevere. ‘Science, my boy, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.’ – Jules Verne, Journey to the Center of the Earth

19. This means… • We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING—REASONING-- (using evidence) addressing WHY and HOW.  • As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing.  • We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically—across “3 Dimensions”. 

20. So today we will… • Reach consensus on the depth and breadth of KCAS Performance Expectations by practicing and reflecting on a process to deconstruct & make meaning on the intent of a PE. • Deepen our understanding of the 3-dimensional learning described by NGSS/KCAS. • Create student experiences that will lead to student acquisition of the practices, ideas and concepts of science and engineering.

21. Change “Change is the law of life. And those who look only to the past or present are certain to miss the future.” —John F. Kennedy “Things do not happen. Things are made to happen.” —John F. Kennedy

22. If Not you…Then Who? The state assessment drives what happens in our classrooms and it derails authentic science learning for our students

23. So, what if….. Imagine if you had the opportunity to reverse that model? What if you could be part of a system where instructional planning based on 3-dimensional science standards was the cornerstone of assessment design?

24. What if… Kentucky teachers focused first on shifting their instruction and developing assessments to reflect the 3-dimensional learning intention of the framework which requires not only a deeper understanding of fewer concepts intentionally developed over time, but also incorporates what we’ve learned about how kids best learn science?

25. What if… Teacher and student learning determined what our state assessment looked like so that our kids are assessed in a way they can demonstrate what they really know?

26. Our new science standards require a shift from what scientists and engineers know to what scientists and engineers do with what they know. Instructional experiences created from these standards will give students an opportunity that many have not had before: to solve problems, evaluate evidence and search for important questions.

27. Teachers will have the opportunity to design experiences and assessments that emphasize the broad range of scientific and engineering thinking rather than only fundamental knowledge. Students won’t just be given the pieces of the puzzle, they will practice using the same skills that scientists and engineers use to assemble those pieces through the process of gathering information, applying reasoning and communicating their findings.

28. Imagine… A world where classroom experiences drive state assessment A world where students engage in authentic science experiences YOU are the pivotal point in this process!

29. Draft Plan for New Science Assessments

30. Page 3

31. IF NOT YOU, THEN WHO?

32. BOTA Brief “The new assessments should be developed with an approach that is “bottom up” rather than “top down”—one that begins with the process of designing assessments for the classroom, perhaps integrated into instructional units. Placing the initial focus on assessments that are close to the point of instruction will be the best way to identify successful ways to teach and assess three-dimensional science knowledge. These strategies can then serve as the basis for developing assessments at other levels, including those used for accountability.” Pages 4-7

33. Deconstruction Work From Last Year

34. Obtain Information • Ask Questions/Define Problems • Plan & Carry Out Investigations • Use Models to Gather Data • Use Mathematics & Computational Thinking • Evaluate Information • Analyze Data • Use Mathematics and Computational Thinking • Construct Explanations/Solve Problems • Developing Arguments from Evidence • Use Models to Predict & Develop Evidence • Communicate Information • Using Argue from Evidence (written/oral) • Use Models to Communicate Pages 8-9 (Moulding, 2012)

35. Claim What do you know? + Evidence How do you know that? + Reasoning Why does your evidence support your claim? => Explanation

36. Page 10

45. Motion Activity Watch the videos: Patterns of Motion Pendulum Wave Effect In groups of two compare the motion of 2 pendulums of different lengths (provided) Work collaboratively to quantify this comparison. Develop and use a table to record data.

46. Record the things you are saying and doing as you go through the experience (anecdotal)

47. Motion Activity Analyze Data: In groups analyze your data for the 2 pendulums tested. Identify the relationship between pendulum length and pendulum back and forth motions (swings) per minute. Predict the motion of a third pendulum of a different length based on the first 2 pendulums tested. Each group will be given a different length of string to create the 3rd pendulum.

48. Motion Activity Test your predictions. Discuss your predictions and outcomes Discuss and create a way to present the whole class data for the range of pendulum lengths.

49. Motion Activity Analyze the data presented in the visual representation (number line), and note your observations. Discuss findings using evidence to support your claim.

50. Motion Activity • Construct a written explanation to communicate how to determine the appropriate pendulum length for a desired pattern. Include evidence to justify reasoning from the data. • Construct a written explanations for why the motion of objects can be predicted.