CCRS Implementation Team Science Meeting #1

1. CCRS Implementation Team Science - Quarterly Meeting #1 http://alex.state.al.us/ccrs/

2. Outcomes • Develop an awareness of the 3 Dimensions of A Framework for K-12 Science Education and its impact on classroom instruction. • Identify how science and literacy are connected. • Identify how the 3 Dimensions of the Framework are integrated in classroom instruction. • Prepare to share research and practice with team members.

3. Participating with Poll EverywhereHow to vote via text messaging From a text message From any browser 7474443578 (code or keyword) <your response>

4. How familiar are you with A Framework for K-12 Science Education? www.polleverywhere.com Text a CODE to __________ • Know it from cover to cover! • Have touched the content a few times. • Have heard of it but am not familiar with its content • What’s that? 271323 271325 271327 371335

5. Understanding the Framework

6. A Framework for K-12 Science Education …is based on a rich and growing body of research on teaching and learning in science. . . • AAAS’s Benchmarks for Science Literacy (1993) • National Science Education Standards (1996) • Taking Science to School (2007)

7. Guiding principles of TheFramework are research-based and include…

8. Current research on science learning recommends… • The next generation of science standards and curricula … should be structured to identify a few core ideas in a discipline and elaborate how those ideas can be cumulatively developed over grades K-8. • Developers of curricula and standards should present science as a process of building theories and models using evidence, checking them for consistency and coherence, and testing them empirically. Excerpts from Taking Science to School: Learning and Teaching Science in Grades K-8

9. The Framework knowledge and practice are intertwined in the learning experiences designed for K—12 science education

10. Principles of The Framework • Children are born investigators • Understanding over time • Science and Engineering require both knowledge and practice • Connecting to students’ interests and experiences is essential • Focusing on core ideas and practices • Promoting equity

11. 3 Dimensions of the Framework Crosscutting Concepts Core Ideas Practices Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

12. Science & Engineering Practices How they work together… Asking questions and defining problems Using mathematics and computational thinking 1 7 Constructing explanations and designing solutions Developing and using models 6 3 5 Planning and carrying out investigations Engaging in argument from evidence 2 4 Obtaining, evaluating, and communicating information Analyzing and interpreting data

13. Crosscutting Concepts

14. Physical Science • PS1: Matter and its Interactions • PS2: Motion and Stability: Forces and Interactions • PS3: Energy • PS4: Waves and Their Applications in Technologies for Information Transfer Disciplinary Core Ideas • Life Science • LS1: From Molecules to Organisms: Structure and Processes • LS2: Ecosystems: Interactions, Energy, and Dynamics • LS3: Heredity: Inheritance and Variation of Traits • LS4: Biological Evolution: Unity and Diversity

15. Earth and Space Science • ESS1: Earth’s Place in the Universe • ESS2: Earth’s Systems • ESS3: Earth and Human Activity Disciplinary Core Ideas • Engineering, Technology, and Applications of Science • ETS1: Engineering Design • ETS2: Links Among Engineering, Technology, Science, and Society

16. Vision: Science for all students • Science, engineering, and technology are cultural achievements and a shared good of humankind • Science, engineering, and technology permeate nearly every facet of modern life • Understanding of science and engineering is critical to participation in public policy and good decision making • More and more careers require knowledge of science

17. Prepared Graduate Defined Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

18. Experiencing the Framework Sound Lesson • Anticipation Guide • Think – Pair – Share • Rubber Band Investigation • Tuning Fork Investigation • Index Card

19. Kahoot.it https://getkahoot.com

20. Lesson Debrief

21. CCRS Teacher/Administrator Surveys How prepared are teachers in your school to teach CCRS to the following groups of students? (from Very Prepared to Not At All Prepared) Students as a whole 81% English Language Learners61% Students with Disabilities 64% Low-income Students 75% Academically At-Risk Students 75% • About 40%do not feel prepared to teach ELL students and Students with disabilities

22. Case Studies A look into how the 3 Dimensions of The Framework are woven together in classroom instruction.

23. Next Steps • Target one Science & Engineering Practice and… • one Crosscutting Concept to… • infuse into a lesson before returning to next CCRS meeting. • Bring a reflection on: • What did you choose, • How did you use it, and • How do you think it went? • Bring student work samples, if generated.

24. Prepare to Share Planning forward • What will you recommend to your team for how this should be shared in your LEA?