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Science Leadership Network. Winter 2013. Welcome!. Please silence your electronic devices Sign-in Plug-in if needed. Alter Ego. Collect a name badge from the center of your table
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Science Leadership Network Winter 2013
Welcome! • Please silence your electronic devices • Sign-in • Plug-in if needed
Alter Ego • Collect a name badge from the center of your table • Write the name that represents your “alter ego,” (For example: Albert Einstein, Charlie Brown, Queen Elizabeth. Think of someone you admire and who you want to be for the day) • Stand and share why you chose your alter ego with a few other people
A Chance to Talk • Review your action plan from the last time we met. • Discuss critical issues in your building that you would like to problem solve. • Discuss what you would like to walk away with accomplishing today. • Other important topics related to your work that you want to share .
Goals • Compare and contrast how science and engineering cross cutting concepts relate to each other as humans learn about natural phenomena and solve problems. • Analyze the Scientific and Engineering Crosscutting Concepts from A Framework for K-12 Science Education in relation to the current Washington State Science Standards. • Compose an action plan for sharing this work back at the district or building level and how you will evaluate your success. • And a fourth goal we will discuss later.
Current Affairs • Please take out your laboratory notebook • Listen for instructions on how to complete the activity
Convection Currents and the Crosscutting Concepts • What observations should we make and how can we tell? • What are some of the “actions” we need to remember? • Is there important information we should keep in mind?
Convection Currents • Follow the procedures on pages 1 and 2 to construct and observe a model. • When you are done, wait for further instructions.
Thinking with Evidence • What patterns did you observe as the water moved? • What caused the water to move the way it did? What was the effect of the water movement? • How would the movement be different if this were on a larger scale like the ocean? • Describe how this set-up is a system. (Boundaries, flows, inputs, outputs, etc.) • Describe the flow of energy and matter in the set-up. • How does the shape of the plastic shoebox influence the movement of the water? • What would happen if the water in the jars became the same temperature as the water in the plastic shoebox?
Applying Your Observations • Decide who in your group will read: • Convection Currents in the Atmosphere or • Convection Currents in the Mantle • Read the selection in order to compare the natural phenomena to the model you created. • Complete the “Thinking With Evidence” questions to gain a deeper understanding of the phenomena that is being compared that phenomena to the observation you recorded about the model.
Thinking with Evidence • How does this information about the atmosphere relate to the lab you completed? Cite evidence from your laboratory notebook and the reading selection in your response. • How does this information about the mantle compare to the lab you completed? Cite evidence from your laboratory notebook and the reading selection in your response.
Gallery Walk • Choose a partner or two • Collect: The Second Dimension- Crosscutting Concepts Understanding A Framework for K–12 Science Education By Richard A. Duschl • Read the first 3 pages by yourself • Move to the “gallery” • Discuss each poster with your partner as you read its description in the article • Return and complete the rest of the article
Reflecting on Convection • Review the “Thinking with Evidence” questions from the lab and reading selection. • How do those questions relate to the Crosscutting Concepts?
Write our own… • Using the Crosscutting Concepts article… • Choose one crosscutting concept • Write a question that a student could answer about either the reading selection or lab that engages to think about the phenomena in terms of the crosscutting concept • Be prepared to share
Crosscutting Concepts and WA • Clear off your table • Create a group of 3-5 same grade band teachers (elementary, middle school, high school) • Find a table for your group • Send one member of your group to collect one of each poster and one set of Test and Item Spec cards for your grade band • Divide the cards among your group members
Crosscutting Concepts and WA • Place each card onto the related poster • What are some things you notice? • Record your observation and be prepared to share
The Fourth Goal! • You will need two documents • Informational Text Template … And • CCSS Reading and Writing Standards in History/Social Studies, Science, and Technical Subjects
Planning for the Future • Think about next year’s Science Leadership Network • In light of what you learned today, what topics would you like to cover? (NGSS, CCSS ELA, TPEP, alignment, MSP/EOC…) • Write your top three on three separate sticky notes. • Post your stickies on the poster
Action Planning What I need from you… • Copy of your personal or group action plan • Completed survey • Self-addressed post card
Reflection • Please pick up a reflection hand out for those of you who are participating in TPEP or National Board Certification • Thank you for you dedication to science education!