APPLICATION IS ENGINEERING ON THE SCIENCE MSP

1. APPLICATION IS ENGINEERING ON THE SCIENCE MSP Wendy Whitmer REGIONAL SCIENCE COORDINATOR NEWESD 101

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 understanding of the applications/engineering in the classroom in individualown context • Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students

7. What does Engineering Design look like for students?

8. Engineering in the NGSS

9. Anatomy of a Next Generation Science Standard

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

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

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

13. 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

14. 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

15. 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

16. Define

17. Develop Solutions

18. Optimize

19. 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.

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

21. BREAK

22. Pre-Assessment • Give it a try…

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. Criteria versus Constraints???? 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

26. 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

27. Lunch

28. Post-Assessment • Give it a try… • Improve on your answer • Did you answer both parts? • Were your responses clear?

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

30. Tying back • Where did the redesign item fit into our Engineering Design placemat?

31. Implementation How will this look in MY classroom? • The Zipline Challenge • Where do you see places for Engineering Design in your context?

32. Science and Engineering Practices:Another Layer

33. 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

34. 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

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

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

37. 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.

38. Wrap-Up Question from today Things you would like to see at our next session on March 17th Key ideas you got out of today