Kentucky Science Leadership Network 2013-2014

1. Kentucky Science Leadership Network 2013-2014

2. CKEC KSLN Facilitation Team David Helm Fayette Co Schools Mindy Curless KDE Terry Rhodes CKEC/KDE Debbie Waggoner CKEC/KDE Dr. Eve Proffitt UK Dr. Becky Krall UK Kelly Clark KDE Kelly Philbeck CKEC/KDE

3. Agenda • 8:30-8:45 Introduction/Norms/Targets (Terry) • 8:45-9:00 Science, Science Everywhere! (Terry) • 9:00- 9:05 Moonshot (video clip) • 9:05- 9:45 Characteristics of a Network Participant (Debbie) • 9:45-9:55 Break • 9:55-10:30 Formative Assessment (Debbie) • 10:30-11:00 How We Got Here: Timeline of NGSS (Mindy) • 11:00-12:00 Looking at the NGSS Box; Scavenger Hunt (Mindy) • 12:00-12:45 Lunch • 12:45-1:30 What’s Different? (Terry) • 1:30-1:50 TED Talk (Sean Elkins Video) • 1:50-2:00 Break • 2:00-3:10 Same Activity, Different Plan (David, Becky) • 3:10-3:30 Online Evaluation/Closing Remarks

4. Throughout the day, please post comments or questions to the website below and we will periodically check in. http://todaysmeet.com/KSLN Documents from todays meeting can be found on my website under “Professional Learning/Presentations” www.terryrhodes1science.com

5. 2013-14 Science Leadership Network NORMS Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood Procedure for addressing “NORM violations” 1. Hold up the ‘NORM’ fan 2. Shout ‘NORM’ a la “Cheers” 3. Ask for the group to revisit the NORMS

6. Today’s Targets • I can describe my role as a teacher leader in my classroom, school and on the district leadership team • I can explain the structure and intent of NGSS • I can identify the key shifts in teaching and learning necessary to effectively implement NGSS

7. Rules for Science, Science Everywhere We have placed a sticker on your back that contains a Science term Take an index card from the tray and take a pencil/pen with you Find another person, introduce yourself and tell where you teach and record that persons name on your card. Ask that person a question that can be answered “yes” or “no” in order to identify the term on your sticker. You may only ask one question of each person. Record the answers. HINT: terms fall in to 5 categories, try to isolate that first!!! Matter Motion Space Science Earth Science Life Science The list of possible terms will be on the screen; no cheating by asking questions to identify where in the list they are located!!! Once you identify your term, keep introducing yourself and answering other people’s questions. We will signal when to return to your seat!

8. Earth Crust Earthquake Plate Tectonics Tsunami Erosion Weathering Sedimentary rock Volcano Fossil Glacier Magma Igneous rock Rock Cycle Core Mantle Cave Crater Atmosphere Climate Drought Flood Water cycle Metamorphic rock Matter Chemical Change Evaporation Physical Change Condensation Conductor Insulator Element Life Mammal Herbivore Amphibian Carnivore Reptile Omnivore Endangered Species Animal Plant Fungi Pollution Digestive System Cell Circulatory System Tissue Nervous System Organ Muscular System Biotic Respiratory System Abiotic Skeletal System Recycling Renewable Resource Heart Nonrenewable Resource Nerve Camouflage Niche Ecosystem Decomposer Habitat Life Cycle Consumer Offspring Producer Organism Predator Germinate Prey Pollination Photosynthesis Chlorophyll Food Chain Adaptation Space Equator Planet Revolution Solar System Sun Season Rotation Orbit Star Comet Universe Motion Gravity Magnet Friction Speed

9. Discussion Questions: What kinds of questions are best to ask in the beginning? The end? What abilities are necessary to be successful in this activity? How could you modify this activity for use with your students?

10. Moonshot Video

11. Characteristics of a Network Participant Target: I can describe my role as a teacher leader in my classroom, school and on the district leadership team. Activity: Find the large manila envelope; empty the contents on to the table. As a group, discuss and decide which descriptors (green) go under the appropriate characteristics (red).

15. Pillars again Pillars of Network Meetings Network Foundations…. Highly Effective Teaching and learning Kentucky’s Core Academic Standards Assessment Literacy Leadership TPGES –Teacher Professional Growth and Effectiveness System

16. Assessment Literacy - CHETL

17. Overview of the Framework for Teaching

18. 3D – Using Assessment in Instruction

19. Formative Assessment Strategies Discuss at your table: • Find one of the strategies you have used in your classroom. Briefly describe how it went and what you liked about using it with students. • Find one strategy you will try in your classroom before our next meeting in October.

20. https://www.teachingchannel.org/videos/exploring-garden-ecosystemshttps://www.teachingchannel.org/videos/exploring-garden-ecosystems Exploring Garden Ecosystems Record evidence you see related to assessment throughout the video Debbie Waggoner KDE/CKEC Instructional Specialist – Math & Social Studies Emphasis debbie.waggoner@education.ky.gov www.debbiewaggoner.com

21. How We Got Here Mindy Curless KDE Melinda.curless@education.ky.gov • I can explain the structure and intent of NGSS

22. Kentucky Core Academic Standards KCAS

23. Kentucky Core Academic Standards Common Core State Standards KCAS

24. Kentucky Core Academic Standards KCAS NGSS – KY BOE adopted 6/5/13 Legislative process underway

25. KCAS Science Moving Towards Implementation Assessments Curricula Instruction July 2011 Teacher Development

26. A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2

27. Building from research & key reports…

28. The framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works. Framework 1-3

29. NGSS: Two agendas • STEM workforce development - next generation of scientists & engineers • Scientifically literate citizens that can make informed decisions on grand challenges facing their generation

30. Standards = 3 Dimensions CrosscuttingConcepts • Not separate treatment of “content” and “inquiry” • Focus is on how and why as well as what • Curriculum and instruction needs to do more than present and assess scientific ideas – MUST involve learners in using scientific practices to develop and apply the scientific ideas. Core Ideas Practices

31. Scientific and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

32. Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change Crosscutting Concepts

33. Disciplinary Core Ideas

34. Core and Component Ideas Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

35. Disciplinary Core Ideas A core idea for K-12 science instruction is a scientific idea that: • Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline • Provides a key tool for understanding or investigating more complex ideas and solving problems • Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge • Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

36. Scientific Investigations Use a Variety of Methods Scientific Knowledge is Based on Empirical Evidence Scientific Knowledge is Open to Revision in Light of New Evidence Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science is a Way of Knowing Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science is a Human Endeavor Science Addresses Questions About the Natural and Material World Connections to Nature of Science

37. Interdependence of Science, Engineering, and Technology Influence of Engineering, Technology, and Science on Society and the Natural World Connections to Engineering, Technology and Applications of Science

38. Connections to other DCIs in this grade-level Articulation to DCIs across grade-levels Common Core State Standards in Mathematics Common Core State Standards in English Language Arts ConnectionsBox

39. What is a Standard? Performance Expectation Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas INTEGRATION OF DIMENSIONS

40. MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]

41. What is a Standard? Performance Expectation Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas INCREASED DEPTH IN CONNECTIONS!

42. What is a Standard? Performance Expectation Science and Engineering Practices Crosscutting Concepts Connections to Engineering, Technology, and Applications of Science Connections to the Nature of Science Disciplinary Core Ideas Connections to Common Core English Language Arts Connections to Common Core Mathematics Connections to other DCI’s in Grade Band Articulation across Grade Band

43. Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. • Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Inside the NGSS Box Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. • Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. • Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard • Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. • Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. • Based on the January 2013 Draft of NGSS

44. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard • Based on the January 2013 Draft of NGSS

45. Inside the NGSS Box • Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. • Based on the January 2013 Draft of NGSS

46. Inside the NGSS Box • Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. • Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. • Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. • Based on the January 2013 Draft of NGSS

47. Inside the NGSS Box • Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. • Based on the January 2013 Draft of NGSS

48. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. • Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. • Based on the January 2013 Draft of NGSS

49. Inside the NGSS Box • Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. • Based on the January 2013 Draft of NGSS

50. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. • Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. • Scientific & Engineering PracticesActivities t36 +hat scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. • Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard • Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. • Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. • Based on the January 2013 Draft of NGSS