Science Leadership Network-Fall 2013

1. Science Leadership Network-Fall 2013 NOVEMBER 8, 2013 Presented by Craig Gabler and Vicki Horton

2. Welcome! THANK YOU FOR ATTENDING Add TodaysMeet URL here

3. Who is in the room? • Yelm • Centralia • Olympia • Napavine • White Pass • Adna • Shelton • Tenino • Onalaska • Elma

4. Learning Intentions • Understand a framework for science education leadership • Understand the architecture of an NGSS standard. • Recognize the elements of engineering as described in the NGSS. • Strengthen network with colleagues from other districts.

5. Success Criteria I can… • understand and share with others a framework for science education leadership. • describe and share with others the components of a standard in the Next Generation Science Standards (NGSS). • understand engineering in the NGSS and Washington 2009 standards. • connect with colleagues in the region.

6. Framing the Day

7. Notebook Set-Up • Title Page • Skip three (3)n pages. This where you will create a pocket. • Allot three (3) pages for Table of Contents • Number pages. Count seven pages in for first numbered page. Number placement: bottom right, one side only.

8. Thinking Outside The Box

9. What information about leadership can we learn from Migrating Animals?

10. Leadership….making Connections

14. MIGRATING Animals as group types?

17. Implementing Initiatives • At your table group, list some of the initiatives that your school, building, and/or district is trying to implement.

18. Concerns Based Adoption Model

20. NGSS CBAM • Refocusing • Collaboration • Consequence • Management • Personal • Informational • Awareness • I claim I am at this level • My evidence is… • My reasoning is…

21. NGSS CBAM • Refocusing • Collaboration • Consequence • Management • Personal • Informational • Awareness • I claim my district is at this level • My evidence is… • My reasoning is…

22. Inquiring Minds Want to Know… www.rightquestion.org Do you have questions about the Next Generation Science Standards?????

23. www.rightquestion.org For States by States

24. States Who Have Adopted • Rhode Island • Kentucky • Kansas • Maryland • Vermont • California • Delaware • Washington

25. Analyzing a Performance Expectation Addressing our own questions and concerns

26. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

27. Pick a Performance Expectation

28. What Standard Did You Choose?

29. Text of a Performance Expectation

30. 3 Dimension-Foundation Boxes

31. 3 Dimension-Foundation Boxes

32. Connection Boxes-To Other DCIs Just record the codes for now

33. DCIs Before and After

34. Connection to the Common Core

35. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

36. What It Means? I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings

37. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

38. Caption • If this place mat was a picture in a book, what caption would you give it? • Write a one to three sentence caption describing what you have created.

39. Three Dimensions!

41. Moving Along the Stages of Concern

42. www.nextgenscience.org

43. Remember your two lenses… Adult Learner Instructional Leader 43

44. TARGETING ENGINEERINGIN THE NGSS, WITH A DESIGN CHALLENGE

45. Thinking about Engineering

46. Where is Engineering in NGSS? Practices • Asking questions (science) and defining problems (engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Developing explanations (science) and designing solutions (engineering) • Engaging in argument • Obtaining, evaluating, and communicating information Core Idea ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution  Integrating Science & Engineering… Page 3

47. Engineering Design Process

48. Engineering Design (NGSS) Middle School ETS1.C ETS1.A ETS1.B Optimizing the Design Solution Defining and Delimiting Engineering Problems Developing Possible Solutions • Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process – that is, some of those characteristics may be incorporated into the new design • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. • A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. • Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. • Models of all kinds are important for testing solutions.

49. Engineering Design (NGSS) High School ETS1.A ETS1.C ETS1.B Optimizing the Design Solution Defining and Delimiting Engineering Problems Developing Possible Solutions • Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over other (trade-offs) may be needed. • Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. • Humanity faces major global challenges today, which can be addressed through engineering These global challenges also may have manifestations in local communities. • When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. • Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which on is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.

50. TIME TO GET LUNCH !