Science Leadership Network

1. Science Leadership Network Winter 2013

2. Welcome! • Please silence your electronic devices • Sign-in • Plug-in if needed

3. 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

4. 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 .

5. 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.

6. Current Affairs • Please take out your laboratory notebook • Listen for instructions on how to complete the activity

7. 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?

8. Convection Currents • Follow the procedures on pages 1 and 2 to construct and observe a model. • When you are done, wait for further instructions.

9. 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?

10. 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.

11. 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.

12. 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

13. Reflecting on Convection • Review the “Thinking with Evidence” questions from the lab and reading selection. • How do those questions relate to the Crosscutting Concepts?

14. 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

15. 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

16. 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

17. 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

18. Science Content Standards

19. CCSS in Reading and Writing

20. Purpose for Reading

21. Reading Strategies

22. Writing Prompt

23. 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

24. Action Planning What I need from you… • Copy of your personal or group action plan • Completed survey • Self-addressed post card

25. 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!