Good morning and welcome back for our second year
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Good Morning and Welcome Back for our Second Year. STLN - Science Teacher Leadership Network Thursday, September 25 th Please sign in, put on your name tag, grab today’s handouts and find your district’s table. There is water and snacks in the side hallway - We will begin at 9:00.

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Good Morning and Welcome Back for our Second Year

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Good Morning and Welcome Back for our Second Year

STLN - Science Teacher Leadership Network

Thursday, September 25th

Please sign in, put on your name tag, grab today’s handouts andfind your district’s table.

There is water and snacks in the side hallway

- We will begin at 9:00


Good Morning and Welcome Back for our Second Year

STLN - Science Teacher Leadership Network

Thursday, September 25th


Facilitation Team

  • Kevin Crump

  • Mindy Curless

  • Dr. Scott Townsend

  • Renee Yates

  • Glenn Manns

  • Dr. Melinda Wilder


25 Districts


25 Districts


BARBOURVILLE


Bell cOUNTY


BEREA


CASEY County


CLAY

County


CoRBIN


EAST BERNSTADT


ESTILL COUNTY


GARRARD

COUNTY


HARLAN


JACKSON

COUNTY


KNOX

COUNTY


LAUREL COUNTY


LINCOLN

COUNTY


MCCreary

county


middlesboro


model


pineville


Pulaski

county


Rockcastle

county


Science hill


somerset


Wayne

county


WHITLEY

county


AGENDA

  • Introduction

  • District Team Plan

  • Assessment for NGSS

  • Motion Science Performance

  • Science Performance/Lesson Idea Development

  • Assessment Literacy

  • Conclusion

    (Back side has schedule for rest of year)


Two Upcoming Opportunities:


As Network Participants…


Each Teacher Leader Should have Received a Composition notebook

Strength of your team


LEADERSHIP

  • With your district team take some time to look at the Blue Document:

  • GOAL

  • NORMS

  • EXPECTATIONS

  • THE FOUR

    PILLARS

    5. On the back is “What Participants Need to Know”

    6. Complete the 4 tasks listed in the

    Leadership Team Notebook Activity


Each district will have a team in place to build the capacity in all teachers to implement KCAS in the context of highly, effective teaching, learning and assessment practicesSO that our students are prepared for college or career and citizenship.


Norms:

(Be on time and stay until the end)


Science Teacher Leaders Expectations:

  • Leaders from their school and district

  • Attend and participate in scheduled meetings

  • Complete readings and other tasks as “homework” between monthly meetings

  • Help other colleagues in their own school and district

  • Share and provide input to the other members of this network


Building Success with a Solid Foundation

twork


Change

“Change is the law of life. And those who look only to the past or present are certain to miss the future.” —John F. Kennedy

“Things do not happen. Things are made to happen.” —John F. Kennedy


The state assessment drives what happens in our classrooms and it derails authentic science learning for our students


So, what if…..

Imagine if you had the opportunity to reverse that model?

What if you could be part of a system where instructional planning based on 3-dimensional science standards was the cornerstone of assessment design?


NGSS and Assessment

  • The article you have is a Brief on the Book

  • It is available for free as

    a PDF on my website

    Please get into groups of


Read just the First Two Paragraphs and STOP


After reading just the First Two Paragraphs

  • What is your impression about how Science Assessment will need to change in Kentucky?


Pick a ColorRed, White or Blue


Locate the section of the article you are going to read:

RED:

Read – A CLOSER LOOK AT THE

FRAMEWORK AND STANDARDS (page 1 – 2)

WHITE:

Read – ASSESSING THREE DIMENSIONS OF LEARNING

(Page 2)

BLUE:

Read – A SYSTEMS APPROACH TO ASSESSMENT (Page 2 -3)


NGSS and Assessment

Highlight the two or three most important segments or sentences in your section.

Give a summary of your section to your group and read to them the two or three parts you highlighted.


IMPLEMENTING THE NEW ASSESSMENT SYSTEM

Read the last section (Page 3 – 4)

Also read the Formative Assessment Example tasks in the shaded box on page 3

Group Discussion:

  • What did you think of this article?

  • What do you think assessment will look like for NGSS?


What if…


What if…

Kentucky teachers focused first on shifting their instruction and developing assessments to reflect the 3-dimensional learning intention of the framework which requires not only a deeper understanding of fewer concepts intentionally developed over time, but also incorporates what we’ve learned about how kids best learn science?


What if…

Teacher and student learning determined what our state assessment looked like so that our kids are assessed in a way they can demonstrate what they really know?


What if…

In this work, we value the shift from what scientists and engineers know to what scientists and engineers do with what they know.


What if…

Instructional experiences created from these standards give students an opportunity that many have not had before: to solve problems, evaluate evidence and search for important questions.


What if…

Teachers design experiences and assessments that emphasize the broad range of scientific and engineering thinking rather than only fundamental knowledge.


What if…

Students practice using the same skills that scientists and engineers use to gather information, apply reasoning and communicate their findings.


Imagine…


Imagine…

Classroom experiences driving state assessments.


Imagine…

Assessments that measure authentic science and engineering.


Imagine…

Teachers in this room playing a key part in this process.


Proposed Model Draft for New Science Assessment


2014 – 2015 Network Vision

Please read the NEW VISION for our Science Network on the back of the Through Course Handout


2014 – 2015 Network Vision

  • 2014-15 is the year each grade is to begin full implementation of the new Science Standards in Kentucky.  In order to do this effectively--that is, in the spirit they are intended—we must prepare to SHIFT…shift our thinking about what it means to know and to teach/learn science—both for us as educators and for our students. 


  • We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically—across “3 Dimensions”.  As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing.  We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING—REASONING-- (using evidence)à addressing WHY and HOW. 


  • We’ll SHIFT our ideas about what constitutes acceptable evidence of student attainment of the standards—and design “lesson ideas” that are “consciously congruent” to the intent of the standards and ASSURE that acceptable and sufficient evidence of student understanding results.  AND—as a result of our work to create such a model—we’ll transform our SYSTEM of ASSESSMENT for Science statewide—beginning in the classroom! 


Group Share

Any questions or comments from your group or table that you would like to discuss concerning the Through Course Assessment Model and/or our New Vision Statement?


Structure/Dimensions of the Framework

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

“The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments.”

NRC Framework Pages 29 - 30


Science Performances

  • Engaging Students in Science and Engineering Practices

  • Using Core Ideas as evidence in Science Performances

  • Clearly Defined and Meaningful Use of Crosscutting Concepts


3-D Model = Science Performance at the Intersection


(Moulding, 2012)


Science and Engineering Practices

  • As a group discuss each of the Science and Engineering Practices to determine which category they belong.

    GATHERING,RESONINGandCOMMUNICATING

    You will use each practice once, twice or three times


Where do the

Science and Engineering Practices

fit?

(Moulding, 2012)


  • Obtain Information

  • Ask Questions/Define Problems

  • Plan & Carry Out Investigations

  • Use Models to Gather Data

  • Use Mathematics & Computational Thinking

  • Evaluate Information

  • Analyze Data

  • Use Mathematics and Computational Thinking

  • Construct Explanations/Solve Problems

  • Developing Arguments from Evidence

  • Use Models to Predict & Develop Evidence

  • Communicate Information

  • Using Argue from Evidence (written/oral)

  • Use Models to Communicate

(Moulding, 2012)


Performance Expectation

  • 3-PS2-2.

  • Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]


Deconstruction

Knowledge

Explain that “patterns” describe a repeating characteristic, and give examples of patterns in the manmade or natural world. (Connection to Nature of Science: science findings are based on recognizing patterns.)

Identify an observed and/or measured pattern, and explain the pattern.

Recognize that “observations” and/or “measurements” are data that can support a claim.

Reasoning or Skill

Gather and analyze data to provide evidence for patterns of motion.

Use mathematical reasoning to compare the motion of objects in order to identify a pattern.

Explain how a pattern of motion can be used to predict other motion of an object under similar constraints.


NGSS Lesson Idea Experience

MOTION ACTIVITY

Each group will need:

-Pencil

-String

-Tape

-Weight (washers)

-Paper Clip

-Ruler

-Scissors


Motion Activity

Watch the videos:

Patterns of Motion

Pendulum Wave Effect

In groups of three compare the motion of 2 pendulums of different lengths (provided)

Work collaboratively to quantify this comparison. Develop and use a table to record data.


https://www.youtube.com/watch?v=7_AiV12XBbI

http://www.pbs.org/opb/circus/classroom/circus-physics/pendulum-motion/

https://phet.colorado.edu/sims/pendulum-lab/pendulum-lab_en.html


Record the things you are saying and doing as you go through the experience (anecdotal)


Motion Activity

Analyze Data: In groups analyze your data for the 2 pendulums tested.

Identify the relationship between pendulum length and time to complete 10 swings

Predict the motion of a third pendulum of a different length based on the first 2 pendulums tested.

Each group will be given a different length of string to create the 3rd pendulum.


Motion Activity

Test your predictions.

Discuss your predictions and outcomes

Discuss and create a way to present the whole class data for the range of pendulum lengths.


Motion Activity

Analyze the data presented in the visual representation (number line), and note your observations.

Discuss findings using evidence to support your claim.


Motion Activity

  • Construct a written explanation to communicate how to determine the appropriate pendulum length for a desired pattern. Include evidence to justify reasoning from the data.

  • Construct a written explanations for why the motion of objects can be predicted.


Assessment of Student Learning

Examine the swing hanging from a tree branch as shown. Imagine yourself sitting on this swing; now give yourself a push with your feet. Describe your predicted motion for the swing. Construct an explanation for your prediction, and be sure to support your explanation using evidence from past investigations.


Use the matrices to identify which practices and cross cutting concepts match your anecdotal observations


Performance Expectation

3-PS2-2.

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]


At your tables, look at the Predicting Motion Science Performance and the accompanying learning targets


Break-Out

In groups of 2-3, ideally at the same grade level, think about what you will be teaching in the next 3-4 weeks and what is a favorite experience you use to teach it.

Come to consensus on a topic, find the PE that is congruent and begin to deconstruct that PE into LT’s

Use the G/R/C template to enrich the LT’s

After lunch, your group will take the lesson idea template and create an experience for your students


Constructing an Explanation

Claim

What do you know?

+

Evidence

How do you know that?

+

Reasoning

Why does your evidence support your claim?

=>

Explanation


Mindy’s Slides Start Next


Handout


Constructing an Explanation

Question:

How does the length of a pendulum affect its motion?


Constructing an Explanation

Claim:

Longer pendulums swing slower than shorter pendulums


Constructing an Explanation

Evidence:

  • Our test results:

  • 20 cm pendulum - 10 swings in 11 seconds

  • 60 cm pendulum – 10 swings in 17 seconds

  • Other lengths tested were consistent with this pattern


Constructing an Explanation

Reasoning/Rationale:

Our test results show it.

My justification is based on test data collected by a large group of people testing pendulums of lengths from 10 cm to 100 cm and the pattern “worked” – longer was slower than shorter.


Constructing an Explanation

Explanation:

Longer pendulums swing slower than shorter pendulums. Our group of 50 people tested pendulums ranging in length from 10 cm to 100 cm. We always found that as the pendulum got longer, the time to swing back and forth took longer.


Swing on a Tree Branch

Examine the swing hanging from a tree branch as shown. Imagine yourself sitting on this swing; now give yourself a push with your feet. Describe your predicted

pattern of motion for the swing. Construct an explanation for your prediction, and be sure to support your explanation using evidence from past investigations.


Constructing an Explanation

Question:

What is your predicted motion for the swing shown, and what is your justification for your prediction?


Constructing an Explanation

Claim:

What do you know?


Constructing an Explanation

Evidence:

How do you know it?


Constructing an Explanation

Reasoning/Rationale:

Why/how does your evidence support your claim?


The motion of the swing will be wobbly or twisted.

We tested pendulums of different lengths and found this pattern: shorter length pendulums swing faster than longer length pendulums.

Because the ropes attaching the swing to the tree are different lengths, each end of the swing will swing back and forth at different speeds. The end of the swing with a shorter rope will swing faster than the end of the swing with the longer rope, resulting in a wobbly motion.


Break-Out

In groups of 2-3, ideally at the same grade level, think about what you will be teaching in the next 3-4 weeks and what is a favorite experience you use to teach it.

Select a PE

Deconstruct the PE and discuss what type of lesson idea you want to create.

Use the G/R/C template to start your DRAFT

After lunch, your group will take the lesson idea template and create an experience for your students


MorningDistrict Team

Renee’ and Glenn and Draft

Motion Science Performance and Development

Applying the Practices to the G-R-C and The Motion Science Performance


Wrap-Up

Our next meeting is Thursday, Oct. 30th at EKU

Any Questions?

Please turn in your name tags and evaluations

You can pick up your certificates on the table up front

THANKS for a Great Day!


See you next Month

The Big Bang Theory Teaching Physics Episode


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