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APPLICATION IS ENGINEERING ON THE SCIENCE MSP. Wendy Whitmer REGIONAL SCIENCE COORDINATOR NEWESD 101. Workshop One: Application and Engineering Design. Supporting student success on the MSP and beyond. Why are we here?. Overview of the Series. Application and Engineering Design

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Application is engineering on the science msp

APPLICATION IS ENGINEERING ON THE SCIENCE MSP

Wendy Whitmer

REGIONAL SCIENCE COORDINATOR

NEWESD 101


Workshop one application and engineering design
Workshop One: Application and Engineering Design

Supporting student success on the MSP and beyond



Overview of the series
Overview of the Series

  • Application and Engineering Design

  • Adjusting Instruction Based on Student Data

  • Implications for Instruction


Learning intentions
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


Learning intentions1
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


W hat does engineering design l ook like for students
What does Engineering Design look like for students?





Building an understanding of the architecture of the ngss performance expectations
Building an Understanding of the Architecture of the Foundation BoxesNGSS: Performance Expectations


Building an understanding of the architecture of the ngss performance expectations1
Building an Understanding of the Architecture of the Foundation BoxesNGSS: Performance Expectations


Code for Topic Name Foundation Boxes

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


What ngss says about what students should know and be able to do
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


What ngss says about what students should know and be able to do1
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


Define to Do…



Optimize to Do…


How do the washington expectations compare
How do the Washington expectations compare? to Do…

Examine the application (APP) test and item specifications from the 2009 standards. Match these expectations with the NGSS Engineering Design Process steps.


Debrief
Debrief to Do…

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


B to Do…REAK


Pre assessment
Pre-Assessment to Do…

  • Give it a try…



Engineering design challenge1
Engineering Design Challenge! to Do…

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


Criteria versus constraints
Criteria versus Constraints???? to Do…

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


Engineering design challenge2
Engineering Design Challenge! to Do…

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


Lunch
Lunch to Do…


Post assessment
Post-Assessment to Do…

  • Give it a try…

  • Improve on your answer

    • Did you answer both parts?

    • Were your responses clear?


D ebrief
D to Do…ebrief

Define

Where in this challenge did you have the opportunity to practice the different elements of the engineering design process?

Optimize

Develop Solutions


Tying back
Tying back to Do…

  • Where did the redesign item fit into our Engineering Design placemat?


Implementation
Implementation to Do…

How will this look in MY classroom?

  • The Zipline Challenge

  • Where do you see places for Engineering Design in your context?


Science and engineering practices another layer
Science and Engineering Practices: to Do…Another Layer


How do the washington expectations compare1
How do the Washington expectations compare? to Do…

  • Examine the application (APP) test and item specifications from the 2009 standards.

  • Match these expectations Science and Engineering Practices


How will students be expected to show their understanding on the msp
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


Reflect
Reflect the MSP?

  • What is your initial reaction to the information about assessment?

  • What potential areas of growth do you see for you and your students?


First step
First Step the MSP?

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


Your tasks
Your Tasks the MSP?

  • 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.


Wrap up
Wrap-Up the MSP?

Question from today

Things you would like to see at our next session on March 17th

Key ideas you got out of today


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