WELCOME BACK! Year 2 September Science Network Meeting

1. WELCOME BACK!Year 2September Science Network Meeting September 30, 2014 Twitter #grrecscinet

2. Facilitation Team • Teresa Emmert, KDE GRREC Instructional Specialist • Kadi Ralston, KDE GRREC Instructional Specialist • Brian Womack, GRREC Instructional Specialist • Barb Degraaf, GRREC Instructional Specialist • Amanda Abell, GRREC Director of District Services • Tim Sears, KDE Instructional Specialist • Rico Tyler, WKU Liaison

3. Science Teacher Leaders Expectations:

5. So why are you here? • Implementation KCAS-Science in the context of Highly Effective Teaching, Learning and Assessment Practices. • Build the capacity of others in your district. • Inform the new system of science assessments.

6. This will require us to… • Be willing to make mistakes, • Be wrong A LOT before we are RIGHT, • Listento the ideas of others, • Appreciateunderstanding that comes from working through confusion, and • Persevere. ‘Science, my boy, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.’ – Jules Verne, Journey to the Center of the Earth

7. 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

8. If Not you…Then Who? If Not you…Then Who? The state assessment drives what happens in our classrooms and it derails authentic science learning for our students

9. 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?

10. 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?

11. What if… This 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?

12. Our new science standards require a shift from what scientists and engineers know to what scientists and engineers do with what they know. Instructional experiences created from these standards will give students an opportunity that many have not had before: to solve problems, evaluate evidence and search for important questions.

13. Teachers will have the opportunity to design experiences and assessments that emphasize the broad range of scientific and engineering thinking rather than only fundamental knowledge. Students won’t just be given the pieces of the puzzle, they will practice using the same skills that scientists and engineers use to assemble those pieces through the process of gathering information, applying reasoning and communicating their findings.

14. Imagine… A world where classroom experiences drive state assessment; A world where students engage in authentic science experiences; YOU are the pivotal point in this process!

15. IF NOT YOU, THEN WHO?

16. NGSS and Assessment • The Brief Report of this Book can be found at www.grrecscinet.com under September 2014materials. • Access this to help you understand the new assessment draft model.

17. Why? • As a table, discuss the topic found on each set of strips. • Write the PURPOSE of each after your group comes to a consensus.

18. AfterReading and Determining Purpose, What is your impression about how Science Assessment will need to change in Kentucky?

20. Let’s deepen our understanding of the 3-dimensional learning described by NGSS/KCAS.

21. This means… • 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) addressing WHY and HOW.  • 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 prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically—across “3 Dimensions”.

22. 3-D Model = Science Performance at the Intersection

23. As a table assign the eight Science and Engineering Practices to the appropriate category(ies). • Make note of AH-Has or points of disagreement.

25. Crosscutting ConceptsThe Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction.

27. 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

29. Can a pendulum’s motion be predicted? Let’s find out!

30. 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.]

31. 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.

32. NGSS Lesson Idea Experience

33. 3-D Jot 9-30-14 Pattern and Motion Record the things you are saying and doing as you go through the experience (anecdotal).

34. The Swinging Pendulum • Lengthen the string. • Shorten the string. • Change to a heavier bob. • Change to a lighter bob. • Pull the bob back farther. • Don’t pull the bob back as far. • None of the above. All pendulums swing the same number of times. Gus made a pendulum by tying a string to a small bob. He pulled the bob back and timed how long it would take the pendulum to complete 10 full swings. He wondered what he could do to make the pendulum reach 10 swings in shorter amount of time. If Gus can change only one thing to make his pendulum swing faster, what should he do? MAKE A CLAIM

35. The Swinging Pendulum • Explain your thinking in your journal. • Record your observations of the pendulums in the video. https://www.youtube.com/watch?v=7_AiV12XBbI Gus made a pendulum by tying a string to a small bob. He pulled the bob back and timed how long it would take the pendulum to complete 10 full swings. He wondered what he could do to make the pendulum reach 10 swings in shorter amount of time. If Gus can change only one thing to make his pendulum swing faster, what should he do? Did you use evidence to support your reasoning?

36. 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 Prediction: Predict the motion of a third pendulum of a different length based on the first 2 pendulums tested. WRITE A CLAIM in your journal.

37. Motion Activity Each group will be given a different length of string to create the 3rd pendulum. • Test your predictions. • Discuss your predictions and outcomes

38. Motion Activity Analyze the data presented in the visual representation (number line), and note your observations. Discuss findings using evidence to support your claim.

39. Motion Activity In groups of three compare the motion of 2 pendulums of different lengths (provided) • How many swings during one minute? • Add your pendulums to the wall graph with a piece of tape. Work collaboratively to quantify this comparison. Develop and use a table to record data.

40. Motion Activity • Constructa written explanation to communicate how to determine the appropriate pendulum length for a desired pattern. Include evidence to justify reasoning from the data. • Constructa written explanation for why the motion of objects can be predicted.

41. 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.

42. Let’s deepen our understanding of the 3-dimensional learning described by NGSS/KCAS by analyzing the lesson idea.

45. Constructing an Explanation Question: How does the length of a pendulum affect its motion?

46. Constructing an Explanation Claim: Longer pendulums swing slower than shorter pendulums

47. 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

48. 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.

49. 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.

50. The Crooked Swing 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.