science leadership network n.
Skip this Video
Loading SlideShow in 5 Seconds..
Science Leadership Network PowerPoint Presentation
Download Presentation
Science Leadership Network

Loading in 2 Seconds...

play fullscreen
1 / 25

Science Leadership Network - PowerPoint PPT Presentation

  • Uploaded on

Science Leadership Network. Winter 2013. Welcome!. Please silence your electronic devices Sign-in Plug-in if needed. Alter Ego. Collect a name badge from the center of your table

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Science Leadership Network' - ova

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
  • Please silence your electronic devices
  • Sign-in
  • Plug-in if needed
alter ego
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
a chance to talk
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 .
  • 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.
current affairs
Current Affairs
  • Please take out your laboratory notebook
  • Listen for instructions on how to complete the activity
convection currents and the crosscutting concepts
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?
convection currents
Convection Currents
  • Follow the procedures on pages 1 and 2 to construct and observe a model.
  • When you are done, wait for further instructions.
thinking with evidence
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?
applying your observations
Applying Your Observations
  • Decide who in your group will read:
    • Convection Currents in the Atmosphere


    • 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.
thinking with evidence1
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.
gallery walk
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
reflecting on convection
Reflecting on Convection
  • Review the “Thinking with Evidence” questions from the lab and reading selection.
  • How do those questions relate to the Crosscutting Concepts?
write our own
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
crosscutting concepts and wa
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
crosscutting concepts and wa1
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
the fourth goal
The Fourth Goal!
  • You will need two documents
  • Informational Text Template …


  • CCSS Reading and Writing Standards in History/Social Studies, Science, and Technical Subjects
planning for the future
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
action planning
Action Planning

What I need from you…

  • Copy of your personal or group action plan
  • Completed survey
  • Self-addressed post card
  • 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!