CKEC Science Leadership Network

September 23, 2014

Your Facilitation TeamTerry Rhodes-KDE/CKEC Science Instructional SpecialistMelinda Curless-KDE STEM ConsultantRebecca Krall-UKEve Proffitt-UKDavid Helm-Fayette Co Public SchoolsDebbie Waggoner-KDE/CKEC Math & SS Instructional Specialist

Who is in the room?

Welcome, Who is in the

room?

Learning

Teaching

Enhancing

Supporting

Sharing

Burgin Independent SchoolOver 100 years of Excellence

KSLN Meeting: Stop and Reflect

What do I want to remember?

How will I use this information, and how will I share it with others in my school and/or district?

Yellow

She

et

Also don’t forget to

do the online

Evaluation. We Need

your FEEDBACK!

Norms: Respect

Cell phone

Engagement

Restrooms

Being Prepared

Side Conversations

AGENDA

The “Pitch”-setting the stage for our work this year

Discussion of BOTA Report

Last year’s work and where to now?

Gather/Reason/Communicate

Predicting Motion Experience

Lesson Idea Design

Seven Essential Skills

Plan, Do, Review

Reflection, Evaluation, Wrap-up

 

Big Shifts in Science Education

What will it take to teach KCAS science standards?

Conceptual Shifts in the NGSS1. K-12 Science Education Should Reflect the Interconnected

Nature of Science as it is Practiced and Experienced in the Real World.

2. The Next Generation Science Standards are student performance expectations – NOT curriculum.

3. The science concepts build coherently from K-12.

4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

5. Science and Engineering are Integrated in the NGSS from K–12.

6. The NGSS are designed to prepare students for college, career, and citizenship.

7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

Less emphasis onscientific process skill

More Emphasis onScience and engineering

practices

Less emphasis onScience taught in

isolation

More emphasis onScience as the crossroads of curriculum

Less emphasis onone scientific

method

More emphasis onmultiple methods of

exploration

Less emphasis onknowing specific

concepts

More emphasis onusing scientific

knowledge to solve problems

Less emphasis onScience labs done in

isolation

More emphasis onproblem- or place-

based learning

Less emphasis onusing text from

hard-bound books

More emphasis onaccessing digital

media

Less emphasis onsummative assessment

More emphasis onformative assessment

Less emphasis onwhat "student

knows“ to indicate level of mastery

More emphasis onwhat "student can

do" to indicate level of mastery

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.

This will require us to…• Be willing to make mistakes, • be wrong A LOT before we are RIGHT,• listen to the ideas of others, • appreciate understanding 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

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”.

So today we will…

• Reach consensus on the depth and breadth of KCAS Performance Expectations by practicing and reflecting on a process to deconstruct & make meaning on the intent of a PE.

• Deepen our understanding of the 3-dimensional learning described by NGSS/KCAS.

• Create student experiences that will lead to student acquisition of the practices, ideas and concepts of science and engineering.

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

If Not you…Then Who?

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?

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?

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.

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.

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!

Draft Plan for New Science Assessments

Page 3

IF NOT YOU, THEN WHO?

“The new assessments should be developed withan approach that is “bottom up” rather than“top down”—one that begins with the processof designing assessments for the classroom, perhapsintegrated into instructional units. Placingthe initial focus on assessments that are close tothe point of instruction will be the best way toidentify successful ways to teach and assess three-dimensional science knowledge. These strategiescan then serve as the basis for developing assessments at other levels, including those used foraccountability.”

BOTA Brief

Pages 4-7

Deconstruction Work From Last Year

Gathering

Reasoning

Communicating

• 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) Pages 8-9

Explanation

=>

ClaimWhat do you know?

+EvidenceHow do you know that?

+ ReasoningWhy does your evidence support your claim?

 

Page 10

Motion Activity

Watch the videos:Patterns of MotionPendulum Wave Effect

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

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

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 pendulum back and forth motions (swings) per minute.

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 LearningExamine 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

Swing on a Tree BranchExamine 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.

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.

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

Table TalkDiscuss the components of the template as you consider the following questions:

• How did the cycle of G/R provide students with enough evidence for C?

• What Practices and CCC can you identify that are in the PE? Which can you identify that aren’t?

• How does the assessment get to the intent of the PE?• What evidence do you have that the expectation is for

students to do the experience as scientists?• Can you see where the development of LT’s can help start

the process and then the process can help define the LT’s?

Break-OutIn 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

K-5 teachers will go to the side hall (Terry)6-8 teachers will go to the front hallway (Becky/Mindy)HS teachers will remain in the main room (David/Eve)

Grade-band facilitator’s will ask for a volunteer group to share in your room and will provide and help solicit feedback from the larger group.

Groups will then have time to revise.

Implement lesson idea before the Oct meeting and bring back reflections

Seven Essential Skills for Today’s Students

Critical thinking and problem-solvingCollaborationAgility and adaptabilityInitiative and entrepreneurialismEffective oral and written

communicationAccessing and analyzing informationCuriosity and imagination

http://vimeo.com/53913251

Attribute SortLay out the 7 skill headings

Match up the attributes to each skill

Discuss reflection questions in terms of the attributes…how can we make the shift to equipping our students for success in the classroom and beyond?

Plan…Do…ReviewHow will you share the information from today?

Page 11

Page 12

Page 13

Thank you! We’re excited to be your Facilitation Team and look forward to serving you.

terry.rhodes@education.ky.govdebbie.waggoner@education.ky.govmelinda.curless@education.ky.gov rebecca.krall@uky.edudavid.helm@fayette.kyschools.useve.proffitt@uky.edu

Terry Rhodes KDE/CKECterry.rhodes@education.ky.govwww.terryrhodes1science.com

CKEC Science Content Network Meetings

Tuesday, Sept. 23, 2014Tuesday, Oct. 28, 2014Tuesday, Nov. 25, 2014

Wednesday, Jan. 28, 2015Wednesday, Feb. 25, 2015Wednesday, Mar. 25, 2015

Don’t forget the Evaluation!