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

• 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• 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 .

Goals• 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

• Please take out your laboratory notebook

• Listen for instructions on how to complete the activity

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

• 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• 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

• Decide who in your group will read:

– Convection Currents in the Atmosphere

or– 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 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• 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

• Review the “Thinking with Evidence” questions from the lab and reading selection.

• How do those questions relate to the Crosscutting Concepts?

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

• 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 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!

• You will need two documents

• Informational Text Template …

And• CCSS Reading and

Writing Standards in History/Social Studies, Science, and Technical Subjects

Science Content Standards

CCSS in Reading and Writing

Purpose for Reading

Reading Strategies

Writing Prompt

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

What I need from you…• Copy of your personal or group

action plan• Completed survey• Self-addressed post card

Reflection

• 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!