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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!