1. Good morning! Please introduce yourself at your table and share something that you enjoy about teaching science

2. Why are we here? And where are we going?

4. Become familiar with the Science Standards document Investigate and understand big ideas, cross-cutting concepts and abilities and vertical alignment of the Science Standards Plan to share the Revised Science Standards with your colleagues

5. In 2007 the Washington State Legislature passed HB 1906 calling for:  The State Board of Education to review our current science standards.  OSPI to revise the science standards.

6. Purpose of Standards  What do standards do?  What do standards not do?

8. http://www.flickr.com/photos/mrsi khnet/2514743191/ Looking Inside the Standards: Overview

9. Overview Questions 1-4

10. 10 EALR 1 Systems EALR 2 Inquiry EALR 3 Application Cross-cutting Big Ideas

11. 11

12. Something looks different here…

13. Grade Bands…  The domains of science (EALR 4) are extended to grade 11  The cross-cutting concepts and abilities extend to grade 12  Three elementary grade bands:  K-1, 2-3, 4-5

14. Overview Questions 5-6

15. Key to numbering system 2-3 ES2 B Grade level Big Idea Content Standard

16. http://www.flickr.com/p hotos/dani3l3/164284455 / More Ideas

17. The Glossary

18. Break!

20. Similarities: 2003 Standards 2009 Standards

21. Discuss  What do you notice about the new standards?

23. Fewer topics…. …Greater depth

24. Proceed through theText –Based Protocol Be ready for whole group discussion at:

25. 25

27. Vertical Alignment Energy Transfer, Transformation and Conservation

28. Vertical Alignment… Read the opening paragraph on each of the grade band pages for Energy Transfer, Transformation, and Conservation standard. How does the concept develop K-12?

29.  For the “big idea” given assign each group member the grade level standard pages  Read the opening paragraph and summarize what the students are to learn at each particular grade level.  Share at your table  As a group discuss “How does the concept develop K- 12?”  Illustrate the concept development on a sheet of chart paper

30. Gallery Walk

31. Planning What is one big idea from EALR 4 addressed in this unit? What do you think your students would do to demonstrate their understanding of the content standards for this big idea?

32. Lunch

33. Physical Science Life Science Earth & Space Science Domains (EALR 4) Cross Cutting Concepts and Abilities (EALRS 1 – 3) EALR 1: Systems EALR 2: InquiryEALR 3: Application

34. Systems

35. 1. Identify what students in your grade band do to demonstrate understanding of the systems EALR 2. Look at the system identified in your grade band materials 3. Using the performance expectations, Brainstorm questions you could ask your students about the system

36. Inquiry

37. How is an understanding of Inquiry built?

38. Experimental set-up 10cm Height of ramp (cm) Distance stopper travels (cm) Trial 1Trial 2Trial 3Ave 2cm6576 4cm13121112 Distance of Stopper Travel

39. Your question…  Using the investigative template, design an experiment to test out your own question.  How will ______ affect the distance the stopper is pushed?

40. Check the standard What elements of the inquiry standards were practiced in this activity? Which were not?

41. Disscuss Look at the domain standard 2-3 PS1 How does this lesson integrate the cross- cutting idea of inquiry with the domain of physical science?

42. Application

43. Technological Design Process

44. 1. Identify what students in each grade band do to demonstrate understanding of the application EALR 2. Chart the key ideas about application teachers in each grade band need to understand

45. Using the same unit:  Identify the ELAR 4 content ideas  Identify the crosscutting standards that could apply to this lesson  Identify related content standards.  Brainstorm ways to use your materials to address these standards Planning

46. Reflect Where am I heading? What implications do the revised science standards have for me in my teaching?

48. Remember…

49. What is mine to Decide? Determine the best teaching methods How to meet your students’ needs How to excite your students about science! Next steps… Planning