1. Instructional Support and leadership Network November 15, 2013

2. PGES

4. Today’s Schedule  Introduction  Next Generation Science Standards  Sessions  CIITS  PGES  Scaling Plans *Each session will be 40 minutes *Everyone will attend all sessions  Post session- Round tables

5. House Keeping Restrooms Snacks/Drinks Phones on vibrate Evaluations

6. SCIENTIFIC EXPLANATIONS ARE ACCOUNTS THAT LINK SCIENTIFIC THEORY WITH SPECIFIC OBSERVATIONS OR PHENOMENA…

7. Purpose Make connections to Literacy standards. Make connections to the Program Review. Analyze this activity for the key shifts. Identify how this could be used for student growth goals. Identify areas for professional growth goals.

8. Writing Standards Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

9. Explore how a paper card can keep water in an inverted cup. Formulate questions. Make observations.

10. Why does the card stay on the cup and the water not come out? Questions/Observations I have

11. What others think:

12. Drawings

13. Claim: Evidence: Reasons:

14. Write a conclusion paragraph. Scientific Explanation = Claim + Evidence + Science Reasoning My claim is _____________________ because ______________________________(evidence and science reasoning)__________________________________ (Write a paragraph that includes all three parts to a scientific explanation.)

15. Group Discussion What are the qualities and characteristics of this activity (the Key Shifts)? Personal Reflection

16. Connections to NGSS How does this activity connect to the KCAS science standards?

17. Science and Engineering Practices? 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics, information and computer technology, and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

18. Crosscutting Concepts? 1.Patterns 2.Cause and Effect 3.Scale, Proportion, and Quantity 4.Structure and Function 5.Systems and System Models 6.Matter and Energy 7.Stability and Change

19. The Upside-down Cup of Water Purpose/Concept: To see how the force of atmospheric pressure can defeat gravity. Materials: 1 plastic or glass cup (small) 1 stiff (important) playing card or index cards Procedure: Fill cup 3/4 full of water Place DRY card over top of cup Using your hand (make sure it's dry) hold the card tightly in position and invert the cup over a large container or sink. Slowly remove the hand holding the card. Predictions: Results/Explanations: Conclusion: Draw a “force diagram” showing the forces at work in this demonstration when the cup is upside-down. (Hint: air pressure v. gravity) Are the forces balanced or unbalanced? Why doesn’t this “trick” work if the “seal” between the card and the cup is broken? Explain, thinking about what happens to the surrounding air pressure when outside air gets into the cup.

20. Program Reviews Copies from student science notebooks can be used as evidence for writing in the program review.

21. Student Growth Goals Use a rubric to set baseline data. Content will change throughout the year, but students will always be making claims and supporting with evidence.

22. Professional Growth Goals Science teachers can develop professional growth plan around the Science and Engineering Practices and Crosscutting Ideas.

23. BREAK-OUT SESSIONS Con. Room PGES Room 1 Scaling Plans Room 2 CIITS

24. BREAK-OUT SESSIONS Con. Room Bath, Boyd, Lawrence, Morgan, Raceland, Russell Room 1 Ashland, Carter, Fleming, Johnson, Rowan Room 2 Elliott, Fairview, Greenup, Lewis, Martin, Menifee, Robertson