WKEC STLN Welcome Back! January 29 th, 2015

Congratulations to Jessica and her beautiful family!

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What tools and resources are in your professional toolbox?

Today’s Facilitators Dr. Lynn Patterson, Murray State University Teresa Emmert GRREC Instructional Specialist Brian Womack, Heady Larson, Instructional specialist Christine Duke, KDE Consultant Mike Epperson & team, outstanding teacher leaders

STLN Site Norms Start and end on time Cell phones on vibrate Rule of two feet –Calls (phone and nature) Respect those sharing. Engage-minds on! Pick up around your area when we are finished Others?

Today’s Work Engage in planning an investigation as students Generate “student work” for analysis of investigation plan Use ES Templates to analyze your student work with a partner Engage in 5 Practices Book Study Phenomenon Discussion Reflect on experiences through the lens of CHETL,EQUIP, and FfT Time for collaboration

Teacher Reflection Remember the November ISLN/STLN meeting?

Why do some things float and others sink?

Do Bowling Balls Float? klQGFwhttps:// klQGFw

Why do some things float and others sink? Time to Observe What items (variables) were the same in your observation? Different? What do you not know? How did the ice float???? Did it sink slightly into the fluid or float completely on the surface???

Group Discussion Observations What exactly did we see, hear, smell, feel, or taste? Inferences What can we infer or presume from our observation? Questions What questions does this observation generate?

What do you see???

Journal Questions FA: Thinking questions: Designed to uncover misconceptions and provide insight into student reasoning. –What happened to the fluid level when the ice was added? Why? –Did the amount of fluid change when the ice was added to the fluid? Explain your reasoning. –Imagine the beaker was completely full of liquid and a cube of ice was then added. Describe what would happen.

1. Using arrows to show direction with length to show relative size, draw and label the forces acting on the ice cube: The forces can be labeled as ICE and FLUID. a. (as it floats) b. (as it is sinking) Force Diagrams Are forces balanced in both scenarios? Fluid in Beaker 2 Forces are equal. Forces are not equal. Fluid in Beaker 1

Stating Reasons Using the force diagrams for reference, explain the possible reasons that the ice did not float in the second beaker? Construct your reasons using evidence from the force diagrams ONLY. Thinking questions: You may not be able to answer these yet…. What is another name for the force called Ice? What is another name for the force called Fluid?

Time for Research Understanding why some things float and others sink will require students to research this topic. Topics for research might include “Buoyancy and Archimedes’ Principle, How does ice float?” or “When does ice sink?”.

Collaborative Research Brainstorm with your lab partners and/or perform research for answers to why things float and sink. Buoyancy, and/or Archimedes Principle are good starting points After performing the research/reading, you may revise your possible reasons in number 3 and answer: What is another name for the force called Ice? What is another name for the force called Fluid?

Research Resources

Making the Plan Together, you and your lab partners will develop a plan to accurately and precisely collect the data needed to support your reasoning.

See you in 10 min

Reflecting on the Lesson Large group discussion: –Were there any groups that differed in what they were investigating? –Did we find multiple methods for planning the same investigation? –What was missing in the lesson that would allow students to demonstrate the practice of planning an investigation?

Analyzing the Investigation Planned Again with a partner identify: 1.The practice connected to the lesson. 2.The learning outcomes of the lesson. –Perform a bullet by bullet analysis of the templates as it compares to the work. »Make notes as to what is missing in the work as it relates to the ES template. Would there be value in a rubric for each practice in the templates?

Looking at the Work With a partner, use the rubric for Planning an Investigation to analyze the work for congruency to this practice. Make notes about areas where the work falls short of proficiency (3) on the rubric. –Give evidence why the work is not there YET –Give feedback as to what the work needed to reach proficiency

Cognitive demand of student and teacher during experience Task card 2

5 Practices Book Study Directions Binders Groups (chart) Key focus is on anticipating and monitoring

Phenomena

Card Sort Consider if each card represents a phenomena. Discuss why or why not with your table group.

Are all phenomena phenomenal?

CHETL and FfT Connections

Analyzing the Density Learning Experience using Fft, Equip and CHETL Task Card 1 You will only be responsible for one of the pieces. After you find evidence from the lesson for your piece, you will share out with your table using the guiding questions on the paper.

STORYBOARD for COHERENCE

This work is not meant to be done in isolation! Names: Grade level: Content/standard: SEP: Phenomenon:

Collaborative Work Groups What tools and resources will you use to answer “What is Good Practice?” and “How DO WE KNOW?” Guidance? Tool?

Goal for working groups Determine phenomenon or begin with selected PE(s) Identify learning outcomes (what tools will you use?) Decide how students will show what they know? Create proficiency statements around standards (not the task!)

Share your progress! Tools and resources used thus far to ensure that work is quality Standard/practices/phenomena you selected Now engage in productive talk! Offer suggestions/considerations Discuss the phenomenon that students will explain. What is the science they will address?

To Do

Please Complete Evaluation Thank You!