Good Morning and Welcome to the : Northern Kentucky Leadership Network Meetings!

AUGUSTA INDEPENDENT

BEECHWOOD INDEPENDENT

BELLEVUE INDEPENDENT

BOONE COUNTY

BRACKEN COUNTY

CAMPBELL COUNTY

COVINGTON INDEPENDENT

DAYTON INDEPENDENT

ERLANGER- ELSMERE INDEPENDENT

FORT THOMAS INDEPENDENT

GRANT COUNTY

KENTON COUNTY

LUDLOW INDEPENDENT

NEWPORT INDEPENDENT

PENDLETON COUNTY

SILVER GROVE INDEPENDENT

SOUTHGATE INDEPENDENT

WALTON- VERONA INDEPENDENT

WILLIAMSTOWN INDEPENDENT

Homework Complete the assessment creation prior to March (when completed to Hallie) Give specific feedback on the PBA attempted in your school/district Bring grade level PE and material you wish to work on for the next meeting Discuss with your administration upcoming PD for the summer in regard to Science implementation and bring those plans/ideas with you. Send an on how you are spreading the word to your other teachers/administration and any concerns

Sharing Ideas Share a great idea that you have with others at your table. If you did not bring a copy of the lesson please write down the lesson/activity and the PE it addressed to share with others. Make sure to put the Practices used one the lesson/activity Place the information on the proper grade level Post – It

Engagement in Argument Patti Bills Northern Kentucky University Kimberly Haverkos Thomas More College

Question Which objects are made of different materials? Kindergarten spoons, balls, blocks

Claim A statement that answers the question: which objects are made of different materials? “The two spoons are different materials.” Zembal-Saul, McNeill, & Hershberger, 2013, p. 37

Evidence Scientific data that supports the claim. – Multiple points of data “The two spoons are different materials (claim), because one is white and the other is silver (evidence).” Zembal-Saul, McNeill, & Hershberger, 2013, p. 37

ColorMassHardness Evidence “Buckets”

ColorMassHardness white silver 3.0 g 16.4 g soft hard Evidence “Buckets”

Evidence “The two spoons are different materials (claim). My evidence is that one spoon is white and the other spoon is silver (Evidence 1). The white spoon is also softer, because I can scratch it with my fingernail while the silver spoon is harder because I cannot scratch it (Evidence 2). Also, the two spoons are the same size, but they weigh different amounts. The white spoon was 3.0 grams and the silver spoon was 16.4 grams (Evidence 3).

Evidence “The two spoons are different materials (claim). My evidence is that one spoon is white and the other spoon is silver (Evidence 1). The white spoon is also softer, because I can scratch it with my fingernail while the silver spoon is harder because I cannot scratch it (Evidence 2). Also, the two spoons are the same size, but they weigh different amounts. The white spoon was 3.0 grams and the silver spoon was 16.4 grams (Evidence 3).

Evidence “The two spoons are different materials (claim). My evidence is that one spoon is white and the other spoon is silver (Evidence 1). The white spoon is also softer, because I can scratch it with my fingernail while the silver spoon is harder because I cannot scratch it (Evidence 2). Also, the two spoons are the same size, but they weigh different amounts. The white spoon was 3.0 grams and the silver spoon was 16.4 grams (Evidence 3).” Zembal-Saul, McNeill, & Hershberger, 2013, p. 38

Reasoning A justification for why the evidence supports the claim using scientific principles. Zembal-Saul, McNeill, & Hershberger, 2013, p. 37

Reasoning “Color, hardness, and mass for the same size of objects are properties of materials. If two objects have different properties, they are different materials. Since the two spoons have different properties, I know they are different materials.” Zembal-Saul, McNeill, & Hershberger, 2013, p. 39

Reasoning “Color, hardness, and mass for the same size of objects are properties of materials. If two objects have different properties, they are different materials. Since the two spoons have different properties, I know they are different materials.” Zembal-Saul, McNeill, & Hershberger, 2013, p. 39

Reasoning “Color, hardness, and mass for the same size of objects are properties of materials. If two objects have different properties, they are different materials. Since the two spoons have different properties, I know they are different materials.” Zembal-Saul, McNeill, & Hershberger, 2013, p. 39

Rebuttal Describes alternative explanations, and provides counterevidence and counterreasoning for why the alternative explanation is not appropriate. Zembal-Saul, McNeill, & Hershberger, 2013, p. 37

Rebuttal “Some people may think the two spoons are made of the same substance, because they are both used for eating. But use is not a property that tells us what an object is made of. Use cannot tell you if two objects are made of the same substance.” Zembal-Saul, McNeill, & Hershberger, 2013, p. 41

Rebuttal “Some people may think the two spoons are made of the same substance, because they are both used for eating. But use is not a property that tells us what an object is made of. Use cannot tell you if two objects are made of the same substance.” Zembal-Saul, McNeill, & Hershberger, 2013, p. 41

Rebuttal “Some people may think the two spoons are made of the same substance, because they are both used for eating. But use is not a property that tells us what an object is made of. Use cannot tell you if two objects are made of the same substance.” Zembal-Saul, McNeill, & Hershberger, 2013, p. 41

Try It Select a science concept you currently teach your students. What is a question you could ask to create a scientific explanation? Write out a sample potential students explanation labeling the claim, evidence, and reasoning (and rebuttal if you would like) for that question. Zembal-Saul, McNeill, & Hershberger, 2013, p. 43

Extension Examine Table 2.2. What variation of the framework will you introduce to your students? Why do you feel that variation is appropriate? How will you introduce the framework to your students? How will you define the different components? Zembal-Saul, McNeill, & Hershberger, 2013, p. 43

Writing Supports How would you design a graphic organizer to help scaffold your students’ learning how to write the CER? KLEW(S) Chart (Zembal-Saul, McNeill, & Hershberger, 2013)

Coaching Everyone needs a coach!

Checking our Learning Targets _____________________ Robin Hill - Protocol for checking the quality of the LT created

Deconstruction Talk Read the PE from your table group Use the protocol to walk through the Deconstruction Place a post - it note with questions or suggestions for each PE that you read – be specific in relationship to the protocol used. Go back to your original groups with the suggestions and make any needed changes that you might need to make when completed type the final draft and save.

Your Time To Work - Deconstruction - Learning Targets - Assessment items Using protocols from last meeting

Share Share your Deconstruction/LT and assessment with the group to your right. Give the group feedback via a post - it note for changes and/or questions Discuss suggestions and determine if any changes need to be made

Before you leave today! Turn in your PE Deconstruction/Assessment Answers to the questions sent out in the Make sure to send me your summer for correspondence. Send one lesson plan that you would like to share with the group…Include the materials that you would like to share.

Summer June in Erlanger PGES with Jenny Ray will the date PD for Special Education Teachers for NGSS District Needs