Welcome Administrator Module K-12 Alliance

Who’s in The Room? Site Administrator District level Administrator Curriculum Specialist Science Coach/specialist County office of Education Teacher/TOSA Other

Outcomes Deepen understanding of three NGSS shifts: instruction, curriculum and assessment Explore professional learning needs and support To go slowly and thoughtfully: timeline and actions

Three Important Shifts…. 3 Dimensional Instruction Performance Expectations as Assessment Curriculum/Instructional Materials

Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas Next Generation Of Science Standards Architecture

S CIENCE AS S ENSE - MAKING Science is fundamentally about making sense of the natural world. We often use the language: “figure something out”. When you are trying to figure something out, you are trying to make sense of it. You are engaged in the process of sense-making. The learner is the one doing the sense-making.

Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. 1. Draw a model that shows what is happening in this experiment. 2. Explain in writing what is happening in your model. Figure 1 Figure 2 Performance Expectations Guide Assessment

Instructional Materials

Reflection  What do you think a NGSS classroom might look like?  What behaviors would teachers and students exhibit?  5 mins to reflect and write  Triad: share your ideas- 2 minutes each

What Do You Know? Take a moment to jot down three things you know about gases. Turn to your elbow partner and discuss with them. Did your understanding fit with your fellow scientists? Record any new information or ideas that you now have after talking with your partner. Record any ideas that you and your partner have different understandings about.

Collapsed Tanker Think about what is happening inside the tanker? Draw a model of your thinking Include air particles (use arrows) Think about what is happening outside the tanker? Draw a model of your thinking How do air particles move?

Collaboration Time Discuss your thoughts with the scientists at your table about why the tankard collapsed. Review your model to make revisions based upon any information you gained from your colleagues.

Can Crusher Activity Make predictions Observe Explain

Can Crusher Activity In what ways is the demonstration similar to the imploding of the tanker. Review your model and make any necessary revisions to your model based on the experiments. Use your new knowledge to show particle movement.

Student work sample of how their model of what is going on with the air molecules inside and outside the can.

55 Gallon Drum

What questions do you still have? Does the material the container is made of make a difference as to whether the container will collapse? Does the temperature of the water applied to the substance make a difference in whether the container will collapse?

Information Gathering What other sources of information do you think will help in furthering your understanding. Research additional information necessary to help in your understanding Revise your model based upon new information

Reading Resource

Constructing an Argument Construct an argument on the effects of air pressure based upon your evidence. Make sure to include a claim, evidence(s), and reasoning. Discuss your understanding with your table partner.

Extension Activity Balloon on a Hot Day Using your model and understanding of the tanker, discuss what will happen to the balloon when taken from a cool environment into a hot environment? Construct a model of the balloon Discuss with your table your understanding

Application: Engineering Based upon your understanding of air pressure and engineering design: Why are the tanker and the can made in the shape of a cylinder? How could you reinforce the cylinders to make them stronger? Would any other shape possibly work better?

So what are the shifts? What came first in the learning sequence? Who is the center of the learning? When did the reading come into the sequence? What learning experiences led to deeper student understanding? How did this allow for differentiated entry and extension points? What was the role of the teacher in the learning? Others???

Initial Model is constructed Model is revised several times: based on new experimentation and reading Construct an argument (claim, evidence, and reasoning) Balloon Extension Engineering Application Assessment Shifts Traditional AssessmentNGSS Shifts

Shifts in Assessment: Learning Sequence Where in the series of lessons could student learning be assessed? What opportunities do students have to assess their own understanding? How did the sequence of instruction allow students to refine their understanding and create their argument?

Outcome #2 Professional Learning and Support Learnings from CCSS Issues and Solutions Developing a Strategic Plan

Time to Reflect on CCSS Reflect on your initial and ongoing experiences with implementation of CCSS. Choice: on your own or with a colleague respond to the prompts Think about the shifts that are required for learning 8 mins to reflect

PD Issues and Solutions Develop a common understanding of the vision and goals of NGSS Build content knowledge Build student capacity for cognitive shifts Enable collaboration within and across grades Risk taking is accepted to allow for innovation and new practices to flourish Instructional materials to support the NGSS shifts Middle school configuration Formative classroom assessment focused on practices and content Administrative Leadership Teacher Leadership Time Materials/Resources Structures for Professional learning

Issues and Solutions Facilitating Change Select an Issue Topic Form a group of 4-6 people Discuss the issue Brainstorm possible solutions—using your experience from CCSS (success, challenges, resources) Be prepared to share

Developing a Professional Learning Plan ComponentAwarenessTransitionImplementation ( ) Policies and Practices Teacher Leadership Administrator Leadership Classroom Teachers Resources Others..

Outcome #3 Things to Consider as You Begin Follow the recommended CDE timeline Use of LCFF and LCAP Start with science and engineering practices and engineering standards Provide science for all students Build the structure and time for Elementary, Middle or High School

Implementation Timeline 2013: Adoption of the Ca NGSS 2014: CST 5, 8, 10 Science Assessment on current Ca science standards 2014: Science Framework begins : Science Instructional Materials : Earliest State Implementation ???: Science assessment on Ca NGSS

Outcome #3 How Might You Take Action? Contribute to an understanding of LCAP Start with science and engineering practices and engineering standards Encourage science for all students Build Structure and Time for Elementary, Middle or High Elementary—as a core subject Middle— 3 full years High School 2 year required 3 years for UC

…Slow down you are going too fast….