AESM Summer 2015: Focusing on Science Considering the New Standards and Developing a Framework for Planning

Balloon Lesson... Prediction with Explanation Demonstration Modify explanation, Identify additional questions Group Exploration of Phenomena, Record observations Add to/modify explanation of what you are seeing with balloons– – Why is air in balloons acting they way it is? Claim? Evidence? Reasoning? Internet Text Mining: Add to our evidence, improve our reasoning, connect to scientific principles– be able to better understand phenomena – Graphic Organizer Pull it all together, refine CER, and Pair Share Science Talk to critique each other’s explanations.

Foundation Boxes SEP DCI CCC Performance Expectations Connections within NGSS and to CCSS

Scientific and Engineering Practices Asking questions and defining problem Developing and using models Planning and carrying out investigations. Analyzing and interpreting data Using mathematics and information and computer technology Developing explanations and designing solutions Engaging in argument Obtaining, evaluating, and communicating information

Crosscutting Concepts  Patterns  Cause and effect: mechanism and explanation  Scale, proportion and quantity  Systems and system models  Energy and matter: flows, cycles and conservation  Structure and function  Stability and change

Three-Dimensional Learning Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

Three-Dimensional Learning Dissected the effects of Analyze and interpret data to provide evidence for resource availability on organisms and populations of organisms in an ecosystem.

Tool A: Conceptual Flow Details the important concepts Identifies an instructional sequence Identifies important concepts for assessment of student understanding Serves as a tool for evaluation of instructional materials (DiRanna, Osmundson, Topps, Gerhardt, Barakos, Cerwin, Carnahan, Strang, 2008) Conceptual Flow Developed by the K-12 Alliance/WestEd

Facts Facts or definitions are pieces of information. The focus is on verifiable and discrete details. In teaching, facts are often presented without making connections to the big ideas in science. Concepts Concepts are over-arching ideas that clearly show the relationships between facts. They are frequently abstract. In teaching, concepts are often presented with connections to the real world and to the big ideas of science.