1. From Science Standards to Classroom Instruction (K‐5)
Charlotte Neugebauer
5 minutes
Have teachers make name holders for their work area as they arrive (markers, cardstock)
Introduce ourselves
Ask teachers to introduce themselves (name, district and school, grade they teach, goal for the conference) 1

2. New to the Science Standards
Introductions
NGSS/3D review
Performance expectations
BSCS 5 E Model
Constructivism
3D Activity
Phenomena
Lesson Design
learn about figure out 2

3. Why NGSS? learn about figure out

4. NGSS 3 Dimensional Teaching
Practices- Core Ideas- Crosscutting Concepts
Use NGSS website to walk teachers through the performance expectation.
Emphasize shift from
1D – primarily teaching the core idea
to 3D – teach practices, core ideas, and crosscutting concepts
Go to …. Search for standards – Standards by topic
Hover over each of the 3 dimensions
Show how to find evidence statements - review a statement
Discuss that Performance expectations are the end result. That teachers will need to plan a unit by backwards design. Thinking about all the skills they will need to understand and be able to do in order to complete the performance expectations. Throughout the lessons each part will either be in the forground or background.
Have participants look up a standard at their grade level and read the evidence statements. 4

5. Performance Expectations
Performance expectations describe what students should know and be able to do at the end of instruction. Performance expectations guide summative and formative assessments.

6. The 5Es represent five stages of a sequence for teaching and learning
What are the 5Es?
The 5Es represent five stages of a sequence for teaching and learning
Engage
Explore
Explain
Extend (or Elaborate)
Evaluate
Embed activity – Do activity and then discuss the stage.

7. Engage Pique student interest
The purpose for the stage is to pique student interest and get them personally involved in the lesson, while pre-assessing prior understanding. 
Pique student interest
Get them personally involved in the lesson
Pre-assess prior understanding
Activity: Phenomena – Light switch on and off
During this experience, students first encounter and identify the instructional task. During the ENGAGE stage, students make connections between past and present learning experiences, setting the organizational ground work for upcoming activities.

8. Explore
The purpose for the stage is to get students involved in the topic; providing them with a chance to build their own understanding.
Students learning through inquiry-based investigations and engineering challenges
Students get directly involved with phenomena and materials
Emphasis: Questioning and critical thinking
Activity: Sparky – Make a electric circuit
EXPLORE: The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding. In the EXPLORATION stage the students have the opportunity to get directly involved with phenomena and materials.
As they work together in teams, students build a set of common experiences which prompts sharing and communicating. The teacher acts as a facilitator, providing materials and guiding the students' focus. The students' inquiry process drives the instruction during an exploration. Students are actively learning through inquiry-based science instruction and engineering challenges. Emphasis is placed on: Questioning, Data Analysis and Critical Thinking.

9. Explain
The purpose for the stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means.
Communication occurs between peers, with the facilitator, and through reflective process.
Students build their own understanding.
Vocabulary is introduced
Facilitator asks for justification (evidence)
Students white board and explain energy transfer
Explore and explain repeat cycles to expand on understanding
Conductors and insulators
Switches
Students share out understandings
EXPLAIN: The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means. EXPLAIN is the stage at which learners begin to communicate what they have learned. Language provides motivation for sequencing events into a logical format. Communication occurs between peers, with the facilitator, and through the reflective process. Once students build their own understanding. These segments introduce vocabulary in context and correct or redirect misconceptions.

10. Extend/Elaborate Students expand on concepts
The purpose for the stage is to allow students to use their new knowledge and continue to explore its implications. 
Students expand on concepts
Make connections to other related concepts
Apply understandings to the world around them in new ways
Activity – Build a light for cave activity
Before this activity may want to do conductor/insulator activity and open/closed circuit activity
EXTEND: The purpose for the EXTEND stage is to allow students to use their new knowledge and continue to explore its implications. At this stage students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them in new ways. apply what they learned to new and unfamiliar situations.

11. Evaluate
The purpose for the stage is for both students and teachers to determine how much learning and understanding has taken place.
On-going diagnostic process -Can occur at all points along the continuum of the process
Journals, drawings, models, and performance tasks
Rubrics, teacher observation, student interview, portfolios, project, and problem-based learning products
EVALUATE: The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place. EVALUATE, the final "E", is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are: rubrics, teacher observation, student interviews, portfolios, project and problem-based learning products. Students will be excited to demonstrate their understanding through journals, drawings, models and performance tasks. 

12. Who developed the 5E model
Who developed the 5E model? The Biological Science Curriculum Study (BSCS), a team led by Principal Investigator Roger Bybee, developed the instructional model for constructivism, called the "Five Es". Other models have been adapted from this model including the 6E and 7E models. 
The 5E learning cycle model requires instruction to include the following discrete elements: engage, explore, explain, elaborate, and evaluate. The proposed 7E model expands the engage element into two components—elicit and engage. Similarly, the 7E model expands the two stages of elaborate and evaluate into three components—elaborate, evaluate, and extend. The transition from the 5E model to the 7E model is illustrated in Figure 1.

13. What is constructivism
What is constructivism? Constructivism is a philosophy about learning that proposes learners need to build their own understanding of new ideas. Two of the most prominent constructivist researchers are: Jean Piaget (stages of cognitive development) and Howard Gardner (multiple intelligences). 

14. What is constructivism?
It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences
To do this, we must ask questions, explore, and assess what we know. 
it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.
The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. 
One of the teacher's main roles becomes to encourage this learning and reflection process. 

15. Phenomena

16. Phenomena

17. Lesson Design Time
Choose a performance expectation that you will teach.
Work with any other teachers that teach your grade level
Identify the 3 dimensions in the lesson. What phenomena could you use to engage students?
Design a lesson using the 3 dimensions. How will it
look different than a traditional lesson?
Time for them to think about a science lesson, look up the standards and see what 3 dimensions they need - maybe create a form.
Use the 5E model lesson plan format 17

18. “Children learn as they play
“Children learn as they play. Most importantly, in play children learn how to learn.”
Finish for day 1
Also - we need a day one feedback activity - upside down sticky notes? 18