1. Science Leadership Network Spring 2015

2. WELCOME todaysmeet.com/SLNSpring2015 Connect device to the Guest Wifi (password: Spring is blooming.) Collect a TPEP Reflection sheet Be prepared to share any student work that you brought

3. Flashback to January… M&Ms – the milk chocolate melts in your mouth, not in your hands?? Connect Constructing Explanations, Engaging in Argument from Evidence to Developing and Using Models and WA State Learning Standards (ELA). Supporting students in sense- making of these practices through model-based inquiry

4. Leadership Moves Around the Region NGSS Integration in K-8 Victoria Wells, Kalama – Grade 5 Scotti Conley, Centerville Grades 5-6 Laurie Cripe, Kristy Schneider & team, La Center Middle School

5. Sharing Our Work Number off from 1-6 Decide on a time keeper How have you incorporated the Science and Engineering Practice(s) in your classroom? Developing and Using Models Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Number 4’s will report their group’s response, or just one response “Be additive, not repetitive.”

6. What do you know about Science and Engineering Practices? Transition Self-Assessment http://tinyurl.com/SLNpractices

7. TODAYS GOALS Overarching Goal: What does implementation of the NGSS practice of Developing and Using Models (#2) and Designing Solutions (#6) look like in “my classroom”?

8. AGENDA Developing and Using Models in Engineering Distinguishing Engineering practices from Engineering as a Disciplinary Core Idea Formative assessment of modeling in engineering

9. Slide courtesy Cary Sneider

10. LucyLucy – A Transportation Issue Lucy is perhaps the world’s most important fossil. Earliest human ancestor, 3.2 mya Stood 3’6” tall Skeleton 40% complete The Exhibition: Lucy’s Legacy

11. Transported in 2 specially engineered…suitcases??? Never traveled out of Ethiopia Extremely delicate University of Delaware students competed for the design Dr. Vicki Cassman, pictured, is the curator. Article.Article.

12. Dec. 11, 2008: Drs. Nancy Odegaard and Vicki Cassman present “Travels with Lucy: Or How to Pack when You’re Over 3 Million Years Old” (Burke Museum)

13. The Design Challenge Teams of 4 people had to develop prototypes that would… Protect Lucy’s bones and minimize any damage during travel Control humidity, moisture and heat. Weigh less than 50 lbs. Be allowed on a commercial jet (1 st class, duh).

14. The Intersection of Historical Conservation (science) & Manufacturing Engineering M.E.’s work in teams to plan and design space for manufacturing and package planning. Good packaging must protect the product, eliminate or reduce damage during shipping and make the product attractive for display in stores. Must consider time, fragility and environmental factors.

15. An Approximate Design Challenge Design the smallest, lightest package that will protect a single Pringle shipped through the mail. What is the problem? What are the criteria and constraints? What tools and materials are available to make the package?

16. Clarify the Criteria and Constraints Use the paper slips to sort the criteria and constraints Refer to the ‘Some Thoughts…’ document to help

17. Brainstorming At your table, sketch all the ways you can think of to design the package. Draw the interior, exterior and label all materials. Post your groups top 2 solutions on chart paper

18. Making Connections Use the Disciplinary Core Ideas progression (Appendix E) and tag these to your solutions (Orange) where appropriate Use the Crosscutting Concepts Matrix and tag these to your solutions (Green)

19. Generate a Tentative Argument In engineering, reasoning and argument are essential for finding the best solution to a problem. Engineers collaborate with their peers throughout the design process. With a critical stage being the selection of the most promising solution among a field of competing ideas. Engineers use systematic methods to compare alternatives, formulate evidence based on test data, make arguments to defend their conclusions, critically evaluate the ideas of others, and revise their designs in order to identify the best solution.

20. Engineer’s Face Constantly Changing Circumstances Oops! I forgot to tell you. ITEMCOST Foil$10/length Plastic wrap$25/length Toothpicks$0.35 ea Cereal-weight$0.75/8.5” x 11” Corrugated$2/8.5” x 11” Popsicle sticks$1.25 ea White paper$1.50/page Packing tape$5/foot String$0.50/foot Glue$7.50/application Cotton balls$0.35 ea

21. Plan for a change to your solution Your client will typically select the solution that is the cheapest and most effective solution to the criteria Using the price sheet, evaluate your chosen solution and make any changes that your group would like Create an explanation for your change, include a connection to your “tagged” DCI or CC

22. Take a Break! And then build your chosen solution…

23. LUNCH

24. Upcoming Changes NGSS Transition Support Guides in EVERY science kit Designed to support the transition plan of integrating practices and crosscutting concepts into existing materials (Phase 2) Integrating grade-level DCIs (Phase 3) New Wiki-space for EVERY science kit Direct links to the Framework and NGSS standards Downloadable Transition Support Documents Additional OER materials, such as Engineering Design projects that fit in with the existing content Links to nonfiction text from ReadWorks

25. Science vs Engineering

26. How do you authentically connect science to engineering (and vice-versa)? Page 52

27. How does the work of scientists and engineers compliment each other and contribute to society?

28. ambitiousscienceteaching.org

29. Summary Chart

30. Our Summary Chart Activity What did we do? What did we observe? What do we think now? How does this relate to implementin g the NGSS in our classroom? Ship the Chip! The Work of Scientists and Engineers

31. Engineering Design Process

32. Appendix I Everyone: First 3 Paragraphs 1.First two paragraphs of Key Definitions 2.Start with the Framework definitions to the bottom of the page. 3.Start at top of page 2 and reads three paragraphs 4.By the time these students…to the next heading 5.Engineering design student diversity 6.Engineering Design in the NGSS to grade level Everyone read your grade band and conclusion.

33. Other Engineering Design Processes Which one might you use with students? Which one helps you understand the Engineering Design Process as a teacher? Which one describes the work of engineers?

34. Developing and Using Models? Are the engineering design processes we examined models? Read pages 56-59 of The Framework for K12 Science Education. Gather evidence to support your claim. Find a person that shares your number in the room and present your argument.

35. Our Summary Chart Activity What did we do? What did we observe? What do we think now? How does this relate to implementin g the NGSS in our classroom? Ship the Chip! The Work of Scientists and Engineers The EDP in NGSS & Models

36. Job Alike Move to grade band groups of no more than 5 people. Take a copy of the selection from How to Create and Use Rubrics as you move to your group

37. Where did the rubric come from? Latin for red. Definition: an authoritative rule A guide listing specific criteria for grading or scoring academic papers

38. Frayer Model RUBRIC

39. Rubric Gotta Have

40. Gotta Have It! Scientific ModelsEngineering Models

41. Your Turn Create a draft of a rubric for the science and engineering practice of Developing and Using Models.

42. Rubric for Rubrics

43. Our Summary Chart Activity What did we do? What did we observe? What do we think now? How does this relate to implementing the NGSS in our classroom? Call the plumber! The Work of Scientists and Engineers The EDP in NGSS & Models Appendix F Box & T Rubric Gotta Have It Draft Rubric

44. Ship Our Chips! Measurements must be made by the team upon receipt of the package. (Mass, Volume and Intactness) Data and scores posted to shared GoogleForm Take pictures, video, etc to share

45. Next Year’s dates…

46. Have a fantastic summer!!! Please leave me with your summer contact information if you’d like to stay in touch. Tinyurl.com/ESD112 Science Science Leadership Network VAD 1077

47. Advocacy and Messaging Central Message

48. What are the specifications and constraints? There is a 3" x 5" limit on the size of the package The chip must be recoverable and edible (but don't eat them!!!!) when received Package must be clearly labeled on the outside with the sending group. No substance may be applied to the chip, or the chip altered in any way. NO additional materials may be used. Only shipping tape may be used on the outside of your package (and your shipping label). You may only use 1 foot (length) of foil or plastic wrap MAY write only "Fragile" or "Handle With Care" on the package.