Good Morning and Welcome to the 2013-2014: Meeting #2

Northern Kentucky Leadership Network Meetings!

Learning Targets for Today

• I can describe implications of NGSS and framework for teaching and learning for instruction.

• I am aware of basic structure of Innovative Maps and how they are utilized in my district

• Identify connections between NGSS, CHETL, and framework for teaching and learning

Who is in the Room??????

AUGUSTA HIGH SCHOOL

BEECHWOOD INDEPENDENT

BELLEVUE INDEPENDENT

BOONE COUNTY

BRACKEN COUNTY

CAMPBELL COUNTY

COVINGTON INDEPENDENT

DAYTON INDEPENDENT

ERLANGER-ELSMERE INDEPENDENT

FORT THOMAS INDEPENDENT

GRANT COUNTY

GATEWAY COMMUNITY AND TECHNICAL COLLEGE

KENTON COUNTY

LUDLOW INDEPENDENT

NEWPORT INDEPENDENT

NORTHERN KENTUCKY UNIVERSITY

PENDLETON COUNTY

SILVER GROVE INDEPENDENT

SOUTHGATE INDEPENDENT

WALTON-VERONA INDEPENDENT

WILLIAMSTOWN INDEPENDENT

Group NORMS!!

Norms – Learning Forward

Teamwork!

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What do I remember????

• Once the question is asked your table will have 5 seconds to respond.

• Your table must explain (justify)Your answer.

• If you don’t know the Answer you can “phone a Friend from another table”But that person must explainOr lead you in the direction Of the answer…not just tell

Let’s Discuss Homework

Read over and become familiar with “ your” grade level standards

Please rate you knowledge of your grade level standards

1 – I know and could teach others about the topic 10 – I really need more information on the topic prior to teaching.

Let’s talk DLT • Who is on your

District Leadership Team?What is your role within thisteam?

TASK:

Compare and Contrast members of your team and your districts plan to “role out” to scale the Network goals. Be ready to share out.

What do you think?• https://www.teachingchannel.org/videos/nint

h-grade-biology-lesson

31

http://www.youtube.com/watch?v=xV3rYB79lcU

Inquiry Card Sort

• Each team of 4 people reads the 9 cards aloud.

• Sort them into two categories: Inquiry or Not Inquiry

• Try to come to agreement, but don’t shy away from arguing your position.

• Discuss your rationale for each choice and the other perspectives you heard around the table.

• Choose a spokesperson to share with the whole group.

Is it Math, Language Arts or Science???Practice Intro…….

• In your table groups place the cards according to the subject you believe they belong in.

• Discuss in your groups why you would place them in the categories you did.

• One person in your group take A picture and email it to me for group share out and discuss

– AHHA moments????????

P-12 MSOU of PIMSER

Practices Circus

Purpose:• To engage in activities designed to highlight a

variety of practices• To reflect upon the practices within each

activity• To begin to agree upon a shared, general

meaning for each practice

P-12 MSOU of PIMSER

Practices Circus

Directions:• Work with a partner• Visit all 9 stations

– No particular order, move to available station• Follow the directions at each station• Mark which, if any, practices are being

addressed with the activity at the station on your Practices Circus activity sheet

P-12 MSOU of PIMSER

Practices Circus

Directions:• Join another pair• Compare your selections and reasoning• Use information in Appendix F, if needed• Discuss the questions on the bottom of the

activity sheet• Be prepared to share with the whole group.

Practice,Practice,Practice• Read the practice your group has been given• Come up with a lay persons description of the practice• Create a visual of your practice • After reading the practice create your own “progression”

chart of the • Give an example of what your

Practice would look like within Each grade level in the classroom as you walk through the progression

Time to Change

• After the deep dive into each Practice think about your answers to the Circus walk and see if there would be any that you would add, change, questions, etc. (Color code your changes, questions, etc.)

• If you change an answer please discuss why you changed your answer

• Share out with the group • Any AHHA moments.

Revisit

• In your group take the practice cards and place them on the Practice you think they most “fit” into.

• Make sure to label them with the subject letter that you categorized them as prior to you placing them up on the board.

• Discuss as a group the findings, how can this help us in our classroom.

Break/Transition Time

Grade Level Evaluation of PE

• Chose a PE to evaluate• Determine the Practices• Determine the progression points• What should the students know and be able

to do?• How do you utilize what the students are

being able to do and be able to comprehend the knowledge?

Reflection

• How does this activity assist the participants in developing an understanding of the practices, progression points, instruction, etc.

Positive Attitude

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What might assessment look like in NGSS?

Construct and compare linear, quadratic, and exponential

models and solve problems.

For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

2. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Cause and E

ffect

System

s and System

Models

NGSS LS4: Biological Evolution

NGSS LS2: Ecosystems

Bundling Math and ScienceM

odel

ing;

Rea

soni

ng A

bstra

ctly

and

Qua

ntita

tivel

y

Giant African Land Snail

In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. They consume over 500 different types of plants, lay over 1,200 eggs per year, and have been shown to cause indigenous snails’ populations to decrease over time. According to the USDA, it took 10 years and cost $1 million to eradicate them. Now, Dade County, Florida faces the same infestation.

Giant African Land Snail

a. Assuming the snail population grows exponentially, write an expression for the population, P, in terms of the number, t, of years since their release in 1966.

b. How long does it take for the population to double?c. Assuming the cost of eradicating the snails is

proportional to the population, how much would it have cost to eradicate them ifi. they had started the eradication program a year earlier?ii. they had let the population grow unchecked for another

year?

Giant African Land Snaild. Construct a possible food web of Dade County in current day. The

web should include the Wolf Snail and at least three indigenous plants. Be sure to include mathematical or computational representations about the current carrying capacity of the ecosystem as well as the energy dissipation as energy is transferred from organism to organism.

e. Given the population growth and the destructive nature of the Land Snails, insert the Land Snails into the previously constructed food web. Using your previous representation, construct an argument based on the competitive relationships and the mathematical comparisons between a normally functioning ecosystem versus one with the Land Snails . The argument should also include the Land Snails effect on other organisms within the food web.

Giant African Land Snailf. Given the attached data on current day Dade County before

the introduction of the Land Snails and after, construct an explanation of the effect of Land Snails on the ecosystem. The explanation should include a mathematical representation of the Land Snails effect on biodiversity and populations of the wolf snail.

g. Construct an explanation that the Land Snails, left unabated, will have an evolutionary advantage over the wolf snail. The explanation should include a statistical analysis of key traits and their affect on the probability that the Land Snails will prove to have an evolutionary advantage.

Giant African Land Snail

h. In Hawaii, a new species of snail was introduced to combat the Land Snails. While it showed some progress, there was an extinction of some indigenous snails as a result of the new species. Construct a possible alternative to eradicating the Land Snails and the new species. The plan should include clear discussions regarding the criteria, trade-offs, and the plan for the mitigation of human intervention.

What might NGSS/KCAS look like in the classroom?

Wrapping up questions….

• What parts of today are you going to take this back to the DLT?

• Who will you take it to and how will you use the information today to assist your district in building capacity of implementation of learning?

Homework!!!!!!!!!

• Bring one lesson in which you have included the practice you chose to ‘work” with.

• Explain what practices you are currently doing in your classroom and the lesson based on the information we have discussed………..