Sign-In/Opening · 2014-10-31 · Bring K-12 Framework Book and hard copies of NGSS Set up Put up Parking Lot Poster, chart stand & chart pad Set up presentation technology & music

Facilitation Guide for Science Leadership Network – NGSS 101– Fall 2014

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Time &Duration Presenter Agenda/Topic Description/Notes/Process Materials/Logistics

All

Preparing for the day Participant Reminders: Bring K-12 Framework Book and hard copies of NGSS

Set up● Put up Parking Lot Poster, chart stand & chart pad● Set up presentation technology & music● Stage handouts● Set up tables● Distribute the 3-D glasses

● Parking Lot Poster● Table boxes● Books● Journals● Chart Pads● Markers● Sticky notes

9:00-9:05

Sign-In/Opening● Remind participants to sign in, Pick up JournalsOpening:Welcome ParticipantsWho is in the room? Ask participants to stand up when their group is identified:

Pre-service? Elementary? Middle Level? High School? Higher Ed & ESD 105?

LogisticsLocate the Parking Lot Poster (Or use “Today’s Meet?)Rest Room location

Prompt the participants to put on 3-D glasses.

Main point: The Next Generation Science Standards will require that welook at science instruction in three dimensions.

Sign in sheet Name tags Music Journals 3-D Glasses


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9:05-9:10

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Goals (See TPEP Reflection sheet w/doc camera)Construct awareness of how the Next Generation Science Standards weredeveloped and how Washington State will implement them.1. Learn how to navigate NGSS Performance Expectations to inform

instructional planning.2. Develop understanding of Science and Engineering Practices.3. Explore connections to CCSS ELA and Math standards.

Framing the DayWe will:1. Investigate the design of the NGSS2. Dig into the NGSS3. Investigate how the NGSS will affect science instruction in our state.4. Focus on Dimension 1: the SEPs

Agenda: Describe the day’s activities, Breaks & Lunch Expectations

Use TPEP Reflection Sheet & Doc Camera

Parking Lot Poster?

HO: TPEP Reflection Sheet


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9:10-9:20

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What do you already knowabout the design of theNGSS?

Frame: In the opening of this session, I hinted that the NGSS will requirethat we look at the NGSS three-dimensionally. Let’s get started bysurfacing your prior knowledge about the design of the NGSS.Process:

1. Jot down your ideas about the design of the NGSS in your journal.2. When you and an elbow partner are ready, share your ideas with

each other.3. Share your ideas at your table.4. Be ready to share a few ideas with others in the room.5. Popcorn a few ideas from the room.

● Journals

9:20-9:25

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The Foundational Research for theNGSS Transition:

Our understanding of the NGSS must begin with getting familiar with itsparent document, “A Framework for K-12 Science Education”.

Provide some background about the “Framework” and its role in thedevelopment of the NGSS.

● HO: FrameworkChapter 2

● Display copy of “AFramework for K-12Science Education”


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9:23-9:55

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Read & ConnectFacilitation Note –

1. Use the jigsaw strategya. Chapter 2 divided into 10 parts, groups of 10.b. Use the jigsaw puzzle pieces.c. Provide timeframe for reading, sharing, and discussion.

Process:1. Organize groups.2. Provide the “big picture” of the activity (see slide)3. See slide prompts

Journals HO: Framework

Chapter 2 Chapter 2 Jigsaw

Puzzle pieces


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9:55-10:10

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K-12 Framework ReflectionSee slide prompts

Journals

10:15-10:30 Break (Distribute copies of the NGSS, Placemats, NGSS Abbreviations Key)

10:28-10:30

NGSS Navigation andArchitecture

Display this slide at 2 minute warning.


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10:30-10:50

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Making Sense of NGSSPerformance Expectations

Process:1. Ask participants to locate the Table of contents of the NGSS

booklet.2. Point out the coding, words and phrases for the standards.3. Ask participants to locate K-LS1 From Molecules to Organisms:

Structures and Functions in the TOC. (We will return to thisstandard at the end of the day)

4. Now ask participants to look for other LS1 standards across thegrade levels to HS.

5. Ask participants to think about the NGSS through the eyes of aKinder student as they experience the K-12 system.

6. Leverage these observations to emphasize the progressivity ofthe standards.

7. Prompt participants to take a self-directed “tour” of the NGSSstandards.

8. Ask participants to choose a Standard page to analyze.9. Tell participants that we will now analyze a Performance

Expectation.Process:1. Provide overview of the protocol.2. Provide some instructions for the Placemat Activity.

Fill in the Grade Level, DCI, and Title of the standard

NGSS books Placemats NGSS Abbreviations

Key


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10:50-10:51

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Making Sense of NGSSPerformance Expectations Reminder of Part 1 of the protocol

NGSS books Placemats NGSS Abbreviations

Key

10:51-11:25

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The “Placemat” Activity Process:Use Slides 18-27 to guide participants through the analysis ofNGSS Performance Expectations.

Use Slide 23 to help participants understand how to enter datafor other DCIs.

Post-it Notes NGSS books Placemats NGSS Abbreviations

Key


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11:25-11:35

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Placemat Activity Continued

Prepare to display the NGSS web page (slide 32) todemonstrate how the three Dimensions are integrated into aPerformance Expectation.

Share with participants that the “Placemat Activity” wasdeveloped by RSC Mechelle LaLanne and has been used acrossthe State of Washington to help educators understand theNGSS.

Display Slide 31 to demonstrate that the “Placemat Activity”has been used internationally in NGSS professional learning.

Prepare to display the NGSS web page (slide 32) todemonstrate how the three Dimensions are integrated into aPerformance Expectation.

Demonstrate search and sort options on the NGSS web pages.

BTW: The “Placemat” was a big hit in Dubai!


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11:35-11:45

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Reflection

Allow participants to share with elbow aprtners and attables.

Popcorn a few inferences and observations from the room.

11:45-11:50

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Working LunchImplementation, When? How?

Display the NGSS in WA slide as a prompt that we are shifting topics.

Remind participants of the next goal.


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11:50-12:35

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Check for understanding of Lunch Tasks.

Display the “Working Lunch” slide

Distribute the three documents while participants are picking up theirlunches.

Music

(2 minute warning for the opening)

HOs: HB 1450 section 4 NGSS Assessment

Timeline RSC NGSS Supports

12:35-12:50

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Implementation, When? How?Describe the history of Science Ed Reform in WA

Whip around the room to collect responses to the questions.

Be prepared for questions about the assessment timeline, Biology EOC,etc.


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12:50-12:55

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Focusing on Science &Engineering Practices Display this slide to indicate a transition to a new topic.

Revisit the Goals

Remind participants about Dimension 1 as one of the “FoundationBoxes”.

Dimension 1 is called the Science & Engineering Practices.


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12:55-1:10

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Science & Engineering PracticesThere are 8 SEPs.

Emphasize that the numbering of the SEPs does not imply a linear useof them.

Which may already be happening in your classroom? Haveparticipants turn and talk to an elbow partner.

Are there any SEP’s that participants may not have used much?

We will focus on SEP #7 Engaging in Argumentation From Evidence.

Introduce the Five Stage Scientific Argumentation Process depicted inSampson’s book.

How this process engages all learners and has several strategies thatexplicitly meet the needs of our migrant students.

Students do not have enough opportunity to talk about their ideaswith each other.


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1:10-1:45

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Engaging in Argument FromEvidence Stage 1:

1. Show slide for Stage 1 – Identify the Tasks and Question.2. Form groups of two or three.3. Each group reads p123-127 – Characteristics of Viruses4. Check for understanding of the task.

Note: This activity is based on “Characteristics of Viruses” from ScientificArgumentation in Biology by Victor Sampson. The book is available at NSTAPress - www.nsta.org/recommends/ViewProduct.aspx?ProductID=21563

Stage 2 – Generation of a Tentative Argument: Analyze data1. Groups should look for patterns, trends, differences or

relationships in the data provided on p123, 125, and 126.2. Ask groups to create a chart of their summarized, supportive data.3. Remind participants that we are all collaborating to reach a valid

argument, not competing.4. Prepare for the Data Gallery Walk.

Facilitation Note: Participants may need some direct instruction onanalyzing the data with the “Highlights” strategy. Modeling how to circleand annotate data with the Doc Camera is an option.

Stage 2 - Generation of a Tentative Argument - Data Gallery Walk1. Have groups visit other group’s data charts.2. Groups should look for patterns, trends, differences or

relationships.

HO: Characteristics ofViruses, pages 123, 125,and 126 only.

Chart Pads, Markers


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Time &Duration Presenter Agenda/Topic Description/Notes/Process Materials/Logistics1:45-1:55 Break (Distribute page 124-127 during break)

1:55-2:30

Engaging in Argument From EvidenceGeneration of a Tentative Argument

1. Have groups take down their data charts and add information toor revise their data.

2. Ask groups to read p124 & 127.3. Groups will now create the Argumentation graphic on chart paper.4. They should identify their question, tentative claim, evidence, and

justification.

Stage 3 – Gallery Walk #25. Take a “Gallery Walk” to gather more data from the charts of

other groups.6. Groups should keep an expert with their tentative argument while

others rotate to other groups. (In the classroom teachers mightwant to structure this more tightly)

7. Ask participants to go to three different groups to gather theideas from that group regarding their arguments.

8. Use the Interview Questions to guide conversations at eachposter.

9. Add data harvested from the gallery walk to your group’s data.10. Have Participants look at not only their results but the results of

other groups.11. Groups should bring their question, claim, and evidence together

to make a justification about the answer to their question.

HO: Characteristics ofViruses, pages 124 and127 only.

HO: Gallery WalkInterview Questions


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2:30-2:40

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Engaging in Argument FromEvidence Construction of a Viable Argument: Using Claims, Evidence, and

ReasoningStage 4 (Talk through)

1. Original groups reconvene and discuss what they learned byinteracting with individuals from other groups.

Modify original ideas based on feedback and ideas ofothers input

Facilitate a whole room discussion encouragingparticipants to share what they learned about the designchallenge.

Surface common challenges faced by groups.

Stage 5 – Talk through the construction of the final argument with thewhole room.

If time allows, have participants return to the NGSS booklet and read all ofthe LS1 standards to connect to the idea that a HS student’s ability to besuccessful with this activity begins in Kinder and builds through K-12.

NGSS Booklets


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2:40-2:45

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Connections to other WashingtonStandards Display the Relations & Convergences Slide

Process:1. Hand out the “Practices Venn” document2. Point out that this document occupies page 2 of all of OSPI’s science

transition plans for the NGSS.3. Focus participants on the overlaps with math & ELA practices.4. Draw participants’ attention to the center of the Venn diagram and

SEP #7.5. This practice is important for all three disciplines and is an

opportunity for integration and collaboration.

HO: Practices Venn

2:45-2:50

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ReflectionRevisit the SEPs.Which did we do today

Reflection:Participants can respond in writingSteer conversation toward the idea that we engaged in SEPs all day

Post cards

Example post card


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2:50-3:00

Wrapping Up

Revisit the Goals

Wrap up.

Documents

Sign-In/Opening · 2014-10-31 · Bring K-12 Framework Book and hard copies of NGSS Set up Put up Parking Lot Poster, chart stand & chart pad Set up presentation technology & music