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Welcome!
Science Leadership
Network
Please:
• Sign In
• Set your cell phone to silent
What is your Alter Ego?
• Think of someone you admire that could be your “Alter
Ego”. (For example: Albert Einstein, Marie Curie, Alfred E. Newman,
etc.)
• Write the name of your Alter Ego on a post-it note from
your table box. Add this to your name tag.
• Share with others at your table why you chose that
person for your Alter Ego.
A Chance to Network
Options:
•
Revisit your action plan from
October.
•
Discuss critical issues in your
building or district that your
team would like to problem
solve.
•
Forecast an accomplishment
you would like to walk away
with today.
Goals/Learning Intentions
• Use models to analyze the Dimension 2 crosscutting scientific and
engineering concepts from “A Framework for K-12 Science
Education”.
• Connect the Dimension 2 crosscutting scientific and engineering
concepts to the WA K-12 Science Learning Standards.
• Construct awareness of the timeline for the emergence of the Next
Generation Science Standards in the State of Washington.
• “Secret Squirrel” Goal.
Open your journal to the next empty
page….
• Create a title “Convection Currents”
• Add the date into your entry
• Add the following focus question…
“How can we use models of convection
currents to understand the crosscutting
concepts?”
Convection Currents and the Crosscutting Concepts
Helping all students be successful …
• What text features do you notice when you
look at the first page in your handout?
Convection Currents and the Crosscutting Concepts
Helping all students be successful…
• Addressing Tier 3 Vocabulary
– Content specific
– Low frequency
Today’s word/phrase
• Rheoscopic Fluid (fluid)
Highlight in one color any time you see this word or phrase.
Convection Currents and the Crosscutting Concepts
Noting verbs..
• Highlight action verbs in a second color.
• Do you notice anything about the position of
the verbs?
• Is there a difference in the placement of the
verb compared to other kinds of writing?
Complete the inquiry…
• Follow the procedure on page one of your inquiry.
• Make observations and record in your journal.
• When you are finished complete the reflection
questions on the second page of your handout.
• Be ready to share your ideas.
Thinking with Evidence
1. What patterns did you observe as the fluid moved?
2. What caused the fluid to move the way it did? What was the effect of the
fluid movement?
3. How would the movement be different if this were on a larger scale like the
mantle of the earth?
4. Describe how this set-up is a system. (Boundaries, flows, inputs, outputs,
etc.)
5. Describe the flow of energy and matter in the set-up.
6. How does the shape of the bottle influence the movement of the water?
7. What would happen if the fluid in the jar became the same temperature as
the heat source under the jar?
Break!
We will reconvene in 10 minutes
Content Reading…
• What text features do you notice?
• Are there “models” in your content reading
selections?
– Choose only one selection to read.
– Discuss reflection questions with a partner.
– Answer question #8 in your journal.
Thinking with Evidence
•
•
How does the information
•
about the mantle relate to your
“first-hand” observations of the
model?
Cite evidence from your journal •
and the reading selection in
your response
How does the information
about the atmosphere relate to
your “first-hand” observations
of the model?
Cite evidence from your journal
and the reading selection in
your response
Secret
Squirrel Goal…
Have we answered our focus
question?
• How can we use models of convection
currents to understand the crosscutting
concepts?
Consider this…..
Some important themes pervade science, mathematics, and
technology and appear over and over again, whether we are
looking at an ancient civilization, the human body, or a comet.
They are ideas that transcend disciplinary boundaries and
prove fruitful in explanation, in theory, in observation, and in
design.
---American Association for the Advancement of Science
Some important themes pervade science, mathematics, and
technology and appear over and over again, whether we are
looking at an ancient civilization, the human body, or a comet.
They are ideas that transcend disciplinary boundaries and
prove fruitful in explanation, in theory, in observation, and in
design.
---American Association for the Advancement of Science
What important “themes” are being described?
Gallery Walk
1. Grab a partner and your Convection Currents packet.
2. Take a walk through our Gallery O’ Crosscutting Concepts.
3. Observe each Crosscutting Concept exhibit.
Gallery Walk II
1. Revisit questions #1-7 on each part of the Convection Currents packet.
2. What patterns or connections do you observe between the exhibits
and the questions?
The Crosscutting Concepts
1. Pick up a copy of “A Framework for K-12 Science Education”.
2. If you do not already own a copy of this book, this one is yours!
3. Take a quick, self-directed tour of the book.
4. Read pages 83-85 (Stop at “Patterns”).
Reflection:
How can you leverage what you have learned this
morning about the Crosscutting Concepts to optimize
your work as a science educator?
To learn more about Dimension 2 – The Crosscutting Concepts:
• See Chapter 4 of the ‘Framework” book, pp 83-102.
• Download this article from ESD 105’s Science Source:
The Second Dimension – Crosscutting Concepts
Understanding A Framework for K-12 Science Education
by Richard Duschl (NSTA, February 2012)
Lunch
We will resume at 12:15
How will
“A Framework for K-12 Science Education”
impact our work?
Why was
“A Framework for K-12 Science Education”
created?
1990s
1990s-2009
7/2010 – 3/2013
1/2010 - 7/2011
Phase I
Phase II
NGSS Lead States
Vision for K-12
Science Education
Students, over multiple years of school, actively
engage in science and engineering practices and
apply crosscutting concepts to deepen their
understanding of the core ideas in these fields.
A Framework for K-12 Science Education
Read pp 23-30
Chapter 2: Guiding Assumptions and Organization of the Framework
(Stop at “Dimension 3 – Disciplinary Core Ideas”)
Standards Connections
Washington Standards
Four Essential Academic Learning
Requirements
–
–
–
–
Systems
Inquiry
Application
Domains
• Life Science
• Physical Science
• Earth and Space Science
Next Generation Science
Standards
• Science and Engineering
Practices
– Identifies 8 Practices
• Subsumes WA Inquiry &
Application
• Disciplinary Core Ideas
– Adds Engineering and
Technology
• Crosscutting Concepts
– Adds 7 crosscutting concepts
• Subsumes WA Systems
OSPI Presentation to SBE: Next Gen. Science
Moving from Frameworks to NGSS
Integrating the 3 Dimensions into a “Performance Expectation”
How do the Crosscutting Concepts correlate to
WA K-12 Science Standards?
How do the Crosscutting Concepts correlate to
WA K-12 Science Standards?
Process:
1. Clear off your workspace.
2. Form groups of three to five with partners from your grade
span.
3. Collect the following for your group:
• WA MSP/Biology EOC Item Spec Cards
• Crosscutting Concept posters (7 CC posters + Does
Not Fit poster)
4. Split up the cards among the group and sort ‘em out on
the posters.
How do the Crosscutting Concepts correlate to
WA K-12 Science Standards?
Quick Write Reflection:
1. What claim could be made about the Crosscutting Concepts and
WA Science Standards?
2. What is the evidence? What reason(s) can you make for your
claim?
Planning for the Future
Think about next year’s Science Leadership Network.
In light of what you experienced today, what topics would you
like to dive into next year?
• Next Generation Science Standards
• CCSS ELA (Science connections)
• TPEP (for the science classroom)
• Science & Engineering Practices
• STEM
• MSP/EOC
• Other?
Planning for the Future
Process:
1. Write the topic(s) you are interested in on a post-it note.
2. Place your post-it note votes on one of the chart posters.
At our spring meeting you will choose the order the top three
topics will be presented next year.
Post Cards for the Future
Fill out a post card with the
following:
• Your school address.
• A description of something
you want to accomplish based
on what you learned today (by
April 12).
We will mail this post card to
you in March as a reminder.
Exit Tickets
What we need from you:
• Self-Addressed Post Card
• Copy of your personal or team action plan
• Completed “Content Evaluation”
Final Thoughts
• Use models to analyze the Dimension 2 crosscutting scientific and
engineering concepts from “A Framework for K-12 Science
Education”.
• Connect the Dimension 2 crosscutting scientific and engineering
concepts to the WA K-12 Science Learning Standards.
• Construct awareness of the timeline for the emergence of the Next
Generation Science Standards in the State of Washington.
• “Secret Squirrel” Goal.
How can you leverage what you have learned today about
the Crosscutting Concepts to optimize your work as a
science educator?
Thank You!
Science Leadership
Network

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