9:00-9:05 Facilitation Guide for Science Leadership Network NGSS 0 Fall 204 All Preparing for the day Sign-In/Opening Participant Reminders: Bring K-2 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 Remind participants to sign in, Pick up Journals Opening: Welcome Participants Who is in the room? Ask participants to stand up when their group is identified: Pre-service? Elementary? Middle Level? High School? Higher Ed & ESD 05? Logistics Locate the Parking Lot Poster (Or use Today s Meet?) Rest Room location Parking Lot Poster Table boxes Books Journals Chart Pads Markers Sticky notes Sign in sheet Name tags Music Journals 3-D Glasses Prompt the participants to put on 3-D glasses. Main point: The Next Generation Science Standards will require that we look at science instruction in three dimensions.
Goals (See TPEP Reflection sheet w/doc camera) Construct awareness of how the Next Generation Science Standards were developed and how Washington State will implement them.. 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. Parking Lot Poster? 9:05-9:0 0 HO: TPEP Reflection Sheet Framing the Day We will:. Investigate the design of the NGSS 2. Dig into the NGSS 3. Investigate how the NGSS will affect science instruction in our state. 4. Focus on Dimension : the SEPs Agenda: Describe the day s activities, Breaks & Lunch Expectations Use TPEP Reflection Sheet & Doc Camera 2
9:0-9:20 0 Facilitation Guide for Science Leadership Network NGSS 0 Fall 204 What do you already know about the design of the NGSS? Frame: In the opening of this session, I hinted that the NGSS will require that we look at the NGSS three-dimensionally. Let s get started by surfacing your prior knowledge about the design of the NGSS. Process:. 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 The Foundational Research for the NGSS Transition: Our understanding of the NGSS must begin with getting familiar with its parent document, A Framework for K-2 Science Education. 9:20-9:25 5 Provide some background about the Framework and its role in the development of the NGSS. HO: Framework Chapter 2 Display copy of A Framework for K-2 Science Education 3
Read & Connect Facilitation Note. Use the jigsaw strategy a. Chapter 2 divided into 0 parts, groups of 0. b. Use the jigsaw puzzle pieces. c. Provide timeframe for reading, sharing, and discussion. 9:23-9:55 22 Process:. 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 4
K-2 Framework Reflection See slide prompts 9:55-0:0 Journals 5 0:5-0:30 Break (Distribute copies of the NGSS, Placemats, NGSS Abbreviations Key) NGSS Navigation and Architecture Display this slide at 2 minute warning. 0:28-0:30 5
0:30-0:50 20 Making Sense of NGSS Performance Expectations Process:. 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-LS From Molecules to Organisms: Structures and Functions in the TOC. (We will return to this standard at the end of the day) 4. Now ask participants to look for other LS standards across the grade levels to HS. 5. Ask participants to think about the NGSS through the eyes of a Kinder student as they experience the K-2 system. 6. Leverage these observations to emphasize the progressivity of the standards. 7. Prompt participants to take a self-directed tour of the NGSS standards. 8. Ask participants to choose a Standard page to analyze. 9. Tell participants that we will now analyze a Performance Expectation. Process:. Provide overview of the protocol. 2. Provide some instructions for the Placemat Activity. NGSS books Placemats NGSS Abbreviations Key Fill in the Grade Level, DCI, and Title of the standard 6
Making Sense of NGSS Performance Expectations Reminder of Part of the protocol 0:50-0:5 2 NGSS books Placemats NGSS Abbreviations Key The Placemat Activity Process: Use Slides 8-27 to guide participants through the analysis of NGSS Performance Expectations. 0:5- :25 40 Use Slide 23 to help participants understand how to enter data for other DCIs. Post-it Notes NGSS books Placemats NGSS Abbreviations Key 7
Placemat Activity Continued Prepare to display the NGSS web page (slide 32) to demonstrate how the three Dimensions are integrated into a Performance Expectation. :25- :35 0 BTW: The Placemat was a big hit in Dubai! Share with participants that the Placemat Activity was developed by RSC Mechelle LaLanne and has been used across the State of Washington to help educators understand the NGSS. Display Slide 3 to demonstrate that the Placemat Activity has been used internationally in NGSS professional learning. Prepare to display the NGSS web page (slide 32) to demonstrate how the three Dimensions are integrated into a Performance Expectation. Demonstrate search and sort options on the NGSS web pages. 8
:35- :45 0 Facilitation Guide for Science Leadership Network NGSS 0 Fall 204 Reflection Allow participants to share with elbow aprtners and at tables. Popcorn a few inferences and observations from the room. Working Lunch Implementation, When? How? Display the NGSS in WA slide as a prompt that we are shifting topics. Remind participants of the next goal. :45- :50 5 9
Facilitation Guide for Science Leadership Network NGSS 0 Fall 204 :50-2:35 45 Check for understanding of Lunch Tasks. Display the Working Lunch slide Distribute the three documents while participants are picking up their lunches. Music (2 minute warning for the opening) HOs: HB 450 section 4 NGSS Assessment Timeline RSC NGSS Supports 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. 2:35-2:50 5 0
Facilitation Guide for Science Leadership Network NGSS 0 Fall 204 Focusing on Science & Engineering Practices Display this slide to indicate a transition to a new topic. 2:50-2:55 Revisit the Goals 5 Remind participants about Dimension as one of the Foundation Boxes. Dimension is called the Science & Engineering Practices.
Science & Engineering Practices There are 8 SEPs. Emphasize that the numbering of the SEPs does not imply a linear use of them. Which may already be happening in your classroom? Have participants turn and talk to an elbow partner. Are there any SEP s that participants may not have used much? 2:55- :0 We will focus on SEP #7 Engaging in Argumentation From Evidence. 5 Introduce the Five Stage Scientific Argumentation Process depicted in Sampson s book. How this process engages all learners and has several strategies that explicitly meet the needs of our migrant students. Students do not have enough opportunity to talk about their ideas with each other. 2
Engaging in Argument From Evidence Stage :. Show slide for Stage Identify the Tasks and Question. 2. Form groups of two or three. 3. Each group reads p23-27 Characteristics of Viruses 4. Check for understanding of the task. Note: This activity is based on Characteristics of Viruses from Scientific Argumentation in Biology by Victor Sampson. The book is available at NSTA Press - www.nsta.org/recommends/viewproduct.aspx?productid=2563 :0- :45 35 Stage 2 Generation of a Tentative Argument: Analyze data. Groups should look for patterns, trends, differences or relationships in the data provided on p23, 25, and 26. 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 on analyzing the data with the Highlights strategy. Modeling how to circle and annotate data with the Doc Camera is an option. Stage 2 - Generation of a Tentative Argument - Data Gallery Walk. Have groups visit other group s data charts. 2. Groups should look for patterns, trends, differences or relationships. HO: Characteristics of Viruses, pages 23, 25, and 26 only. Chart Pads, Markers 3
:55 Break (Distribute page 24-27 during break) Engaging in Argument From Evidence Generation of a Tentative Argument. Have groups take down their data charts and add information to or revise their data. 2. Ask groups to read p24 & 27. 3. Groups will now create the Argumentation graphic on chart paper. 4. They should identify their question, tentative claim, evidence, and justification. HO: Characteristics of Viruses, pages 24 and 27 only. :45- :55-2:30 Stage 3 Gallery Walk #2 5. 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 might want to structure this more tightly) 7. Ask participants to go to three different groups to gather the ideas from that group regarding their arguments. 8. Use the Interview Questions to guide conversations at each poster. 9. Add data harvested from the gallery walk to your group s data. 0. Have Participants look at not only their results but the results of other groups.. Groups should bring their question, claim, and evidence together to make a justification about the answer to their question. HO: Gallery Walk Interview Questions 4
Facilitation Guide for Science Leadership Network NGSS 0 Fall 204 Engaging in Argument From Evidence Construction of a Viable Argument: Using Claims, Evidence, and Reasoning Stage 4 (Talk through). Original groups reconvene and discuss what they learned by interacting with individuals from other groups. Modify original ideas based on feedback and ideas of others input Facilitate a whole room discussion encouraging participants to share what they learned about the design challenge. Surface common challenges faced by groups. 2:30-2:40 0 Stage 5 Talk through the construction of the final argument with the whole room. NGSS Booklets If time allows, have participants return to the NGSS booklet and read all of the LS standards to connect to the idea that a HS student s ability to be successful with this activity begins in Kinder and builds through K-2. 5
2:40-2:45 5 Connections to other Washington Standards Display the Relations & Convergences Slide Process:. Hand out the Practices Venn document 2. 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 Reflection Revisit the SEPs. Which did we do today 2:45-2:50 5 Reflection: Participants can respond in writing Steer conversation toward the idea that we engaged in SEPs all day Post cards Example post card 6
Facilitation Guide for Science Leadership Network NGSS 0 Fall 204 Wrapping Up Revisit the Goals Wrap up. 2:50-3:00 7