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8th Grade Fall 2016 PD

September 22, 2016

Jennifer McCluan, Science ToSA

Amy Olson and Craig Williams, Facilitators

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Please Sit in Your Pairs

(from August Inservice)

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Agenda

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8:00 - 8:20 am	Introduction and Overview
8:20 - 11:30 am	Content and Storyline Articulation
11:30 - 12:15 pm	Lunch (on your own)
12:15 - 1:30 pm	Mini 5E Modeling Lesson
1:30 - 2:15 pm	Instructional Strategies to Support SEPs
2:15 - 2:30 pm	Wrap-Up and Survey

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Outcomes

Articulate storyline and content for 8th grade instructional segments
Agree on content and sequence (as a site) for instructional segments
Deepen understanding of scientific modeling
Become familiar with modeling and EL instructional strategies
Awareness of instructional strategies to support student use of Science and Engineering Practices

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Site agreement on content and order of Instructional Segments
Recognition that content order within an Instructional Segment may need to vary, depending on materials and instructional needs (i.e. reteach)
What we agree upon is a living document that is not set in stone
We will continue this work through fall and spring

Expectations for Content Articulation

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Revisit Bundles from August

Refamiliarize yourself with your group’s bundle poster of Instructional Segments from August
If any cards have fallen off, consult 8th Grade folder of Bundle Pictures from August Inservice
Reassemble as needed, and be prepared to share your poster in a Gallery Walk

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Bundle 1	Bundle 2	Bundle 3	Bundle 4

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Review Bundles from August

Do a gallery walk of the bundles from August
Provide feedback via sticky notes

-Identify an aspect of the bundle grouping that appeals to you on a pink sticky note

-Ask a clarifying question you have on a yellow sticky note

-Share a suggestion for improving the bundles on a purple sticky note

Link to 8th Grade folder of Bundle Pictures from August Inservice

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Please Sit in These Site Groups

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CVMS	DNO	EWMS	OCMS	PTMS
Naomi	Christina	Eric	Craig	Shaun
Sue	Sasha	Taylor	Margie	Marnie
Megan	Julia	Amy

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Preliminary Thoughts as a Site

Record your responses on this handout, and discuss as a site group the following:

Which aspects of the August bundles appeal to you?
What might you change for the 8th grade course at your site? Why?
What are key components/features that your site hopes to include within your 8th Grade Integrated course?
What will CVMS, DNO, EWMS, OCMS, PTMS 8th grade integrated science be about?

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Seeing the Storyline

Sketch (as a group) what your site’s 8th grade course would look like on chart paper.
The example shown at right is High School Chemistry with Earth Space (All High School courses)
Link to Proposed Revisions to IS 3 (Earth wobble and mass extinction)

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Connecting the Segments

Using sticky notes, add these connections to your group’s visual representation of the 8th grade storyline
For any Crosscutting Concepts you include, use green sticky notes.
Handout Summary of Crosscutting Concepts

What is the value in having students see connections between units?
Where are there opportunities for strong connections between instructional segments?
How might the Crosscutting Concepts factor into these connections?

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BREAK!

(10-15 Minutes)

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Site Groups Work on Bundles

Sit with colleagues from your site.
Choose either

A Bundle Set from the August Inservice that your site likes
Develop your own Bundle Set

Work on filling out the template for your site course.

Link to 8th Grade DCI Elements (distill to meaningful words)
Link to 8th Grade PEs

We will work up until lunch, and pick up this work at our next PD day. You do not need to finish today.

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Pre-Lunch Wrap-Up

Individual Write (on separate sticky notes)

What is the strongest aspect of your school’s 8th grade storyline?
Where might your storyline be strengthened/improved?

Add your sticky notes to the Parking Lot poster before you leave for lunch

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LUNCH!

(45 minutes)

11:30 - 12:15 pm

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Please Sit in These Groups

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CVMS	DNO	EWMS	OCMS	PTMS
Naomi	Christina	Eric	Craig	Shaun
Sue	Sasha	Taylor	Margie	Marnie
Megan	Julia	Amy

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Share out Ideas from Parking Lot

Common Themes We Noticed

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Afternoon Agenda

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Outcomes	What We Will Do To Get There
Understand the importance of modeling as a science and engineering practice to reveal student thinking	Experience a mini-modeling lesson as students
Understand the characteristics and observable features of scientific models	Debrief and discuss the lesson as teachers
Examine how to support students in meeting performance expectations around modeling	Examine instructional practices to support student use of modeling and EL/academic language strategies

Source: NGSS Rollout #3 6-12 Modeling Lesson-http://workshops.sjcoe.org/Session/PrintSessions/324

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Why Focus on Modeling?

Modeling begins in earliest grades.
24% of the middle school PE’s have modeling as the key practice.
21% of the high school PE’s have modeling as the key practice.
~70% of SDUHSD science teachers identified instructional strategies to support student use of SEPs as a need moving forward

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Performance Expectations Associated with SEP 2: Developing & Using Models

Source: https://ngss.sdcoe.net

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Scientific Models

Individual Write

(1) What are scientific models?

(2) How do scientists use them?

(3) What are some characteristics of high quality scientific models?

Be prepared to share.

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Conceptions of Models

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Source: http://static.nsta.org/files/tst1606_61.pdf

*What key differences do we see?

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Background for our Learning

This is the beginning of a unit on light and color that addresses these Performance Expectations:

MS-PS4-1.Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
MS-PS4-2.Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

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DCIs Addressed:

PS4.A: Wave Properties

-A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1)

-A sound wave needs a medium through which it is transmitted. (MS-PS4-2)

PS4.B: Electromagnetic Radiation

-When light shines on an object, it is reflected, absorbed, or transmitted

through the object, depending on the object’s material and the

frequency (color) of the light. (MS-PS4-2)

-The path that light travels can be traced as straight lines, except at surfaces

between different transparent materials (e.g. air and water, air and glass)

where the light path bends. (MS-PS4-2)

-A wave model of light is useful for explaining brightness, color, and the

frequency-dependent bending of light at a surface between media. (MS-PS4-2)

-However, because light can travel through space, it cannot be a matter wave,

like sound or water waves. (MS-PS4-2)

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Prior Learning

Related PEs in prior grades

4-PS4-1. Develop a model of waves to describe patterns in

terms of amplitude and wavelength and that waves can cause

objects to move.

4-PS4-2. Develop a model to describe that light reflecting from

objects and entering the eye allows objects to be seen.

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Thinking about How We See Something

Observe the two objects on your table.
Think for a minute about how and why you are able to see them.
Individually make a sketch (diagrams and words) that captures your initial ideas. Your sketch should include WHY you can see what you can see.
When you finish your sketch, share with a partner.

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Birthday Candles

Imagine you are at a birthday party. A birthday cake with candles is put on a table in the middle of a room. The room is very large. You are standing at the end of the room, 10 meters away from the cake. You can see the candles. Circle the response that best describes how far the light from the candles traveled in order for you to see the flames.

The light stays on the candle flames.
The light travels a few centimeters from the candle flames.
The light travels about 1 meter.
The light travels about halfway to where you are standing.
The light travels all the way to where you are standing.

Describe your thinking. Provide an explanation for your answer.

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Assessment Probe Developed by P. Keeley.

2 minutes (12:45 - 12:47 pm)

Tell participants that they are going to complete a series of probes to review ideas about light. Remind them that the important part of these probes is not the answer they choose but what they write to provide the explanation for their choice.

Ask participants to read the slide and select an answer. Give them two minutes to think and write on their own. Allow participants to share when done thinking on their own first. Invite a couple tables to share which answer they think is correct and the explanation for why they think it is correct.

Presenters Notes: The correct answer is E. Keep in mind that not all participants in the room will have the same level of knowledge on this topic and likely also hold misconceptions. Be sure to foster conversation in the room that is respectful of this.

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Key Idea #1

Light comes from a source and travels in straight lines to the eye.

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Assessment Probe Developed by P. Keeley.

Reflecting Light

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Key Idea #2

In order to see an object, light has to be reflected off the object and travel to the eye.

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Apple in the Dark

Imagine you are sitting at a table with a red apple in front of you. Your friend closes the door and turns off all the lights. It is totally dark in the room. There are no windows in the room or cracks around the door. No light can enter the room.

Choose the statement you believe best describes how you would see the apple in the dark:

You will not see the red apple, regardless of how long you are in the room.
You will see the red apple after your eyes have had time to adjust to the darkness.
You will see the apple after your eyes have had time to adjust to the darkness, but you will not see the red color.
You will see only the shadow of the apple after your eyes have had time to adjust to the darkness.
You will only see a faint outline of the apple after your eyes have had time to adjust to the darkness.

Describe your thinking. Provide an explanation for your answer.

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Assessment Probe Developed by P. Keeley.

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Key Idea #3

An object needs to be illuminated by light in order to see it.

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Group Consensus

If we were going to make a drawing (model) of how we are able to see something, what would need to be in that drawing (model)?

Chart Group Responses Below:

Light source, object we are looking at, eye, brain, reflection, waves, absorption, color, directions, sequence, labels,

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Develop Initial Model of Seeing an Object

Make a group model showing how we are able to see the two objects.
Be sure your model includes the following components:

Position and source of light
The objects being viewed
Your eye
The path the light travels

Label your drawing and explain how the components are related to each other.
Share your model with another group and provide feedback.

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What is Color?

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Link to Physics Girl Video: https://www.youtube.com/v/Um0ZXhrQUJ4

5 minutes (1:15 - 1:20 pm)

Tell participants to look for key ideas on light and color that help them explain how we are able to see an object. After the video, ask participants to go back to their model. Ask: Can what you saw and heard in the video help you with your model? Have participants talk for a few minutes about ideas they got from watching the video.

As you watch the video, look for key ideas on light and color that help you explain how we are able to see an object.

https://youtu.be/Um0ZXhrQUJ4 from Physics Girl (@physicsgirl)

When you are done watching the video, go back to your model and see if it can help you with your model -- look for key ideas to help you explain how light helps you see an object. after video - talk for a few minutes about ideas you got from watching the video.

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Revising Your Initial Model

How did you represent color in your initial model?

Use the idea that the color of light is determined by its wavelength and revise your model if necessary.
How does your model explain what happens to the white light (all the wavelengths combined) that hits an object on your table?

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Image source: https://commons.wikimedia.org/wiki/File:Visible_color_wavelengths.svg

10 minutes (1:20 - 1:30 pm)

Bring group back together. Review the slide. Ask participants: How did you represent color in your initial model? Use the idea that the color of light is determined by its wavelength and revise your model if necessary. How does your model explain what happens to the white light (all the wavelengths combined) that hits an object on your table. Explain that at this point they should have a model to represent the idea of what is happening after white light hits an object and what is absorbed and reflected. Focus on this idea - how does your model begin to explain what happens when white light hits an object? What comes off of it and how you are able to see that?

Tell participants to take a couple of minutes to add more details to their model. This is their time to revise and refine their model.

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Gallery Walk

Sentence Frames

Designate presenter for your group

Graphic Organizer

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Debriefing the Lesson

What did you do as a learner?
What did you learn?
How did the sequence of activities in the lesson support, guide, and push your thinking?
Which components of the 5E Model did we experience in this lesson?
How has your understanding of scientific modeling changed?

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Debriefing the Planning of the Lesson

Planning Tool for Developing and Using Models (Blank Template)

�Step 1: Determine the Observable Features from a Performance Expectation (Evaluate)

Step 2: Identify Possible Student Final Product (Evaluate)

Step 3: Identify Possible Student Initial and Revised Models (Explore, Explain, Elaborate)

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Concept (3D PE)
Stage	Teacher Does	Student Does	Concept ( DCI, SEP, CCC)
Engage
Explore
Explain
Elaborate
Evaluate		Modeling Planning Tool

Start

here…

… then plan concepts through each 5E stage

5 minutes (1:45 - 1:50 pm)

Share tha that we will look more at the planning behind such lessons in our next PD session.

H3 (Completed Planning Tool for Developing and Using Models - Secondary MS-PS4-2). Use the Think Aloud strategy to demonstrate the planning process to participants. Tell them that the writers used this tool along with the NGSS Evidence Statement to plan instruction and determine the components, relationships, and connections needed for the model and to identify possible final and initial models. This tool helped define what the student work would look like (using the evidence statement and PE).��In addition to explaining the process that went in to developing the lesson, it is also important for participants to see the connection between the modeling planning tool and the tools that have been introduced in the Rollouts (specifically, Tools D and E). The graphic on the left side of the slide is a reminder of what they learned in Tool E previously, where they learned how to organize concepts into an 5E instructional sequence that focused on what students do and what teachers do. Participants will be using the Planning Tool for Developing and Using Models document for the remainder of this session, which focuses on the “Student Does” in the Evaluate phase of the instructional cycle (Steps 1 and 2). As they think about the initial and revised student models, participants will also consider what students and teachers do in the other phases of the 5E model (Explore, Explain, Elaborate).

Think Aloud from writer: Step 1 - Determine the Observable Features from a Performance Expectation. First I identified the Performance Expectation from my unit that includes the Science and Engineering Practice of Developing and Using Models and recorded the PE in the first box. For this lesson, I identified MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Then using the Evidence Statement, I identified the Observable Features of the student performance by thinking about the components of the model, the relationships between those components, and the connections to phenomena I would want students to explore. This helped me be clear on how students will develop a model and how it will be used throughout an instructional sequence. I recorded my ideas in Step 1. Moving to Step 2 - Identify Possible Student Final Product, I plan and think about what a student final model might look like and what experiences I can give them to build such a model. When I looked at evidence statements, for this purpose, I decided to separate light from mechanical waves. I looked for evidence statements that focused on light and color and tried to emphasize those throughout the lesson. This is how I outlined or used these for my planning. It helps me to think toward that final student product. I didn’t use all of the evidence pieces, I used some of them to help me focus on what I wanted in this lesson. In Step 3 - Identify Possible Student Initial and Revised Models, I thought about the initial models students might make and what phenomenon that would need to explore, investigate, and experience in order to create the model I was expecting. I decided to have them observe two apples that appear to be different colors. The final part of Step 3 is to think about the learning opportunities students will need to have in order to revise and finalize their model. I determined that students would need to watch a video about color to provide some context for their exploration.

Elementary: 4-PS4-1

Secondary: MS-PS4-2

Distribute completed planning tool.

Think aloud - the writers used this tool along with the NGSS Evidence Statement to plan instruction and determine the components, relationships, and connections needed for the model

John

I think of 3 parts, being really clear of the components, the connections and the relationships, if I can be really clear on what these are then, i can plan and think about what kids need to do - what would that initial model look like and what experiences can i give them to build that. when i looked at evidence statements, for this purpose, i want to separate light from mechanical waves i looked for evidence statements and looked at light and color and tried to emphasize hose throughout the lesson but, being clear with you, let's use these components, you can see my thinking, you can see the final model, shifted the lesson so that it incorporates the mirror with the apple, if we use the apple it still gets us to this point. this is how i outlined or used these for my planning. it helps me to think toward that final student product. i didn’t use all of the evidence pieces, i used some of them to help me focus on what i wanted in this lesson.

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Instructional Strategies

Strategies to Support Modeling

p. 2 of Instructional Leadership for Scientific Practices
p. 9 of Ambitious Science Teaching
Teacher Actions from A Model for Planning Phenomenon Based Learning Sequences

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Questions

Of the strategies listed, identify any used during today’s modeling lesson.
How might additional strategies from this list be incorporated in this modeling lesson?

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EL and Academic Language Strategies

Identify any EL/academic language strategies used in this lesson.

How to find your EL students (Click for Instructions)

Monitoring Documents Update

(Coming Soon!)

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Additional Resources

Instructional Leadership for Scientific Practices provides strategies for all 8 NGSS Science and Engineering Practices
Crosscutting Concepts & SEP Questions
Ambitious Science Teaching for in-depth look at modeling.
#ProjectPhenoma’s Model for Planning Phenomena-Based Learning Sequences has Student and Teacher Actions to support each SEP (work in progress)
SDCOE NGSS Resource Center

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Select a Science & Engineering Practice

Identify one Science and Engineering Practice (SEP) you will focus on in your classroom between now and our next PD in November.
Highlight 2-3 strategies from these documents (see last slide) you will try out in your classroom.
Enter your selected SEP and strategies in this survey (this is also our Post-PD Survey)
All responses will be displayed in this spreadsheet and shared with colleagues and administrators..

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THANKS!

Next 8th Grade PD Session

Wednesday, November 2, 2016

District Office Large Board Room

8:00 am - 2:30 pm

*Bring unit/lesson you want to “shift” to NGSS through 5E model and student use of SEPs and CCCs