Science is For All!
CAL-MSCS Science Steering Team
Trending Tuesday!
September 24, 2024
4:00PM
CAL - MSCS
AGENDA
1
2
3
4
Welcome and Objectives
Active Engagement in Science
Connections: Accessibility & Belonging
CALMSCS Science Beliefs, Priorities & Support
Compare the shade of two checkerboard squares labeled “A” and “B”.
What if I told you that they are the same shade of grey? Is there a way to see if this is true?
Why do you perceive them as different when they are the same?
What’s going on with the image, your eyes, and your brain?
You can make a drawing to help you think. Discuss in the chat!
Can you think of other examples where things were different than they seemed? It could be other senses than your eyes as well.
Share in the chat
Connections & Belonging
Connections: CA NGSS
MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
“what students do”
“what students know”
“how students think”
(CCC) Cause and Effect
(DCI) LS1.D Information Processing
(SEP) Obtaining, Evaluating, and Communicating Information
Connections: Universal Design for Learning
Connections: Universal Design for Learning
A framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
How might the inquiry-based activity provide provide multiple means of engagement, representation, and action/expression for students?
Using Padlet
Add a sticky note and share:
Where you see connections between the checkerboard activity and the framework
AND/OR
Opportunities for additional modifications to provide access and inclusivity
Connections: Multilingual Learners
How might the inquiry-based activity support language learners to access the science content in the associated standard?
“The inclusion of the SEPs [in the NGSS] marks a movement from seeing science as something that you know to seeing it as something that you do in collaboration with others. This orientation aligns with the view of language development called language-in-use, which describes how students develop language through engaging in collaborative and purposeful activity.” (Toward Equity for Multilingual Learners, 2023)
Let’s imagine we were doing this inquiry activity in the classroom with students!
What’s going on with the image, your eyes, and your brain?
Make a Model
Procedural Vocabulary
Conceptual
Vocabulary
MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Stimuli
Sensory receptors
Connections: Multilingual Learners
Science supports multilingual learners by providing learning experiences that prompt curiosity and questioning through a universal experience.
Through inquiry-based activities, multilingual learners are given opportunities to build and develop language skills through scientific discourse and/or writing.
Connections: Family Engagement
This activity can be used to spark families, educators and students to connect with science:
What questions, prompts, and scaffolds might you provide to facilitate discussions? Please share them in the chat.
Connections: Family Engagement
Questions to spark family/student/educator connections through science should be:
Connections: School/District Leaders
How might this activity be used to support administrators to:
Infinite Connections!
Everyone can access science.
Everyone belongs in science.
In fact, belonging is a science: the science of
belonging.*
*Belonging: The Science of Creating Connections and Bridging Divides by Geoffrey Cohen
Core Beliefs, Priorities,
& Supports
CAL-MSCS Science: Core Beliefs
All students are capable of excelling in science.
All educators are capable of fully serving students.
The best PL shifts mindsets & practices and supports educators, partners, and students to thrive
Students
Educators
Systems
between families, community partners, & educators through science
2
Strengthening
of science educators
3
Supporting
RETENTION
CAL-MSCS Science: Priorities
system decision makers to articulate their community’s goals for equity and cultivate a climate of
Activate
1
CA’s Science Leader Community as individual and local
Building educator/leader
1
CAPACITY
for inclusive science learning
across content areas
4
Creating opportunities for
COLLABORATION
CONNECTIONS
9/24
Community of
Belonging in
CA Science Education
11/19
Administrator Capacity Building in Science
1/28
Retaining Science Teachers
3/25
Supporting Upper Elementary Science Teachers
5/6
CAL-MSCS Science:
2024-25 Trending Tuesdays Series
Cross
Content
Collab
Scope & Sequence
CAL-MSCS Science:
CALMSCS Vision: Each and Every
Growing Our
Own Capacity
EXPAND existing statewide infrastructure and capacity to provide MSCS professional learning
GENERATE and disseminate professional learning opportunities
SUPPORT local efforts to improve family and community engagement in MSCS
COORDINATE related statewide efforts