WELCOME!
Please choose a seat at a table with materials.
Our Google Site: https://bit.ly/3M1uzTL
If you want to follow the slides, find the link here - under the March meeting.
S C I E N C E T E A C H E R N E T W O R K
Google Site - look for March
Thank you for being here today.
The breakfast today came from:
Address: 108 East 5th Street Benton, Kentucky
Phone: 270-387-0020/Text for Curbside Pickup: 270-556-6277
Hours:
Monday - Friday 10-5
Saturday 10-3
Lunch --- Take Out --- Catering
Who We Are:
Agenda: Elementary
9 -Our Updates
Morning:
9:30 - Meet the KDE consultants - Amanda Prewitt
9:45 - Team Building Task
10:15 - Great Minds - PhD Science - a sample experience
10:45 - GRC Lesson - experience
12 - LUNCH
Afternoon:
1 - Debrief GRC Lesson; search for a new one
1:30 - Cross Cutting Concepts - mini lessons
2:15 - STEM Activity
Resource Share 1-2-3
Opportunities coming up soon from WKEC
Summer Professional Development: (tentative)
July 15, 16 -- Open Sci Ed Unit Experience - big picture (MS/HS)
July 22 - Strategic Science Teaching (elem-middle-high)
July 26 - Science Literacy (elementary focus)
August 7 - Asking Questions Practice - DQBs
Our Google Site: WKEC Science Network
Opportunities coming up soon from WKEC
Strategic Science Teaching
A year-long professional learning program
for 4th, 7th, 9th grade science teachers
Pilot Year 2024-25
A growth opportunity for forward-thinking science teacher leaders who want to improve their practice and impact student achievement in meaningful ways.
(Target Audience: 0-5 years science experience)
Opportunities coming up soon from WKEC
Strategic Science Teaching
Main Goal:
To increase capacity of teachers to connect the content of NGSS and their curriculum to improve learning outcomes - using 3D learning
In other words:
Get teachers to teach in a way that help students successfully complete a transfer task
(like the KSA assessment)
Opportunities coming up soon from WKEC
Strategic Science Teaching
For more details, reach out to me.
Overall Picture:
Science Help from Other Cooperatives
Another Resource for GENERATING IDEAS FOR LESSONS:
https://www.eduaide.ai/auth/signin?callbackUrl=https%3A%2F%2Fwww.eduaide.ai%2Fapp%2Fgenerator
KDE Science Consultants
KDE Science Consultants: @education.ky.gov
Erica Baker (MS/HS)
Amanda Prewitt (Elem)
Science Updates from KDE
KDE Science Consultants: @education.ky.gov
Erica Baker (MS/HS) and Amanda Prewitt (Elem)
Coming Soon: new modules
www.kystandards.org -- all things KY science standards
KSA released items from 2023 - feel free to use for practice
Science Updates from KDE
Digital Atlas -- coming soon -- a bank of KY-themed phenomena ideas with the three dimensions attached; NOT a curriculum, but a resource to help bundle standards around the phenomenon
PBLNow -science curriculum testing/feedback - $ https://www.kentuckyteacher.org/bulletin-board/2024/01/pblnow-seeks-educators-to-test-and-provide-feedback-on-science-curriculum/
Science Updates from KDE
Regarding revised standards and impacts on state summative assessment:
From Erica Baker:
Here is some information from the Department of Assessment and Accountability.
“The transition to assessing the revised standards is a two year process. The revised standards items will be included in an embedded field test in spring 2025. A field test item is not used in school accountability, nor do students receive performance levels (novice, apprentice, proficient, or distinguished). Assessment of revised science standards will be operational during the 2025-2026 school year. An operational assessment is used in school accountability and students receive performance levels. During this transition to testing new standards, the original (unrevised) science standards will be tested for school accountability and student performance.”
Team Building Task:
Science Trivia - a quick game
WHO WILL WIN???
Three rounds, 10 questions per round
Work with your table. Write your team’s answers on the answer sheet and turn in your paper after each round.
Work together!!! No cheating!!!
PRIZES FOR THE WINNERS!
The Path to Success
Use the icons to create a model that shows a student’s path to success.
The Path to Success
The Path to Success
?
What is in the arrow for your students?
Why High Quality Resources?
“Students and teachers deserve access to high-quality instructional resources (HQIRs) designed to help students reach the grade-level expectations within the KAS. When teachers have access to HQIRs, it increases their pedagogical knowledge. Access to comprehensive HQIRs also enables teachers to adapt lessons to meet the diverse needs of students and to focus their time, energy and creativity on bringing lessons to life and engaging students with grade-level content.”
- Science Instructional Resources Consumer Guide
Why High Quality Resources?
“Students and teachers deserve access to high-quality instructional resources (HQIRs) designed to help students reach the grade-level expectations within the KAS. When teachers have access to HQIRs, it increases their pedagogical knowledge. Access to comprehensive HQIRs also enables teachers to adapt lessons to meet the diverse needs of students and to focus their time, energy and creativity on bringing lessons to life and engaging students with grade-level content.”
- Science Instructional Resources Consumer Guide
High Quality Resources
Ways to Evaluate Your Current Resource(s):
NGSS
3D Lesson Screening Tool - The Wonder of Science Screener - half page
NGSS -- Lesson Screener - long ;
High Quality Resources List
PIMSER-- combined list of K-12
All Things Science Links - lists of supplementary resources
Elementary List
https://www.edreports.org/reports/science/hs
Teachers spent significant time creating or selecting their own assignments, but not often with good results
Teachers reported spending 7 hours per week or 250 hours per year developing or selecting instructional materials (resources).
But the assignments teachers created or selected tended to be lower quality than what the district or state provided.
Assignments Provided by District or State Teacher Created/Selected Assignments
Supplemental online resources tend to be low DOK
Most content included in the main activity was DOK level 1 or 2.
Nearly half of main activities had no DOK level 3 content; only six percent scored higher than 0 for DOK level 4.
Dean, J., Arabo, M., & Northern, A. M. (2019, October 12). The Supplemental Curriculum Bazaar: Is what's online any good? The Thomas B. Fordham Institute. Retrieved March 2, 2023, from https://fordhaminstitute.org/national/research/supplemental-curriculum-bazaar
Time & Quality
Think about the teacher who spends a lot of time looking for materials. If they didn’t have to do that, what else could they do with their time?
In addition, not knowing the true quality of the materials they find and use, is the time spent looking worth it?
Students have inconsistent access to content that is grade-level appropriate
30
In a single school year, the average student spends
581 of 720 available hours on assignments that are NOT high-quality.
This is particularly significant for students of color and students living in poverty who have less access to high-quality, standards-aligned resources than their peers.
The Opportunity Myth, TNTP 2018
Reference: TNTP. (2018). The Opportunity Myth. Retrieved from: https://opportunitymyth.tntp.org/
Access to quality content also matters to students beyond high school.
31
28
Nationwide, 40% of COLLEGE STUDENTS (including 66 percent of Black college students and 53 percent of Latinx college students) take at least one remedial course, learning skills they were told they’d already mastered in high school.
A recent study found that college remediation costs students and their families $1.5 BILLION ANNUALLY.
Graduates who opt for a career straight out of high school aren’t faring much better, with many employers reporting high school graduates are MISSING SKILLS needed to do their jobs well.
Reference: TNTP. (2018). The Opportunity Myth. Retrieved from: https://opportunitymyth.tntp.org/endnotes#3
TNTP. (2018). The Opportunity Myth. Retrieved from: https://opportunitymyth.tntp.org/endnotes#4
Impact of HQIRs
Improvements in Teacher Practice and Gains in Student Achievement
Jackson, K., Makarin, A. (2016-2017). Can Online O-the-Shelf Lessons Improve Student
Outcomes? Evidence from a Field Experiment. American Economic Journal: Economic Policy,
Vol 10 (3), pages 226-254. Retrieved from: https://www.nber.org/papers/w22398
Opfer, V., Kaufman, J., Bongard, M, Pane, J. (2018). Changes in What Teachers Know and Do in
the Common Core Era, American Teacher Panel Findings from 2015 to 2017. Santa Monica, CA:
RAND Corporation. Retrieved from: https://www.rand.org/pubs/research_reports/RR2658.html
Open Sci Ed for elementary will start being released this summer. One unit per grade
Look at timeline.
NOTICE what the students do during the lesson.
Use notes sheet provided.
NOTICE what the teacher does during the lesson.
Elementary
HQIR
Questions so far?
GRC Lesson Experience
Put on your adult learner hat.
Watch this video. What do you notice?
What questions do you have?
Which of your questions can we investigate?
Develop and use models to make sense of the behavior of the birds.
Use the materials provided --
Work together --
Model the behavior of the birds so you can try to explain it!
One thing we can do to try and figure out WHY
Cardstock
Scissors
Tape
String
Find information from real scientists to see what they think.
Read or listen to the information about bird behavior in groups.
Another thing we can do:
What have we figured out?
What did we learn from the information? What evidence do we have?
Work for a few minutes with your table to answer these questions.
What have we figured out?
Our models show:
Birds fly together in patterns - they are safer from the predator.
More birds = more safety
Evidence:
When we used our model, the inside birds were kept from the predator bird. The predator seemed confused.
What have we figured out?
The information tells us:
A flock, or group of birds, “stay safe from predators and make migration easier”
Evidence:
Bigger numbers give an advantage because they can see predators better and shock them. Moving targets are harder to catch.
Migration reduces energy by letting stronger birds lead and create flying patterns.
Can you develop an argument for why birds form flocks to help them survive?
What evidence do you have?
What claim can you make?
What science reasoning can we use to connect the evidence and claim?
LUNCH
Look back over the Notice / Wonder Chart for the Birds of a Feather Flock Together” Lesson.
A F T E R L U N C H:
Working alone or with a partner, complete the Analysis Worksheet. We will discuss our findings when everyone finishes.
Spend some time looking at the GRC website for lessons you might use.
https://sites.google.com/3d-grcscience.org/going3d/home?authuser=0
Cross Cutting Concepts
Mini Lessons You Can Try With Students
Purpose:
To teach students how to recognize and explain concepts that unite and explain science ideas
STEM Lesson Idea
Magnetic Slime
Resource Share 1-2-3
TAKE TIME TO SHARE!
Opportunities coming up soon from WKEC
Summer Professional Development: (tentative)
July 15, 16 -- Open Sci Ed Unit Experience - big picture (MS/HS)
July 22 - Strategic Science Teaching (elem-middle-high)
July 26 - Science Literacy (elementary focus)
August 7 - Asking Questions Practice - DQBs
Our Google Site: WKEC Science Network
Opportunities coming up soon from WKEC
Strategic Science Teaching
A year-long professional learning program
for 4th, 7th, 9th grade science teachers
Pilot Year 2024-25
A growth opportunity for forward-thinking science teacher leaders who want to improve their practice and impact student achievement in meaningful ways.
(Target Audience: 0-5 years science experience)
Don’t hesitate to reach out for help!
Feedback!