Science Leadership Network
Spring 2013
Welcome!
What is SLN?
• Provide input to the Alliance leadership on the implementation of
the science kits in their district.
• Provide information in regards to the professional development
needs of teachers in their district.
• Act as a conduit to share science related information from the
Alliance with the teachers in their district.
• Serve as a science advocate within their building and district.
• Assist district leadership in planning and implementing their district
science plan.
• Serve as a science teacher leader within the
Alliance, attending SLN professional development,
and then coordinating or delivering these
professional development offerings within their
district.
Science Leadership Network
Fall: Dimension 1: Science & Engineering Practices
Science Leadership Network
Winter: Dimension 2: Crosscutting Concepts
Science Leadership Network
How do Disciplinary Core Ideas,
Crosscutting Concepts, and Practices of
Science and Engineering integrate
throughout a student’s K-12 Science
educational experience?
A Framework…pp.33-34
Dimension 3
Structure and Properties of Matter
End Points
Assessment Probe
Back to the Future 2nd Grade
Structure and Properties of Matter - Grade 2
2-PS1-1. Plan and conduct an investigation to describe and classify different
kinds of materials by their observable properties. [Clarification Statement:
Observations could include color, texture, hardness, and flexibility. Patterns
could include the similar properties that different materials share.]
Focus and Explore:
How can you tell if something
is a solid or a liquid by
observing its properties?
Structure and Properties of Matter - Grade 2
Structure and Properties of Matter - Grade 2
Structure and Properties of Matter - Grade 2
Reflect and Apply:
• What is a second grade appropriate definition of
a solid, a liquid?
• Which Practices & Crosscutting Concepts were
integrated into the lesson? (Use the Quick Reference
guide)
• What knowledge about solids & liquids do 2nd
graders need to carry forward to be successful in
5th grade?
Back to the Future 5th Grade
Structure and Properties of Matter - Grade 5
Focus: What do you think happens to matter when
it changes form?
Back to the Future 5th Grade
Explore:
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
[Clarification Statement: Examples of evidence could include adding air to expand a
basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt
water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of
evaporation and condensation or defining the unseen particles.]
Materials
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–
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Ziploc sandwich bag
Seltzer tablets
Water
Beakers
Comic Strip handout
Back to the Future 5th Grade
Reflection:
• How do you know that the model you created
fits this situation?
• Which Practices & Crosscutting Concepts were
integrated into the lesson?
Back to the Future 5th Grade
Apply:
• Now that you have progressed through the
elementary science concepts for this
Disciplinary Core Idea (DCI), revisit the End
Point Probe and affirm or revise you original
thinking.
• What are the implications for instruction,
instructional materials, and professional
development?
Clean up and take a break
We will resume at…
Back to the Future 8th Grade
Structure and Properties of Matter - Grade 8
Focus:
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and
state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis
is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing
thermal energy increases or decreases kinetic energy of the particles until a change of state occurs.
Examples of models could include drawings and diagrams. Examples of particles could include
molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and
helium.]
How can a model help you predict and
describe changes in particle motion?
Explore:
1. Construct a model “Air Thermometer”.
2. Place the model Air Thermometer in cold and
warm water to investigate your claim about what
happens to molecules when temperature
changes.
3. Use evidence from the investigation to construct
an explanation for the changes you observe.
Reflection:
• How did the evidence from this investigation
support or not support your original
explanation?
• Create diagrams that show the movement and
arrangement of air molecules inside the model
thermometer when exposed to warm and cold
water.
• How would the air molecules have behaved in
this investigation if they were a solid instead
of a gas?
Structure and Properties of Matter - Grade 8
Apply:
• Now that you have progressed through the middle
school science concepts for this Disciplinary Core
Idea (DCI), revisit the End Point Probe and affirm
or revise you original thinking.
• What kinds of concepts would students need to
progress through to be ready to understand the
endpoint for Grade 8 – Structure and Properties
of Matter?
Back to the Future High School
Structure and Properties of Matter - Grade 12
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms. [Clarification
Statement: Examples of properties that could be predicted from patterns could include
reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with
oxygen.] [Assessment Boundary: Assessment is limited to main group elements.
Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
Focus: How does the periodic table demonstrate
atomic theory?
Structure and Properties of Matter - Grade 12
Reflection:
• How well did Mendeleyev’s organizing
principle work?
• Now that you have progressed through the
high school concepts for this DCI, revisit the
End Point Probe and affirm or revise your
original thinking.
• What Practice(s) and Crosscutting Concept(s)
were integrated into this activity.
Structure and Properties of Matter - Grade 12
Apply:
• Think about the experiences elementary students
need to have to understand the structure and
properties of matter by the end of 12th grade.
• Return to your probe and update it one last time.
Citing my Evidence:
• Chapter 9 Integrating the Three Dimensions, pp 217-240,
A Framework for K-12 Science Education
Integrating the 3 Dimensions
Integrating the Three Dimensions
How does this integrated approach affect your
instruction?
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•
•
•
Grades K-2 pp.231-233
Grades 3-5 pp.233-236
Grades 6-8 pp. 236-238
Grades 9-12 pp.239-240
Back to Our Future
• Create a Box and T chart comparing and
contrasting the current state of science
instruction with that of the future.
• Use examples from your reading to contribute
to your group chart.
Team Reflection
• What shifts might be needed to create
seamless, K-12 “Ropes of Science Learning”
for students in your district?
• Thinking about what you experienced today,
what idea would your science team like to
take action on?
Your Top Choices for 2013-2014 Science
Leadership Network :
1.The Next Generation Science Standards
2.Common Core State Standards in Science
3.TPEP for the Science Classroom
The Three Shifts of the Next
Generation Science Standards
• From isolation to integration
• From science inquiry to science and
engineering practices
• From discrete science ideas to science and
engineering crosscutting concepts
Preparing for the NGSS
• Facts about the NGSS…
• Preparing for the NGSS…
• Keep on doing…
• Be ready to…
Reminders
• One for your principal, science contact person,
or other person who you need to coordinate
sharing of information with.
• One for you and what you want to remember
in August about your learning from today and
the Next Gen.
Science Leadership Network
Thank You!