Science Phase 1 Facilitator Notes Set Up Notes Supplies Group Norms Table Tents Table Labels Cards 1participant Hang the following posters Roadways Driving Question Board DQB ID: 600787
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Foundational Services
Science – Phase 1Slide2
Facilitator Notes – Set UpNotes: Supplies Group Norms Table Tents
Table Labels Cards (1/participant) Hang the following posters:RoadwaysDriving Question Board (DQB)Three-Dimensional Learning Consensus PosterParticipants will be working in groups throughout the sessions. This will enhance networking, but will also enable participants to maximize NGSS experience. Groups will need to be created. When participants return from lunch, new groupings can form.Suggestions for groupings:As participants enter, provide each with a card (numbered, pictures of different practices, etc.) to randomly assign participants. Tables are labeled with corresponding cards (numbers, practices, etc.) As participants enter, provide each with a piece of candy. Tables are labeled with candy types. Slide3
Session 4
Three-Dimensional LearningSlide4
Session 4: Facilitator NotesTime: 45 minutesNotes: Supplies
Workbook: Creating Your Own NGSS AnalogyWorkbook: Analyzing Lessons for Three-Dimensional Learning Three-Dimensional Learning Consensus PosterWorkbook: Reflection Three-Dimensional LearningReview Talking PointsActivity: Participants create their own analogy for three-dimensional learning. Activity: Participants analyze Three-Dimensional Learning by examining a performance expectation and their own experiences with today’s lesson and previous classroom experiences. Reflection Activity: Revisit the working definition poster for Three-Dimensional Learning. Participants revisit their definition and engage in a synthesis discussion regarding Three-Dimensional Science Learning.Activity: Participants reflect on performance expectations.Revisit the Driving Question BoardSlide5
Our Targets are…I can articulate the most significant shifts in the NGSS from the previous Illinois Learning Standards in Science.
I can describe three-dimensional learning.I can explain how different an NGSS classroom should look compared to a traditional science classroom.Slide6
Three-Dimensional LearningHow is “THREE-DIMENSIONAL LEARNING” both the biggest and the most essential shift in the NGSS?What does “THREE-DIMENSIONAL LEARNING” look like in lessons and/or units in science classrooms?Slide7
What is Three-Dimensional Learning?Practices
Crosscutting ConceptsCore IdeasThree-dimensional learning shifts the focus of the science classroom to environments where students use practices, disciplinary core ideas, and crosscutting concepts to make sense of phenomena and/or to design solutions to problems.Slide8
What Does Three-Dimensional Learning Look Like?
Crosscutting ConceptsCore Ideas
PracticesSlide9
Engaging in Three-Dimensional LearningSlide10
Another AnalogyThree-Dimensional Learning is like making a really great meal.The cooking techniques are the practices.
The main ingredients are the core ideas.The herbs and spices are the crosscutting concepts.Slide11
Create Your Own AnalogyThree-Dimensional Learning is like ____________:Where _______________ are the Practices;_______________ are
the Core Ideas; and _______________ are the Crosscutting Concepts.Slide12
MS.
Waves and Their Applications in Technologies for Information TransferStudents who demonstrate understanding can:MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
Scientific & Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 6–8 builds on K–5 and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.
Develop
and use a model to describe phenomena
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.
Structure and Function
Structures
can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.Slide13
PracticesCrosscutting Concepts
Core IdeasEngaging in Three-Dimensional LearningSlide14
Session 4 ReflectionHow is “THREE-DIMENTIONAL LEARNING” both the biggest and the most essential shift in the NGSS?What does “THREE-DIMENTIONAL LEARNING” look like in lessons and/or units in science classrooms?Slide15
Revisiting Our Driving Question BoardSlide16
Pre & Post Survey
Please take a moment to complete the Post portion of the Pre and Post Survey for NGSS Science Overview Training. Use the 1 to 4 rating scale described on the survey. Answer the reflection questions on the bottom of the page as well