ISLNNovember 2013

TODAY:

Quick review of the NGSS Framework

Take a look at the K-12 Progression of each PE by Topic

Analyze the process of creating Learning Targets from Performance Expectations

Compare two science classrooms using FfT, CHETL and NGSS

Quick Review of the Architecture of the Next Generation Science

Standards

Title

Assessable Component

Foundation Boxes

HowHow WhatWhat WhyWhy

Connection Box

KCAS for Science / NGSS

Take a look at the K – 12 Performance Expectation Progression Matrix organized by Topics

The Performance Expectations have been filled in for you.

K - 12 Progression of each Performance Expectation by Topic

TOPIC: HS O8 O7 O6 5 4 3 2 1 K

Chemical ReactionsPS1-2 PS1-4 PS1-5

PS1-6 PS1-7

PS1-2 PS1-5 PS1-6

Earth’s SystemsESS2-2 ESS2-3 ESS2-5

ESS2-6 ESS2-7ESS3-1

ESS2-1 ESS2-4

ESS2-1 ESS2-2 ESS3-1

Earth’s Systems: Processes that Shape the Earth

ESS1-1 ESS2-1 ESS2-2 ESS3-2

ESS1-1 ESS2-1 ESS2-2 ESS2-3

EnergyPS3-1 PS3-2 PS3-3

PS3-4 PS3-5PS3-1

PS3-2 PS3-3 PS3-4 PS3-5

PS3-1 PS3-2 PS3-3 PS3-4 ESS3-1

Forces and Interactions (3,6,7, &12) Forces and Interaction: Pushes and Pulls (K)

PS2-1 PS2-2 PS2-3 PS2-4 PS2-5

PS2-3 PS2-4 PS2-5

PS2-1 PS2-2

PS2-1 PS2-2 PS2-3 PS2-4

PS2-1 PS2-2

Growth, Development, and Reproduction of Organisms

LS3-1 LS3-2 LS4-5

LS1-4 LS1-5

History of Earth ESS1-5 ESS1-6 ESS2-1 ESS1-4ESS2-2 ESS2-3

Human ImpactsESS3-1 ESS3-2 ESS3-3

ESS3-4 ESS3-6

ESS3-2 ESS3-3 ESS3-4

Inheritance and Variation of Traits (HS) Inheritance and Variation of Traits: Life Cycles and Traits (3)

LS1-4 LS3-1 LS3-2 LS3-3

LS1-1 LS3-1 LS3-2 LS4-2

Interdependent Relationships in Ecosystems

LS2-1 LS2-2 LS2-6 LS2-7 LS2-8 LS4-6

LS2-5 LS2-2

LS2-1 LS4-1 LS4-3 LS4-4

LS2-1 LS2-2 LS4-1

Interdependent Relationships in Ecosystems: Animals, Plants, & Their Environment

LS1-1 ESS2-2 ESS3-1 ESS3-3

TOPIC: HS O8 O7 O6 5 4 3 2 1 K

Matter and Energy in Organisms and Ecosystems

LS1-5 LS1-6 LS1-7 LS2-3 LS2-4 LS2-5

LS2-4LS1-6 LS1-7

LS2-1 LS2-3

PS3-1 LS1-1 LS2-1

Natural Selection and Adaptations (8) Natural Selection and Evolution (HS)

LS4-1 LS4-2 LS4-3 LS4-4 LS4-5

LS4-1 LS4-2 LS4-3 LS4-4 LS4-6

Space SystemsESS1-1 ESS1-2 ESS1-3 ESS1-4

ESS1-1 ESS1-2 ESS1-3

Space Systems: Patterns and Cycles (1) Space Systems: Stars and the Solar System (5)

PS2-1 ESS1-1 ESS1-2

ESS1-1 ESS1-2

Structure and Function (HS) Structure, Function and Information Processing (1,4,7 & 8)

LS1-1 LS1-2 LS1-3 LS1-8LS1-1 LS1-2 LS1-3

PS4-2 LS1-1 LS1-2

LS1-1 LS1-2 LS3-1

Structure and Properties of MatterPS1-1 PS1-3 PS2-6 PS1-8

PS1-1 PS1-3 PS1-4

PS1-1 PS1-2 PS1-3 PS1-4

PS1-1 PS1-2 PS1-3 PS1-4

Waves and Electromagnetic RadiationPS4-1 PS4-2 PS4-3

PS4-4 PS4-5

PS4-1 PS4-2 PS4-3

Waves: Light and Sound (1) Waves: Waves and Information (4)

PS4-1 PS4-3

PS4-1 PS4-2 PS4-3 PS4-4

Weather and Climate ESS2-4 ESS3-5 ESS3-5ESS2-5 ESS2-6

ESS2-1 ESS3-2 ESS3-1

PS3-1 PS3-2 ESS2-1 ESS3-2

Please find the handout:The Distinction between Performance

Expectations and Learning Targets

Performance Expectations and Learning Targets

Performance Expectations

-Written as statements describing student performances that can be assessed

-Extremely broad goals and represent true standards to be achieved

-Require several skills and concepts

Learning targets

-Smaller and more focused statements for students that build toward mastery of a Performance Expectation

-Manageable “student friendly” segments for the purpose of planning instruction

-Specific concepts, knowledge and skills that are the foundation of a larger more complex standard

Turn your handout over and lets take a look at the PROCESS of Deconstructing a Performance Expectation

Can you simply add the words “I CAN” to this broad and complex statement?

NO WAY!

To understand Performance Expectations the teacher and students need to DECONSTRUCT the standards into Learning Targets

The Three Columns for Deconstructing a

Performance Expectation:

Knowledge:

Describe pushes/pulls as forces that move an object. Know that speed is how fast something moves. Identify change as a difference in something. Recognize that “data” is collected information.

Reasoning or Performance Skill:

Describe the relationship between the strength of the push or pull and the change in speed or direction. Infer that people can cause change in an object’s speed or direction. Interpret speed/direction data to support a claim that the design solution worked or not.

Product:

None

Performance Expectations contrast the smaller more focused nature of student learning targets

Performance Expectations contrast the smaller more focused nature of student learning targets

Teachers can work with students on this process

Performance Expectations contrast the smaller more focused nature of student learning targets

Teachers can work with students on this process

Giving the students ownership and understanding that learning targets are the building blocks of something bigger allows for a much clearer path to learning

CreatingStudent Friendly Learning Targets

is a First Step inDevelopingCurriculum,

Instruction andAssessment

for NGSS

Please locate the index card at your table

Just need one card per table or District

TIME TO WRITE

Take 5 Minutes

One card per Table or District

Take 5 minutes and discuss at your table

On one side of the index card finish the following sentences:

1. We noticed…

2. The impact of deconstructing Performance Expectations into Learning Targets…

3. We look forward to learning more about…

Find FOUR Handouts:

1. Mrs. Williams’ Class Packet

2. Criteria Handout

3. CHETL and NGSS Packet

4. Science CHETL Packet

Grab a cup of water and a new index card

Try the activity mentioned in the two scenarios

Be careful you might make a mess

Sharpen Your Eye

Read “Mrs. Williams Class” Scenario

Read “Mr. DeLong’s Class” Scenario

Which classroom most represents highly effective teaching and learning? Why?

http://www.youtube.com/watch?v=ibw2C9KQlTM

http://www.youtube.com/watch?v=65T4ReLkjCg

TIME TO SHARE

Your table was assigned a specific box from this activity

Find the correct box on the Gallery to share with the other groups

Once the Gallery is full take a few minutes to see how your group compares with the other groups

Concerns/Questions/Request for Support:

Please locate the index card at your table

TIME TO WRITE

On The Back of Your Index Card:

How can I provide help in your District?

Do you have questions, concerns or requests for support?

KCAS for Science / NGSS

Resources for your schools or teachers

Call or email me any time:Kevin Crump 859-200-5686

kevin.crump@education.ky.gov

Concerns/Questions/Request for Support: