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@paulandersen thewonderofscience.com thewonderofscience.com Grade 5 Units
Matter: Structure Matter and Energy Earth: Systems Earth, Space and Properties in Life and Interactions and Stars Today you are a learner. Teacher
Presenter Peer Implementation Dip
desired performance Student
Training current performance Performance Teacher
Time
(Michael Fullan, 2006) Stage 3 COURSE DESIGN • CURRICULUM • INSTRUCTION Stage 2 Wasting Time ASSESSMENTS Stage 1 MODEL COURSE Step 2 OUTLINE Stage 0 Step 1 Alignment 3-D LEARNING • IDEAS • PRACTICES ADOPT THE NGSS • CONCEPTS Stage 3 COURSE DESIGN • CURRICULUM • INSTRUCTION Stage 2 TomorrowASSESSMENTS Stage 1 MODEL COURSE Step 2 OUTLINE Stage 0 Step 1 3-D LEARNING To d ay • IDEAS • PRACTICES ADOPT THE NGSS • CONCEPTS NGSS 101
LS1 LS2 LS3 LS4
Life From Biological Sciences Molecules to Ecosystems Heredity Organisms Evolution Engineering Technology PS1 PS2 PS3 PS4
Physical Waves and Matter and Its Motion and Stability: Forces Energy Their Applications Sciences Interactions and Interactions in Technology
ESS1 ESS2 ESS3
Earth Space Earth’s Earth Sciences Place in the Earth’s and Human Universe Systems Activity MS9-10 KG-23-5 Practices
Defining Problems Developing Planning and Analyzing and Asking and Using Carrying Out Interpreting Questions Models Investigations Data
Mathematics
Designing Computational Solutions Obtaining, Thinking Engaging in Evaluating, and Constructing Communicating Explanations Argument from Evidence Information Cause Systems Patterns System Models Concepts Effect
Scale Structure Energy Proportion Function Matter Quantity
Standards
Performance Expectations Day Night Sun Moon Stars
ScientificScientific Inquiry Inquiry: A Teacher’s Guide Teacher Warning Don’t Kill the Wonder! the The Wonder Tube
Teacher Warning Ecosphere Draw a model that shows how the four spheres interact in the Ecophere system. The Case of the Disappearing Forest Science
Model The Case of the Disappearing Forest
Formative Self Assessment
No Partially Yes Does the question address the phenomenon?
Does the question explicitly mention a No Partially Yes crosscutting concept? (e.g. pattern, effect, etc.)
No Partially Yes Is the question empirically testable?
Does the question include the system, No Partially Yes cause or stability/change? What caused the forest to disappear?
Forest 22 Disappears
CAUSE EFFECT
MECHANISM Explanation:
Mini-Lesson on Argumentation CER ECR Claim Evidence Reasoning 1 Evidence
2 Claim 3 Reasoning Question Is the Earth flat or a sphere?
Terms Claim Earth - the planet we live on sphere - a round solid surface Answer the questions flat - an even plane or disk
Evidence: Reasoning All observations Connect the evidence to the claim with words
Questions What caused the forest to disappear?
Terms Claim
Evidence: Reasoning bit.ly/caseforest
Modify Add Remove Keep the model bit.ly/caseforest Day 2 bit.ly/3dpaulplan
Grade 5 Units
Matter: Structure Matter and Energy Earth: Systems Earth, Space and Properties in Life and Interactions and Stars
Man
Ball Painting
Cup 1 Cup 2 Chair
Rank the objects from tallest to shortest. Meissa
Table 1 Betelgeuse Bellatrix 243
Bellatrix Betelgeuse 429
Saiph 724
Rigel 777
Alnitak 826 Mintaka Alnilam Algiebba 906 Alnitak Algiebba Mintaka 919
Meissa 1069
Alnilam 1360
Saipf Rigel
Questions How does distance affect the brightness?
Terms Claim
Evidence: Reasoning
Developing and Using Models
Systems System Models Developing and Using Models
Systems System Models Mathematics
Computational Thinking
Scale Proportion Quantity Mathematics
Computational Thinking
Scale Proportion Quantity Obtaining, Evaluating, and Communicating Information
Systems System Models Obtaining, Evaluating, and Communicating Information
Systems System Models
Engaging in Argument from Evidence
Cause Effect Engaging in Argument from Evidence
Cause Effect Analyzing and Interpreting Data
Patterns Analyzing and Interpreting Data
Patterns Engaging in Argument from Evidence
Scale Proportion Quantity Engaging in Argument from Evidence
Scale Proportion Quantity Unit 3 Unit 4
Mathematics
Obtaining, Computational Engaging in Evaluating, and Thinking Developing Analyzing and Engaging in Communicating and Using Argument Interpreting Argument Information Models from Evidence Data from Evidence
Scale Scale Systems Systems Cause System Models Proportion System Models Proportion Patterns Quantity Quantity Effect
Future Argument
“Student performance on aligned performance assessments indicate that we have successfully implemented the new standards.”
Claim Evidence Reasoning Stage 3 COURSE DESIGN • CURRICULUM • INSTRUCTION Stage 2 Wasting Time ASSESSMENTS Stage 1 MODEL COURSE Step 2 OUTLINE Stage 0 Step 1 Alignment 3-D LEARNING • IDEAS • PRACTICES ADOPT THE NGSS • CONCEPTS Short Performance Assessments
Teacher
Presenter Peer Big Audacious Goal
12 Student Ready Assessments 12 Student Ready Learning Plans 55 Science Ready Teachers 1
Make a copy
2 [email protected] 1 Find correct standard and click here.
2 [email protected] Paul’s sample on forest
Graphic Organizers