2019 Summer Institute

2019 NGSS & EP&Cs Institute at CSUN  
NGSS logo


California State University Northridge


group photowater filter lab

Welcome Science teachers to the 2019 Summer NGSS and EP&C workshop. CSUN is partnering with TenStrands and the Friends of the LA River this year for what we hope will be an excellent experience. [Info/Application]

See the agenda and links on this page to the information you will need for the workshop. 

Pre workshop homework - Read CA Science Framework Introduction (link)


WEEK 1


  Middle School Agenda

Quickwrite link

 High School Agenda

Quickwrite Link     

 M/AM Prelude: Cola Kayak

(whole group)

8:30-9:10

(breakout rooms) 9:20-9:40
Signing forms and Surveys (BF)

Break

(9:50-10:10)

Ice Breaker activity (JF)


(10:10-11:30)
Local Phenomenon: Heat islands

Lunch 11:30

 Prelude: Cola Kayak

(whole group)

8:30-9:10

  • Welcome (GV)
  • Introductions of ourselves
  • Quick Icebreaker: Exponential Pair/Share. One unique thing about yourself (not work related). (GV)
  • Overview of week (BF)
  • Norms for the week (DNG)
  • Brown bag lunches (BF)
    • Schoology Thursday
  • Review Google Drive Collaborative Resources (NH) -

(breakout rooms)

9:20-9:40
Signing forms and Surveys (MB)

Break

(9:50-10:10)

Ice Breaker activity (NH)

(10:10-11:30)

Heat Islands (JC) using a 5E design

Lunch 11:30

 Monday PM Debrief heat islands 12:30-1:30 (JF)

NGSS Review 1:30-2:00 (HS)

EP&Cs 2:00-3:30 (GL)

   -Intro

   -LA River Video (Password: SideLightsDoc)

   -How do the EP&Cs apply to the LA river?


Homework: READ the History of the LA River

  • Make a Venn diagram with:
    • Natural systems in left circle
    • Human Social systems in right circle
    • Use arrows to illustrate interactions from one circle to the next (and label the arrow as it crosses through the overlapping area).
    • you can use this google slides
(also read Intro to CA NGSS Framework if you haven't yet)
 Debrief heat islands 12:30-1:30 (NH)

NGSS Review 1:30-2:00 (MdA)

EP&Cs 2:00-3:30 (JL)

   -Intro

   -LA River Video  (Password: SideLightsDoc)

   -How do the EP&Cs apply to the LA river?

    -Sample scope and sequence


Homework: READ the History of the LA River

  • Make a Venn diagram with:
    • Natural systems in left circle
    • Human Social systems in right circle
    • Use arrows to illustrate interactions from one circle to the next (and label the arrow as it crosses through the overlapping area).

(also read Intro to CA NGSS Framework if you haven't yet)

 Tuesday AM 8:30-9:25 Exploring the CA Science Framework by content/grade
  • Divide into two groups:
    • More familiar w/ CA Framework (read grade-level and familiar with vignettes/IS content): Then use More of/less of activity (HS) as a lens to view
    • Vignette analysis (Framework)
    • Less familiar: Jigsaw content of grade level. (BF)
    • Link to slides
      • What is one thing you see as the same in this unit to what you usually do for this topic?
      • What is one thing that is different?
      • What will you need in order to teach this unit in YOUR classroom? 
      • What Earth Science PE's are being used?
      • How do you see the EP and C's being used? 

9:40-11:30

Picture of Venn Diagram

Engineering/water activity to demonstrate 3D teaching - (GL)

Slides

 8:30-9:25 Exploring the CA Science Framework by content/grade
  • Divide into two groups:
    • More familiar w/ CA Framework (read grade-level and familiar with vignettes/IS content): Then use More of/less of activity (MdA) as a lens to view IS/snapshots/vignettes (JC)
    • Less familiar: Jigsaw content of grade level. (NH)
      • NGSS
      • Collaborative Doc
      • What is one thing you see as the same in this unit to what you usually do for this topic?
      • What is one thing that is different?
      • What will you need in order to teach this unit in YOUR classroom? 
      • What Earth Science PE's are being used?
      • How do you see the EP and C's being used? 

9:40-11:30

Picture of Venn Diagram

Engineering/water activity to demonstrate 3D teaching - (JL) Slides

 Tuesday PM 
  
 Wed AM 
  • 8:30 - 10:00 5E lab - emphasis on Elaborate and Evaluate (Sticklebacks) (GV)
  • 10:10 - 11:30 LA River System & Data Analysis
    • Start by drawing model of LA river on big piece of paper (inputs/outputs, natural, human) (JF)
    • Debrief on how this relates to bigger picture systems thinking (NH)


Lunch Brown Bag on Schoology or Google Classroom

 
  •     8:30 - 10:00  LA River System & Data Analysis. Start by drawing model of LA river on big piece of paper (inputs/outputs, natural, human) (JF)<CODAP> <Data Sets>
  • systems thinking (NH) - LA River
  • 10:10-11:00 Modeling Debrief (JC)
  • Progressions
  • Info on modeling from Framework
  • Importance of revising models
  • 11:00-11:30 HW - Share out your phenomena (DNG)
 Wed PM 
  • Homework: Watershed wonders, Chapter 6 (focus on the field activities). Pick one lab and answer the following questions in a few bullets under each item.
    • Is there a phenomenon that underlies this lab? What is it?
    • Find evidence of CCCs: 
    • What SEPs are students engaged in?
    • What DCIs are covered?
    • What would you change to make it more “NGSS”?
    • What would put around this lesson to place in in a full 5E sequence?
  • Post a document into the shared directory here.
 
  • 12:30-2:00 Concept maps
    • Finish maps from yesterday and place on quickwrite
    • Consensus on lesson for next week
  • 2:10 - 3:30 5E lab - emphasis on Elaborate and Evaluate (Sticklebacks) (GV)
  • homework - lesson brainstorming

  • Homework: Watershed wonders, Chapter 6 (focus on the field activities). Pick one lab and answer the following questions in a few bullets under each item.
    • Is there a phenomenon that underlies this lab? What is it?
    • Find evidence of CCCs:
    • What SEPs are students engaged in?
    • What DCIs are covered?
    • What would you change to make it more “NGSS”?
    • What would put around this lesson to place in in a full 5E sequence?
  • Post a document into the shared directory here.
 Thurs AM Big Picture: How would a natural bottom vs concrete bottom portion of the river respond to human impacts?  (life, earth, physical)

8:30 - 9:00 Brainstorm

Show some tools & techniques (quick overview of tools)


9:00- 9:45 Plan an investigation



10:00-11:30 Visit from River Rover -(JF and MB)
  • set stage for teachers and generate ideas
  • teachers go in groups to see the Rover
  • Teachers go as learners and then explore as teachers (about 1.5 hours each group)

LUNCH: POTLUCK

 Big Picture: How would a natural bottom vs concrete bottom portion of the river respond to human impacts? (life, earth, physical)

  • 8:30-10:00 Visit from River Rover -(JC and GV participate in)
    • set stage for teachers and generate ideas
    • teachers go in groups to see the Rover
    • Teachers go as learners and then explore as teachers (about 1.5 hours each group)


10:10 - 10:40 Brainstorm

Show some tools & techniques (quick overview of tools)


10:40- 11:30 Plan an investigation


LUNCH: POTLUCK

 Thurs PM 12:30-3:20

Plan an investigation for LA River



LA River Trip Itinerary

  12:30-3:20

Plan an investigation for LA River




LA River Trip Itinerary 
 Fri AM 
    • Trip to LA River -
    • Glendale narrows
      • macro invertebrate activity
      • iNaturalist app integration?
    • Look at pre-cement part of the river
    • Data Collection
      • measure water flow speed at different points
      • collect data on chemistry and biology too
      • need some sensors? equipment? (Check with Concord)
      • create your own sensors
      • create google map
  • ideas for schools that dont have access to the river
    • local waterways
    • use existing data (document data collection so students can use it)
 
    • Trip to LA River -
    • Glendale narrows
      • macro invertebrate activity
      • iNaturalist app integration?
    • Look at pre-cement part of the river
    • Data Collection
      • measure water flow speed at different points
      • collect data on chemistry and biology too
      • need some sensors? equipment? (Check with Concord)
      • create your own sensors
      • create google map
  • ideas for schools that dont have access to the river
    • local waterways
    • use existing data (document data collection so students can use it)


Week 2 Schedule


Middle School  

Quickwrite 

High School

Quickwrite

Monday

6/25

AM


8:30-9:30

  • Data analysis (JF)


9:30 - 10:30 Debrief field trip

  • Present data they gathered, lessons learned in the following shared presentation

  • Teacher perspective


10:45-11:30 (MdA)

  • 5E concept map/flow for last week's LA River sequence


Brown Bag: Advanced Schoology


8:30-9:30

  • Data analysis  (AM)


9:30 - 10:30 Debrief field trip

  • Present data they gathered, lessons learned in the following shared presentation

  • Teacher perspective


10:45-11:30 (DNG)

  • 5E concept map/flow for last week's LA River sequence



Brown Bag: Advanced Schoology

Monday

6/25

PM

12:30-2:30 Blank Unit Plan, Brainstorm this week's Unit (MB)

FOCUS on EP&C

  • Identify a team to work with of 3-4 people
  • common grade level
  • Start a scope/sequence for their lesson
    • Start a google doc for your group and share with mahya.babaie@csun.edu


2:30-3:30 More CODAP (HS)


Homework: Work on your Engage part of your lesson and be prepared to share it with your group tomorrow


12:30-1:30 More CODAP (HS)


1:45-3:30 Blank Unit Plan, Brainstorm this week's Unit (GV)

Steps to planning an NGSS EP&Cs unit (read through steps, identify candidate phenomena)
  • FOCUS on EP&C
  • Identify a team to work with of 3-4 people
  • common grade level
  • Start a scope/sequence for their lesson


Start a google doc for your group and share with virginia.vandergon@csun.edu



Homework: Work on your Engage part of your lesson and be prepared to share it with your group tomorrow

Tuesday

6/26

AM


8:30-9:30 Concept Mapping (MA/NH)


9:40-11:30 Lesson planning

  • Emphasis is on preparing the Engage activity so it is ready for the afternoon.



Brown Bag: SEPs & Science Labs 


8:30-9:30 Pikas Activity (VV)


9:40-11:30 Lesson planning

  • Emphasis is on preparing the Engage activity so it is ready for the afternoon.



Brown Bag: SEPs & Science Labs 

Tuesday

6/26

PM

12:30-1:45 Climate Change (JF)


2:00-3:30 Microteach your Engage piece/Phenomenon?


12:30-2:00 Microteach your Engage piece/Phenomenon?


2:15:3:30 5E of Gases (DNG)


Wednesday

6/27

AM

8:30-10:00 Climate Change (JF)



10:10-11:30 Reflect on engage microteaching experience and continue to plan the 5E

  • Focus on EP&Cs within the 5E
  • How would you make sure your students are understanding the EP&Cs?
  • Can you create an essential question utilizing the EP&Cs?
Standard Search


Brown Bag - Sage Modeller (JF)

8:30-10:00 Reflect on engage microteaching experience and continue to plan the 5E

-Focus on EP&Cs within the 5E

-How would you make sure your students are understanding the EP&Cs?

-Can you create an essential question utilizing the EP&Cs?

10:10-11:30 Physics 5E (NH)


Live Rubrics Master




Brown Bag - Sage Modeller (JF)

Wednesday

6/27

PM

12:30-2:00 Cell Membrane Lesson (AM)


2:10-3:30 Planning

-Prepare to give a "big picture" talk for Friday

  • You will present the 5E flow (including the anchoring phenomenon)
  • Choose 1 of your 5E's to present to the rest of the groups as learners. This is your chance to preview what it will look in a class. If you want to ask questions in a google, then make the form and share it.
  • Include a slide about how the EP&Cs are addressed from a teacher perspective and how your students will demonstrate their knowledge of the EP&C
  • Link your unit planning template

HW: Create a concept map for your 5E sequence

12:30-2:00 Mystery of the Oasis in the Desert (MdA)


2:10-3:30 Planning

-Prepare to give a "big picture" talk for Friday


  • You will present the 5E flow (including the anchoring phenomenon)
  • Choose 1 of your 5E's to present to the rest of the groups as learners. This is your chance to preview what it will look in a class. If you want to ask questions in a google, then make the form and share it.
  • Include a slide about how the EP&Cs are addressed from a teacher perspective and how your students will demonstrate their knowledge of the EP&C
  • Link your unit planning template

HW: Begin your slide presentation

Thursday

6/28

AM

8:30-10:00 Slow Your Roll  (MB AM)


10:00-11:30 Planning


Brown bag: "Navigating NSTA's Online Resources," Carrie Shook, NSTA

8:30-9:30 CAST Overview, Blueprint, and Practice Test (HS)


9:30-11:30 Planning

-Link to share HS presentations


Brown bag: "Navigating NSTA's Online Resources," Carrie Shook, NSTA

Thursday

6/28

PM

12:30-1:30 CAST Overview, Blueprint, and Practice Test (HS)

Put your presentations here

1:30-3:30 Planning

12:30-2:30 Slow your Roll (AM MB)


2:30-3:30 Planning

Friday

6/29

AM

Prepare presentations

Put your presentations here

Groups present units

-Middle School Presentations -

Group A Comments

Group B Comments


View Responses Group A

View Responses Group B


FREE LUNCH!

Prepare presentations

-Link to share HS presentations

Groups present units

-High School Comments


FREE LUNCH!

Friday

6/29

PM

Surveys

Prizes

Surveys

Prizes


 Tech Bootcamp Agenda


Movies & Photos 

Web Links

Enviromapper

  • Air Pollution
  • Superfund Sites
  • Toxic Releases
  • Hazardous Waste
  • Water Dischargers
  • Toxic Substances
  • Chemicals
  • Greenhouse gases


WATERS GeoViewer



ą
Norman Herr,
May 2, 2019, 9:11 AM
Comments