Science and Environmental Science and Environmental Engineering for Secondary Engineering for Secondary

(SEES)Grant(SEES)Grant

Regional Partnership MeetingRegional Partnership Meeting

March 26, 2015March 26, 2015

SEES Project PurposeSEES Project Purpose

The purpose of the SEES Project is to provide The purpose of the SEES Project is to provide secondary secondary science teachers, grades 6-12science teachers, grades 6-12, with the content and , with the content and practice necessary to implement the Next Generation practice necessary to implement the Next Generation Science Standards (NGSS) into their Science Standards (NGSS) into their existing science existing science classrooms. Teachers in this project will be able to classrooms. Teachers in this project will be able to address each of the dimensions of the NGSS, specifically address each of the dimensions of the NGSS, specifically the the Science and Engineering Practices, the Crosscutting Science and Engineering Practices, the Crosscutting Concepts, and the Disciplinary Core IdeasConcepts, and the Disciplinary Core Ideas with with increasing sophistication for student thinking. Teachers increasing sophistication for student thinking. Teachers will also be able to incorporate the will also be able to incorporate the Science, Technology, Science, Technology, Society, and the Environment Connection Matrix in the Society, and the Environment Connection Matrix in the NGSSNGSS into their classroom practice. into their classroom practice.

http://www.nextgenscience.org/sites/ngss/files/APPENDIX%20J_0.pdf

SEES Project GoalsSEES Project Goals

1. Improve teachers’ knowledge regarding science and engineering integration in NGSS.

2. Improve teachers’ ability to create, adapt, and teach integrated activities using science and engineering practices, crosscutting concepts, and disciplinary core ideas emphasizing performance expectations for students.

3. Improve teachers’ self-efficacy in regards to integrated science and engineering subject matter.

4. Improve participating teachers’ and their students’ knowledge and interest level in STEM subjects, specifically science with integrated engineering practices.

5. Improve participating teachers’ leadership skills and provide them with opportunities to demonstrate these skills around science and engineering topics.

 

Welcome and IntroductionsWelcome and Introductions

Core Partnership Team Introductions Core Partnership Team Introductions Lorna Manuel, Project DirectorLorna Manuel, Project Director Rich DuVarney, Rich DuVarney, TCDE Assistant SuperintendentTCDE Assistant Superintendent

CSU, Chico Professional Development StaffCSU, Chico Professional Development Staff:: Dr. Bev Marcum, Dr. Anne Stephens, Dr. Rachel Dr. Bev Marcum, Dr. Anne Stephens, Dr. Rachel

Teasdale, Dr. Lisa Ott, Dr. David Kagan, Dr. Joe Teasdale, Dr. Lisa Ott, Dr. David Kagan, Dr. Joe Greene, Dr. Larry Wear, Dr. Stewart Oaklely,Greene, Dr. Larry Wear, Dr. Stewart Oaklely,

Brandi ArangurenBrandi Aranguren

Regional Partnership Team Introductions: Regional Partnership Team Introductions:

Name and Representative AgencyName and Representative Agency

A New Educational EnvironmentNew standards promote integration and critical thinking.

1 California Next Generation Science Standards (NGSS)

2 California Common Core State Standards (CCSS – ELA) for English Language Arts and Literacy in History/Social Studies, Science, and the Technical Subjects.

3 California Common Core State Standards Mathematics (CCSS – Math)

How will professional learning experiences for teachers be designed to meet this need?

55

PerformanceExpectations

Foundation Boxes

NGSS - Focus on Critical Thinking

Scientific & Engineering

Has Has broad importancebroad importance across multiple science or across multiple science or engineering disciplines or is a engineering disciplines or is a key organizing conceptkey organizing concept of of a single disciplinea single discipline

Provides a Provides a key toolkey tool for understanding or investigating for understanding or investigating more complex ideas and solving problemsmore complex ideas and solving problems

Relates to the Relates to the interests and life experiences of studentsinterests and life experiences of students or can be connected to or can be connected to societal or personal concernssocietal or personal concerns that require scientific or technical knowledge that require scientific or technical knowledge

Is Is teachableteachable and and learnablelearnable over over multiple grades multiple grades at at increasing levels of depth and sophisticationincreasing levels of depth and sophistication

Core Ideas for K-12 Science InstructionCore Ideas for K-12 Science Instructiona core idea is a scientific idea that:a core idea is a scientific idea that:

dddddddddddd

Disciplinary Core IdeasDisciplinary Core Ideas

1.1. PatternsPatterns

2.2. Cause and effect: mechanism and explanationCause and effect: mechanism and explanation

3.3. Scale, proportion and quantityScale, proportion and quantity

4.4. Systems and system modelsSystems and system models

5.5. Energy and matter: flows, cycles and conservationEnergy and matter: flows, cycles and conservation

6.6. Structure and functionStructure and function

7.7. Stability and changeStability and change

Big Ideas - Crosscutting Concepts Big Ideas - Crosscutting Concepts

IntegratedIntegrated

Scope of Work: PD ContentScope of Work: PD ContentYear 1Year 1

Water and Water and WatershedsWatersheds

Fluid dynamics, the Fluid dynamics, the role of water in living role of water in living systems, and the systems, and the ocean as a driver of ocean as a driver of weather patternsweather patterns

Watershed Watershed restoration, restoration, wastewater treatment, wastewater treatment, and groundwater and groundwater depletiondepletion

Year 2Year 2

Energy and MatterEnergy and Matter

Heat transfer, heat capacity Heat transfer, heat capacity of water and its role in of water and its role in producing weather patternsproducing weather patterns

Solar energy and Solar energy and photosynthesis, insulation and photosynthesis, insulation and green building design, green building design, microwaves, alternative microwaves, alternative transportation systems transportation systems nanotechnology and nanotechnology and biopolymers, alternative fuels, biopolymers, alternative fuels, biodegradable plastics, biodegradable plastics,

Year 3

System and System Models

•Natural resources, biodiversity, ecosystem dynamics, and ecosystem services•Establishing and maintaining biodiversity in engineered environments such as restored stream, rivers, wetlands, and forests; bioengineering organisms; disease resistance; mapping and modeling natural resources and human impact on Earth Systems

Why ENVIRONMENTAL Why ENVIRONMENTAL Engineering?Engineering?

The national and statewide The national and statewide focus on developing focus on developing

environmental literacyenvironmental literacy

““Creating a future prosperous, healthy, and Creating a future prosperous, healthy, and safe California is contingent on citizens safe California is contingent on citizens making wise environmental choices on making wise environmental choices on topics essential to our quality of life, topics essential to our quality of life, including water, energy, climate change, and including water, energy, climate change, and protection of natural areas”. protection of natural areas”.

Draft: California’s Blueprint for Environmental Literacy 2015Draft: California’s Blueprint for Environmental Literacy 2015

Opportunities for authentic Opportunities for authentic experiencesexperiences

Environmental issues are authentic and Environmental issues are authentic and relevant to the lives of students in the north relevant to the lives of students in the north state.state.•Water storage and deliveryWater storage and delivery•Ground water depletionGround water depletion•Flood controlFlood control•SubsidanceSubsidance

Environmental Engineering Environmental Engineering addresses NGSS addresses NGSS

Performance ExpectationsPerformance Expectations

Example: MS-ESS3-3:Example: MS-ESS3-3:

Apply scientific Apply scientific principles to design a principles to design a method for monitoring method for monitoring and minimizing a and minimizing a human impact on the human impact on the environmentenvironment

What does the SEES project provide What does the SEES project provide teachers?teachers?

Professional Development Professional Development (each year)(each year)

- 60 hours of science and - 60 hours of science and engineering content, engineering content, integration, and practical integration, and practical applicationapplication

- 24 hours of personalized - 24 hours of personalized coaching and Lesson coaching and Lesson StudyStudyConfidence in Teaching Confidence in Teaching NGSSNGSSPreparation to teach Preparation to teach students 21students 21stst Century Skills Century Skills

Network OpportunitiesNetwork Opportunities

- Local Business and - Local Business and

OrganizationsOrganizations

- Other Science Teachers, - Other Science Teachers, CSU Professors, COE CSU Professors, COE ConsultantsConsultants

Leadership OpportunitiesLeadership Opportunities

- Sharing project content - Sharing project content with staff and other with staff and other projectsprojects

Technology Award, Technology Award, Stipends, CE UnitsStipends, CE Units

Recommendations for the continuous improvement of the work

Business and local agencies – provide contacts, guest speakers, available resources, job shadowing opportunities for participants with real world application

Work with Core Partners to review teacher surveys and feedback

Brainstorm ideas to support participants needs for content knowledge development and coaching around science and engineering

Regional Partner Meeting Regional Partner Meeting Dates 2015/2016Dates 2015/2016

Program Year 1Date Location07/08/15 CSUC

11/10/15 TCDE

01/11/16 CSUC

04/20/16 TCDE