6-12+Earth+History

6-12 Earth History


 * Group Members:**

__Cate Colangelo__ catecolangelo@johnston.k12.nc.us cell (919) 801-3306 school (919) 284-3374 LEA: Johnston County Region 3 Kenan Fellow, 6-8 Science Teacher

__Brandi Mathis__ brandi.mathis@caswell.k12.nc.us school (336) 694-4212 LEA: Caswell Region 5 9-12 Science Teacher

__Ernestine Smith__ esmith@ecps.us school (252) 641-2632 LEA: Edgecombe County 6-12 Science Coach

__Kari Wilkinson__ kwilkinson@chccs.k12.nc.us school (919) 969-2482 x 27202 LEA: Chapel Hill Carrboro Chemistry Teacher High School

__// **Day 1: Kinston High School Rm 110** //__


 * Task 1: Notable Quote Puzzle Response:** College: Ready, Set Go!

Individual dot placement for categories- (a) "Science is not my area--I know nothing" (b) "I have heard of the Science Essential Standards" (c) "I understand the SES, but still have some questions" (d) "I am on my way to being an expert on the SES."
 * Consensogram for Science Essential Standards**
 * Group results: all "C" level; Session results: 2 A's, 13 B's, 1 B/C, 20 C's**

Our thoughts: What students need to know: energy/mass conservation & cycling, biology (nitrogen-fixing bacteria, xylem, phloem, etc.) and chemistry (photosynthesis/cellular respiration, etc.) Where do they encounter it: as early as kindergarten with alive or not, then it cycles up in complexity
 * Task 2: Annenberg Project: Seed to Tree . . . where does the additional material come from?**

Creating an AP2K learning progression for flow of matter Could be used to emphasis vertical alignment and collaboration at individual school or feeder schools (primary, elem, middle, high) Barriers discussed: teacher turn-over rates, resistance to "big picture" focus
 * Task 3: Building a Learning Progression Map**


 * Task 4: Table Talk and Feedback**

__// **Day 2: Kinston High School Rm 110** //__


 * Review** of questions and comments from yesterday: seat placements, difference between common core and essential standards, purpose of session, etc.

= “Science is built up of facts, as a house is built of bricks; but an accumulation of facts is no more science than a pile of bricks is a house.” = = --- Henri Poincare quote = = =
 * Resources:** See the "home" page of kinstonsiscience for additional links to excellent science sites like AAAS assessments, the National Science Digital Library, etc.


 * Discussion** regarding "Scientific Literacy" components, relegation of science in regards to math/ELA testing, relationship between informational text ELA core standard and science--how to build capacity for in own district with PD, working sessions with teachers to generate exemplar lessons.


 * PowerPoint** about future of PD and unit design processes

__**Activity: Build a Unit**__
 * Theme:** Structure of Matter
 * Subject Area/Grade**:Physical Science 9th grade
 * Title**: Phases of Mater and Phase Changes
 * Unit Length**: 3-4 days
 * Conceptual Lens**: Behavior of Atoms in Molecules
 * Big Ideas**: Energy Transfer, Phases of Matter, Role of Temperature, Graphical Representations
 * Enduring Understandings**: Energy is transfered, not created/destroyed; Material properties affect the rate of/ability for phase change; Phase changes are not linear in progression (phases can be "skipped");
 * Essential Standards Codes**: 2.1.2
 * Essential Questions**: did not have time to complete