Science Foundational Services are designed to provide district level staff with information and tools as they work to develop, improve and align their science curriculum and increase their knowledge of the new Illinois Learning Standards for Science incorporating the Next Generation Science Standards (NGSS). 

Training sessions will contain components to prepare participants to:

1. Identify the attributes of 3-dimensional learning.
2. Compare and contrast the New Illinois Learning Standards for Science incorporating NGSS and the old Illinois Learning Standards for Science from the viewpoint of 3-dimensional learning.
3. Identify connections between K-12 Framework, NGSS Performance Expectations, foundation boxes and appendices.
4. Explain how these new Illinois Learning Standards for Science, and their incorporation of 3-dimensional learning, will transform science education for kids by engaging them in meaningful, relevant, and coherent investigations.

 

FOUNDATIONAL SERVICES

Foundational-Services Overview (with notes)  – This resource explains the system of Foundational Services offered to teachers and schools throughout Illinois.

Foundational Services – COLOR Infographic – This visual representation summarizes the various professional learning offered through Foundational Services.

Foundational Services Science:

• Informational Sheet for Science
• Targets for Phase 1 Foundational Services Science (pre/post)
• Targets for Phase 2 Foundational Services Science (pre/post)
• Targets for Phase 3 Foundational Services Science (pre/post)
• Targets for Phase 4 Foundational Services Science (pre/post)

Science Foundational Services Provider listerv  SCIENCEFS@IARSS.ORG

 

 

 

MATERIALS FOR AREA COORDINATORS AND SERVICE PROVIDERS

 

 

Phase 1:  Next Generation Science Standards Overview

Description:   Next Generation Science Standards Overview introduces participants to the Next Generation Science Standards through experiential learning of a sample NGSS aligned lesson.  As an adult learner, participants analyze the learning experience to build an understanding of Three-Dimensional Learning.

Focus Topics:

• Three Dimensions of the Next Generation Science Standards
• Three-Dimensional Learning
• NGSS Performance Expectations

  

 

Timing: These materials were developed to be delivered in a one day training.  However, the training can be broken up and delivered over time (in the order listed below) if that is preferred.

• • Phase 1 – One Day Delivery – Sample Agenda
  • Phase 1 – Multiple Day Delivery – Sample Agenda

 

 

Session Summary: The training is divided into four training sessions.  Each session should be delivered in sequential order to provide the most comprehensible professional learning.  See the descriptions and presentation below.

 

• Session 1: NGSS in Action (2 hours) — Participants are able to “see” and take part in an NGSS aligned lesson in order to compare this to a traditional science classroom.
  • Phase 1 – Session 1

 

• Session 2: The Three Dimensions of NGSS (2 hours) — Participants analyze the lesson in order to identify how NGSS aligned instruction supports students as they engage in the science and engineering practices, utilize the crosscutting concepts when observing and investigating phenomenon, and discover the science detailed in the disciplinary core ideas.
  • Phase 1 – Session 2

 

• Session 3: NGSS Performance Expectations:  (1 hour) — Participants will better understand the performance expectations identifying and using additional resources available to support their use in an NGSS aligned classroom.
  • Phase 1 – Session 3

 

• Session 4: Three-Dimensional Learning:  (45 minutes) — Participants will pull all of their experiences from previous training sessions together to engage in conversations for deeper understanding of the Three-Dimensional Learning.
  • Phase 1 – Session 4

 

• Resources: (15 minutes) Focused on providing educators with quality resources, this PowerPoint shares information and tools from the following areas: NGSS publications, NGSS website tools, and  stakeholder specific information.
  • Resources

 

Materials for Trainers

• Print Materials
  • Phase 1 – Participant Workbook
  • Phase 1 – Group Analysis (1 per group)
  • Crosscutting Concept Group Activity (7 pages total – 1 page per group)
  • Three Dimensions of NGSS

• Presentation Tools
  • Groupings:
    • Table Number Tents
    • Table Number Cards
      • Table Number Cards – Back
      • Table Number Cards – Front
  • Group Norms – on cardstock table tents
  • Roadways: Standards, Three-Dimensional Learning, and Roadway Images
  • Driving Question Board Labels
  • Three-Dimensional Learning Consensus Poster Labels

• Presenter Reference Materials
  • Information – Light Sensors and Email for Participants
    • Google Apps:
      • https://play.google.com/store/apps/details?id=oops.luxlightmeter&hl=en
      • https://play.google.com/store/apps/details?id=com.app.lightsensor&hl=en
    • iPhone/iPad Apps:
      • https://itunes.apple.com/us/app/lightmeter-by-whitegoods/id501638921?mt=8
    • Window Apps:
      • https://www.microsoft.com/en-us/store/apps/light-sensor/9nblggh10zxn
      • https://www.microsoft.com/en-us/store/apps/lux-o-meter/9wzdncrfjvg5
  • IQWST Lesson 7 Background

 

 

Phase 2:  The Tools Needed to Bring NGSS to the Classroom

Description: The Tools Needed to Bring NGSS to the Classroom builds on Foundational Services for Science – Phase 1.  Participants are immersed in a series of lessons aligned to the NGSS which focus on bringing three-dimensional learning to the classroom.  As an adult learner, participants analyze the learning experience in order to create tools necessary to shift learning in an NGSS aligned classroom.

Focus Topics:

• Understanding the Role of Phenomena in Three-Dimensional Learning
• Utilizing the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas to create or evaluate Three-Dimensional Learning
• How to use current and available resources including A K-12 Framework for Science Education, the Next Generation Science Standards, and the Next Generation Science Standards Appendices.

 

Timing: Phase 2 training is designed to follow the Phase 1: Foundational Services Overview training. Attending phase 1 prior to phase 2 will provide participants with the most comprehensive and coherent experience.   Phase 2 materials were developed to be delivered in one day training.  However, the training can be broken up and delivered over time (in the order listed below) if that is preferred.

• Phase 2 – One Day Delivery — Sample Agenda
• Phase 2 – Multiple Day Training — Sample Agenda

 

 

Session Summary: The training is divided into five training sessions.  Each session should be delivered in sequential order to provide the most comprehensible professional development.  See the descriptions and presentation below.

• Session 1: In an NGSS Classroom (2 hours) Participants are able take part in a series of NGSS aligned lessons. Using various methods and tools, these lessons are then dissected to verify alignment.
  • Phase 2 – Session 1

 

• Session 2: How Do We Determine the Core Ideas Our Students Need to Learn?  (1.5 hours)  Participants utilize a method for examining the disciplinary core ideas to determine if the lesson meets the demands of the dimension.
  • Phase 2 – Session 2

 

• Session 3: How Do We Acquire and Utilize Phenomena in the Science Classroom?  (45 minutes)  Participants clarify the meaning and use of phenomena in an NGSS classroom. Then participants utilize a tool for employing phenomena throughout units of study.
  • Phase 2 – Session 3

 

• Session 4: How Do We Utilize the Crosscutting Concepts?  (1 hour)  Participants work to clarify their understanding of the crosscutting concepts function in an NGSS classroom. Then participants utilize a method for examining the crosscutting concepts to determine if the lesson meets the demands of the dimension.
  • Phase 2 – Session 4

 

• Session 5: How Do We Utilize the Science and Engineering Practices? (45 minutes)  Participants utilize a method for examining the science and engineering practices to determine if the lesson meets the demands of the dimension.
  • Phase 2 – Session 5

 

• Resources: (15 minutes) Focused on providing educators with quality resources, this PowerPoint shares information and tools from the following areas: NGSS publications, NGSS website tools, and  stakeholder specific information.
  • Resources

 

 

Materials for Trainers

• Print Materials
  • Phase 2 – Participant Workbook
  • Light Model Pieces
  • Light Box Images

• Presentation Tools
  • Groupings:
    • Table Number Tents
    • Table Number Cards
      • Table Number Cards – Back
      • Table Number Cards – Front
    • Group Norms – on cardstock table tents
  • Discussion Postings
    • Discussion Goals
    • Discussion Norms
    • Discussion Prompts Posters

• Presenter Reference Materials
  • Directions for Light Box
  • IQWST Unit: Can I Believe My Eyes? Teacher Supports – Teacher Edition

 

 

Phase 3:  Developing and Evaluating Units of Study Aligned to NGSS

Description:  Developing and Evaluating Units of Study Aligned to NGSS applies the tools from Foundational Services for Science – Phase 2.  This enables participants to develop and/or evaluate current materials or units of study for alignment to the Next Generation Science Standards.

Focus Topics:

• Storyline Development Process
• Coherence (throughout units of study, as well as within and across grade bands)
• Overview of EQuIP Rubric for Science Lessons and Units

 

 

Timing: Phase 3 training is designed to follow the The Tools Needed to Bring NGSS to the Classroom training.  Attending phases 1 and 2 prior to phase 3 will provide participants with the most comprehensive and coherent experience.   Phase 3 materials were developed to be delivered in one day training.  However, the training can be broken up and delivered over time (in the order listed below) if that is preferred.

• Phase 3 – One Day Training — Sample Agenda
• Phase 3 – Multiple Day Training — Sample Agenda

 

 

Session Summary: The training is divided into three training sessions.  Each session should be delivered in sequential order to provide the most comprehensible professional development.  See the descriptions and presentation below.

• Session 1: Storylining (3 hours) Participants are introduced to the process of developing a storyline in order to develop a unit of study aligned to NGSS.  This consists of five phases; participants learn about and practice utilizing each phase in small groups.
  • Phase 3 – Session 1

 

• Session 2: What Is Coherence? Why Is It Important in NGSS Aligned Units?  (30 minutes) Participants will bring the work of Storylining together to understand coherence.
  • Phase 3 – Session 2

 

• Session 3: How Do I Use the EQuIP Rubric for Science?  (30 minutes)  Participants will review the EQuIP (Educators Evaluating the Quality of Instructional Products) Rubric for Lessons and Units: Science. This tool can be utilized to evaluate Units of Study Aligned to NGSS.
  • Phase 3 – Session 3

 

• Resources: (15 minutes) Focused on providing educators with quality resources, this PowerPoint shares information and tools from the following areas: NGSS publications, NGSS website tools, and  stakeholder specific information.
  • Resources**Updated 11-12-16**

 

 

Materials for Trainers

• Print Materials
  • Phase 3 – Participant Workbook
  • Phase 3 – Resource Packet
  • Storylining Process Visual Aid
  • Coherence Question Cards (1 set per group)

• Presentation Tools
  • Groupings:
    • Table Number Tents
    • Table Number Cards
      • Table Number Cards – Back
      • Table Number Cards – Front
    • Group Norms – on cardstock table tents
  • Discussion Postings
    • Discussion Goals
    • Discussion Norms
    • Discussion Prompts Posters

• Presenter Reference Materials
  • Discussion Norms Facilitation Notes

 

Phase 4 – Workshop: Beginning to Build a Unit of Study Aligned to NGSS

Description:   Workshop: Beginning to Build a Unit of Study Aligned to NGSS builds on the introduction to the Storyline Development Process introduced in Phase 3 by fully engaging participants in the process.  Participants begin the process of building a unit of study aligned to the Next Generation Science Standards in a collaborative environment.

Focus Topics:

• Bundling NGSS Performance Expectations
• Unpacking the Performance Expectations and associated Disciplinary Core Ideas in the K-12 Framework
• Identifying Phenomena related to the both the Performance Expectations and associated Disciplinary Core Ideas
• Developing a Student Product to be further developing into a summative assessment for the unit of study aligned to NGSS

 

Timing: These materials were developed to be delivered in a two day training in which participants review the procedure associated with each session and then work collaboratively in small groups.  As a result, the timing is flexible and training can be broken up to be delivered over time (in the order listed below) if that is preferred.

• • Phase 4 – Two Day Delivery – Sample Agenda
  • Phase 4 – Multiple Day Delivery – Sample Agenda

 

 

Session Summary: The training is divided into four training sessions.  Each session should be delivered in sequential order to provide the most comprehensible professional learning.  See the descriptions and presentation below.

 

• Session 1: What Is the Focus of the Unit of Study? (2 hours) — Participants work collaboratively to create potential performance expectation bundles and to determine a rationale for the bundle.
  • Phase 4 – Session 1

 

• Session 2: What Is the Science Our Students Must Understand? (4 hours) Participants work collaboratively to examine the performance expectation bundles and the corresponding Disciplinary Core Ideas by utilizing the K-12 Framework.  Participants unpack and make sense of the science in order to guide their thinking in the development of a coherent unit of study aligned to NGSS.

• • Phase 4 – Session 2

 

• Session 3: How Will We Engage Students and Illicit Student Questions?  (2 hours) — Participants reflect on the science found in the Disciplinary Core Ideas and work collaboratively to identify potential phenomena with which to engage students.
  • Phase 4 – Session 3

 

• Session 4: What Do We Expect of Students at the End of Instruction? (4 hours) — Participants work collaboratively to examine their work thus far and the related evidence statements.  Using this information, the participants work to develop a potential summative assessment aligned to the unit of study.
  • Phase 4 – Session 4

 

• Resources: (15 minutes) Focused on providing educators with quality resources, this PowerPoint shares information and tools from the following areas: NGSS publications, NGSS website tools, and stakeholder specific information.
  • Resources**Updated 11-12-16**

 

 

Materials for Trainers

• Print Materials
  • Phase 4 – Participant Workbook

• Presentation Tools
  • Groupings:
    • Table Number Tents
    • Table Number Cards
      • Table Number Cards – Back
      • Table Number Cards – Front
    •  Group Norms – on cardstock table tents
  • Discussion Postings
    • Discussion Goals
    • Discussion Norms
    • Discussion Prompts Posters

 

NETWORKING FOR IMPLEMENTATION

 

The purpose of Networking for Implementation sessions is to provide participants an opportunity for deeper discussion around shared experiences and expertise for the purpose of implementing approved content in the approved Foundational Services areas.  The Networking for Implementation opportunities are based on specific objectives as determined by identified needs for further implementation discussions and/or exploration of the resources along with sharing.

Networking for Implementation sessions may include one or all of the following objectives for participants within a focus topic:

• Examine a focus topic in depth to support implementation
• Share impacts, successes, and lessons learned related to the implementation of the focus topic by facilitator(s) and participants
• Ask and collaboratively address questions and challenges related to the implementation of the focus topic

Networking for Implementation Guidance Document and Facilitator Considerations

Networking for Implementation ppt

 

 

Facilitator Background Knowledge Building Resources

Phenomena

• Windschitl UW Identifying Anchoring Events

Productive Talk – Discussion Based Learning

• The Inquiry Project – http://inquiryproject.terc.edu/ 
• Talk Science Primer
• Talk_Moves_Map

EQuIP Rubric for Lessons and Units: Science

• ›NGSS EQuIP Professional Learning Facilitator’s Guide
• EQuIP Rubric

Next Generation Science Resources

• Front Matter Evidence Statements
• Appendix E – Progressions within NGSS
• Appendix F Science and Engineering Practices in the NGSS
• Appendix G – Crosscutting Concepts

Contact Information

Science Core Planning Team Members
SCIENCE	CORE – lead FA	Frank Petkunas	fpetkunas@i-kan.org
SCIENCE	CORE – Design Team	Jeanine Sheppard	jmpsheppard@gmail.com
SCIENCE	CORE	Suzy Dees	sdees@isbe.net
SCIENCE	CORE	Aimee Park	apark@lisle202.org

This program is fully (100%) funded with federal grant dollars.