Good evening all from Florida. 😎

Hi from MA

Welcome, everyone!

New York State Education Department Integrating Science and Language for All Students with a Focus on English Language Learnershttp://www.nysed.gov/bilingual-ed/integrating-science-and-language-all-students-focus-english-language-learnersI will add this link to the collection for this web seminar series.

Added! Resource #7 in the Collection of resources https://my.nsta.org/collection/uNSpNIdJGYs_E

Please share questions as they arise in the chat window. I will gather questions and share with the presenters who will be pausing for Q&A

How does this video clip illustrate phenomenon and 3D learning?

The phenomenon learning launched the idea with something relatable to students...

Phenomena- old let's look at solid liquids and gasses, new lets look at garbase and along the way we figure out that there are groups that have different properties

Students are developing their own questions and interests based on real-world experiences relating to their daily interactions (home, school, community) with garbage.

It’s authentic!

Shift from what could have been a reading opportunity to real world hands- on opportunity.

Students do the science and figure out what is happening to the garbage by asking questions, making observations, revising models, etc.

Phrnomenon relates to the students' everyday experiences. In this case, the topic of garbage. All of us throw garbage, but these students are forced to think beyond. What happens to our garbage?

Because the phenomenon is garbage they already have the words to describe it

Students can be able to see the problem in the form of the given video and they can easily formulate question and can make a possible solution thru engineering processes

How does this video clip illustrate phenomenon and 3D learning?

3-D: incorporating - and identifying - the SEPs and CCCs at play with this phenomenon & the core ideas

students progressed from making observations to using models, analyzing data and arguing from evidence. Their science became more sophisticated and they learned new language to go along with it

Students were using the practices, core ideas, and crosscutting concepts to build an explanation of the phenomena.

The phenomenon was not just the launch, but the driver of how students share their learning from asking questions to engaging in argument from evidence

Phenomenon helps learners to identify science in their immediate environment while 3D learning paves way for possible exploration and doing science based on the phenomenon.

The scientific investigation will help students even more questions. Helping them generate new ways to solve author problems

It's built in that they will want to go home and share what they have learned

Collection of resourceshttps://my.nsta.org/collection/uNSpNIdJGYs_E

Resource #5

I can explain what happens to our garbage.... I can explain why composting works (as an application) and why they want us to do this to keep stuff out of the landfill

(with analysis removed)

Assessment Task 1 (Groups 1-15)https://docs.google.com/presentation/d/19mZ2U4h_ACGeayHnJ-zcYLac_XG0yzjan79_tqG7DGk/edit?usp=sharing

Please share questions as they arise in the chat window. I will gather questions and share with the presenters.

Do you have advice on the best way to develop and implement these types of units – especially for teachers just starting out? How is planning best achieved to ensure all grade-level science standards are covered? While there is a clear integration of multiple content standards (both within and outside of science) and skills within such a unit, a 9-week learning segment is intensive (both in planning and effective implementation).

Danielle, I have your question

There's another Q&A coming up (Okhee passed this one for time)

Positive presuppositions of students -- asset-based instead of deficit on both sides

NGSS and WIDA are closely aligned, but their emphasis are different.

They're almost identical in structure

Equality for ALL

It’s like a mirror of the two

The "Note" are both ALL encompassing

PROGRESSION IS EMPHASIZED

Really interesting to me that facial expressions is included in modalities - I never considered that before

YES!

👏

What is the difference between language of science and language for science?

using language to do science

2012 says use language to show I know science knowledge

Thank you!

narration is a vital means for communiting with other humans

This is the Venn diagram Okhee referred to https://docs.google.com/viewerng/viewer?url=https://stemazing.org/wp-content/uploads/2019/04/Science-Math-ELA-Practices-Venn-Diagram.pdf&hl

sorry screen is a bit small is it discourse or discursive

discourse

Kathigeyan it is discourse.

Thanks.

👍🏽

@Karthigeyan Hover your cursor at the top of the screen, click "View Options" tab and the Zoom Ratio. You can use this feature to Zoom in on the screen

That is "zoom in" on your Zoom screen

Closing Discussion Questions Padlet Boardhttps://padlet.com/tocol2/kpanuj91t9g0l9ji

Based on today’s session, respond to the following questions in the Padlet:

What are your new learnings?

How will you support MLs in science?

You can click on the "speech bubble" (bottom right) to comment on another's post.

Or click the heart to acknowledge/agree with another post

Do you have advice on the best way to develop and implement these types of units – especially for teachers just starting out? How is planning best achieved to ensure all grade-level science standards are covered? While there is a clear integration of multiple content standards (both within and outside of science) and skills within such a unit, a 9-week learning segment is intensive (both in planning and effective implementation).

https://www.nextgenscience.org/resources/examples-quality-ngss-design

Quality Examples of Science Lessons and Units

Pre-service teachers are accustomed to word walls as the one and only strategy - any suggestions for moving them towards modalities, registers and interactions?

https://www.nsta.org/daily-do-playlists

NSTA Playlists

The Corn Changing unit from Next Gen is a great one for students.

I will replace the link in the collection - it is not behaving correctly

Garbage Playlist: https://www.nsta.org/playlist/what-happens-our-garbage

Thank you!

As long as you start with the student and centering them and their assets you can use it with all students

Thanks! Great ideas to implement in the classroom.

There is a PLU through NSTA on how to develop your own storyline too.

Collection of resourceshttps://my.nsta.org/collection/uNSpNIdJGYs_E

Upcoming web seminars – register todayhttps://www.nsta.org/webseminarsJoin us in Atlanta!https://www.nsta.org/conferences-and-eventsScience Notebooks in Student-Centered Classroomshttps://my.nsta.org/event/wi23-science-notebooks-in-student-centered-classrooms-professional-book-study-f