Onsite or Virtual

Onsite: 7 consecutive days

Virtual: 49 hours over 14 days

 

Building on the 2-day program (see previous tab), the 5-day program adds three days, each day focused on the unit phenomenon or problem and storyline. Teachers deepen their understanding of the AIL instructional model Investigate, Synthesize, and Gap Analysis of lessons. The role of formative and summative assessment in student learning is investigated.

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Max participants: #25

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Onsite

Days 1 & 2 consecutive during the summer (Preparation for implementation of program goals, pedagogy and AIL instructional model accessing Unit 1. Details above.).

• Day 3 during quarter 1 (Unit 2)

• Day 4 during quarter 2 (Unit 3)

•  Day 5 during quarter 3 (Unit 4)

 

Virtual

Building on the 2-day Program, the 5-Day Program adds 6 virtual sessions to the 4 sessions included in the 2-Day Program. The 5-Day Program is a total of 10 sessions.

Example:

• Days 1 and 3 (unit 1), Day 5 (unit 2), Day 7 (unit 3), and Day 9 (unit 4)

  • 8:30a-1:45p (As example)

  •  4 hours of instruction + one 15-minute break and 1-hour lunch each day

• Days 2 and 4 (unit 1), Day 6 (unit 2), Day 8 (unit 3), and Day 10 (unit 4)

  •  8:30a-11:45a (as example)

  • 3 hours of instruction + one 15-minute break

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Day 1 (Focus: Unit 1)

• Consider effective science teaching and learning in light of the NGSS and Anchored Inquiry Learning.

• Deepen understanding of Unit 1 content, specifically bacterial infections and antibiotic resistance.

• Experience the Anchor Lesson and deepen understanding of its role in developing a coherent science storyline.

• Explore how literacy and sensemaking strategies (I2 and Model Tracker) embedded in the program materials support all students in constructing understanding.

• Explore the program resources provided to support planning for effective science teaching and learning.

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Day 2 (Focus: Unit 2)

• Deepen understanding of Unit 1 content, specifically bacterial infections.

• .Deepen understanding of and ability to use literacy supports (Science Close Read, Word Wall, Science Notebooks) and models (Model Tracker Formative Assessment Tools) to support student learning

• Develop a common vision of the Unit 1 storyline and how the anchor phenomenon and student questions motivate learning. Reflect on effective science teaching and learning in light of the NGSS and Anchored Inquiry Learning.

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Day 3 (Focus: Unit 2)

• Consider effective science teaching and learning in light of the NGSS and Anchored Inquiry Learning.

• Deepen understanding of Unit 2 content and storyline, specifically the role of genetics and environment in the risk for heart disease and high cholesterol.

• Explore the role of Investigate Lessons in supporting students to figure out important science ideas through engaging in the science and engineering practices and crosscutting concepts.​

• Deepen understanding of the role of societal challenges as anchor phenomena and problems, and the embedded supports for creating an equitable and respectful classroom culture (Letter Home, Resources for Adult-level Science Learning).

• Deepen understanding of the unit storyline and the role of Investigate Lessons in creating a coherent science content storyline that students construct.

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Day 4 (Focus: Unit 3)

• Consider effective science teaching and learning in light of the NGSS and Anchored Inquiry Learning.

• Deepen understanding of Unit 3 content and storyline, specifically matter and energy in food systems.

• Deepen understanding of the engineering design process and equitable consideration of multiple perspectives, specifically indigenous perspectives.

• Explore the role of three-dimensional assessment in effective science teaching and learning.

• Explore how the BSCS Biology assessment system supports all students in demonstrating and applying.

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Day 5 (Focus: Unit 4)

• Consider effective science teaching and learning in light of the NGSS and Anchored Inquiry Learning.

• Deepen understanding of Unit 4 content and storyline, specifically ecology and evolution.

•  Explore the role of Synthesize Lesson in collaborative consensus building and preparation to apply their understanding to new phenomena or problems.

• Deepen understanding of how Gap Analysis Lessons support student construction of a coherent science content storyline through re-anchoring to the unit phenomena.

• Consider the role of the Culminating Task in the development of student agency related to the unit’s societal challenge.

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Day 6 (Focus: Unit 2)
This day follows Day 3 of the 5-day program.

• Consider effective science teaching and learning in light of the NGSS and Anchored Inquiry Learning.

• Deepen understanding of Unit 2 content and storyline, specifically the shifts in genetics education.

• Deepen understanding of how the Science and Engineering practices of explanation and argumentation are scaffolded throughout the course and the role of the Argument Tool in developing student agency.

 

Day 7 (Focus: Unit 3)
This day follows Day 4 of the 5-day program.

• Consider effective science teaching and learning in light of the NGSS and Anchored Inquiry Learning.

• Deepen understanding of Unit 3 content and storyline, specifically matter and energy in food systems.

• Deepen understanding of the Science and Engineering Practice of models and the Crosscutting Concepts of systems and system models.

• Consider the role of the BSCS Biology assessment system in planning for effective science teaching and learning.

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