Lesson Objective: To show teachers that ILO's and NGSS "Science and Engineering Practices" are quite similar and that, if they are already teaching ILO's then they are also already teaching "Science and Engineering Practices".

ACTIVITY ONE:(30 min)

GOAL: Visually demonstrate that ILO’s and NGSS Science and Engineering Practices are very similar.

1) Make8 cardstock circles,one for each of theScience and Engineering Practices (NGSS). Laminate them.

2) Make 6 cardstock triangles, one for each of the ILO's. Laminate them.

3) Divide participants into 14 groups ( 8 + 6) and give each group one ofeither the NGSS or ILO cards.

4) Challenge each group to come up with a lesson idea from the 8th grade core that would meet the requirements of the NGSS or ILO card they have been given. When they agree on an idea, they are to write a 4-5 word summary of their idea and write it on a word strip.

6) Have all groups their laminated circle or triangle (NGSS or ILO)on an empty wall: triangles on one side, a large empty space in the middle (large enough to a column of 14 words strips) and circles on the other side.

5)The first NGSS group describes their lesson idea and then poststheir word strip onthe wall. Theyconnect their word strip to theirNGSS circle with a string or piece of yarn.

6) All the ILO groups evaluate the lesson idea andIF it ALSO addresses their ILOthen they connect their ILOtriangle to the word strip with a string or piece of yarn.

7) This continues for all NGSS groups.

8) Repeat with ILO groups. The first ILO group describes their lesson idea, posts their word strip, and connects their word strip to their ILO triangle with a string or piece of yarn. Then all the NGSS groups evaluate the lesson idea and IF it ALSO addresses their NGSS then they connect their NGSS circle to the word strip with a piece of yarn.

The desired end result is a center row of lesson plan ideas that are connected by multiple yarn pieces to both ILO objectives and NGSS statements. It should be a strong visual message that teachers that are alreadyteaching ILOs are also already teaching NGSS standards.

ACTIVITY TWO: (10 min)

GOAL: Allow participants to ask questions, air concerns, and explore more deeply the NGSS Science and Engineering Practices. Instructors can also use the information gleaned here to inform instruction, to identify and resolve concerns.

Engage in a whole group discussion in which they can share insights/fears/questions about the NGSS Science and Engineering Practices.

ACTIVITY THREE: (20 min)

GOAL: To demonstrate the progression of complexity and uniformity of the NGSS Science and Engineering Practices, giving them a road map of where their students will be coming from and where they are headed.

1)Divide into eight groups. Assign each group one of the NGSS standards and provide each group with a chart for that standard that shows the progression of complexity and uniformity from K-2 through 9-12.

2)Instruct participants to create a 4 rung ladder (on a poster board or giant Post-It note) that shows how the complexity of the NGSS requirement progresses K-12. The bottom of rung of the ladder should show the skill at its most basic (K-2) and the top rung the skill at its most advanced level (9-12).

3)If there is time, have each group summarize and share their ladders.

ACTIVITY FOUR: (30 min)

GOAL: Apply what has been learned a in a way that is personally useful and relevant for participants.

Participants apply what they have learned by tweakingpersonal lesson plans to now incorporate what has been learned. Suggest that they use a lesson plan template provided by their school or district if that is useful to them OR make their own lesson plan template that works for their personal style.

Whether they use an existing or make their own lesson plan template, the goal is the same. The goal being that they take a lesson plan they already us and love andidentify or add:

NGSS Science and Engineering Practices

Cross Cutting Concepts

Technology

Their lesson plan templates could also incorporate:

Writing

Hook at the beginning

Good assessment

Inquiry