SESC STLN
June 20, 2014
Diane Johnson
Diane.johnson@uky.edu
http://Dianehjohnson.com
Introductions
• Diane Johnson
– Diane.johnson@uky.edu
– http://dianehjohnson.com
Session Goal
• Begin to develop a shared vision of
the practices in action.
A New Vision of Science
Learning
that Leads to
a New Vision of Teaching
The framework is designed to help realize a vision for education
in the sciences and engineering in which students, over multiple
years of school, actively engage in science and engineering
practices and apply crosscutting concepts to deepen their
understanding of the core ideas in these fields.
A Framework for K-12 Science Education p. 1-2
• “…students cannot fully understand scientific
and engineering ideas without engaging in
the practices of inquiry and the discourses by
which such ideas are developed and refined.
At the same time, they cannot learn or show
competence in practices except in the context
of specific content.”
– A Framework for K-12 Science Education, pg. 218
3-D Model = Science Performance at the Intersection
Science and
Engineering
Practices
3D Student
Performances
Disciplinary
Core Ideas
1. Instruction
2. Assessment
3. Instructional Materials
4. Professional
Development
Crosscutting
Concepts
Conceptual Shifts in the NGSS
1. K–12 science education should reflect the real world
interconnections in science
2. Science and Engineering Practices and Crosscutting
Concepts should not be taught in a vacuum; they should
always be integrated with multiple core concepts throughout
the year
3. Science concepts build coherently across K-12
4. The NGSS focus on deeper understanding and application
of content
5. Integration of science and engineering
6. Designed to prepare students for college, careers, and
citizenship.
7. Coordination with Common Core State Standards
Science and Engineering Practices
Guiding Principles
• Students in K-12 should engage in all of the eight practices
over each grade band.
• Practices grow in complexity and sophistication across the
grades.
• Each practice may reflect science or engineering.
• Practices represent what students are expected to do, and
are not teaching methods or curriculum.
• The eight practices are not separate; they intentionally
overlap and interconnect.
• Performance expectations focus on some but not all
capabilities associated with a practice.
Science Teaching and Learning
• What are students and teachers doing in
NGSS-focused classrooms?
• Read the teacher scenario and mark up the
text
– What is the teacher doing? (highlight)
– What are the students doing? (underline)
– What is the science focus?
• How would you characterize this classroom?
What makes things sink or float?
• The story so far …
– Two lessons
– Students think: heavy things sink and light things
float.
• Lesson 3 of 6
– Pick up with one piece of Lesson 2
– Experience will take 2 class periods
What makes things sink or float?
Traffic Light
• Read each of the “I can” statements and traffic
light your current understanding in the PRE
column.
– Red means stop
• I don’t understand
– Yellow means slow down
• I need more practice, but I’m getting there.
– Green means go!
• I’ve got it!
• Remember that we are just starting the unit. It is
okay to not know!
Becoming Familiar with the Cubes
Becoming Familiar with the Cubes
1. Record your ideas. What will you think about to
make your predictions?
2. Predict whether each of the cubes will sink or
float. Mark your prediction on the table. Be sure
to share your reasoning with your partner(s).
3. For our purposes…sinking blocks are completely
submerged and touch the bottom of the
container and floating blocks do not.
4. Place each of the cubes in the water and note on
Student pg. 2.1 which ones sink and which ones
float.
Recording Results
Recording Results
Cube
Combination
Prediction
(sinks/floats)
(Create two, three, four, and
five block combinations)
2 blocks
Oak and Nylon
Sink (because oak is the
heaviest wood and nylon
sank)
Quantitative
Results
Qualitative
Results
(combined mass in grams
and total volume in number
of cubes)
(sinks/floats)
37.2 g
Representing Your Data
• PLOT your results on an overhead
transparency
Blue = Floaters
Red = Sinkers
Compile Class Results
• Use a blue and red pen/pencil to transfer data
from the class results to your scatter plot.
2.3 - Plotting Results
Date:
Team member names:
Cube Combination Quantitative Observations
170
160
150
140
130
Estimated mass (in grams)
120
110
100
90
80
70
60
50
40
30
20
10
0
1
3
2
Number of Cubes
4
5
Identify Floaters and Sinkers
Interpret Floaters and Sinkers
A Caption for Floaters and Sinkers
CCCR
Overarching Question
• What can we now say about our overarching
question?
What makes things sink or float?
• Day 4 of Unit
– What makes things sink or float?
Scientific Explanations
• What are the components of a scientifically-oriented
explanation?
• Components from research about scientists’ work:
– Make a claim that answers the question
– Provide evidence for the claim from the data collected or
available
– Provide reasoning that links the evidence to the claim
through science concepts (e.g., laws, principles, theories)
or ideas
• Qualities of the communication
– Use precise and accurate scientific language
– Write clearly so that anyone interested in the explanation
can understand it.
Try it …
•
Which singer is better?
–
–
–
–
–
A) Rhianna or B) Beyoncé?
A) Dierk or B) Blake?
A) Usher or B) Jay-Z?
A) Sinatra or B) Buble?
A) Streisand or B) Dion?
•
Make your claim…A or B and write in a complete sentence.
•
Provide evidence to support your claim
– What is “specific” about your particular choice?
– Your statements have to be about the individual
•
Support with reasoning (think about what makes a good singer)
–
–
–
–
Good singers have great breath control
Good singers have a wide vocal range
Good singers have good pitch and rhythm
Good singers are able to help the audience connect with the song
Which singer is better?
Claim
Beyonce is a better singer
than Rhianna.
Evidence
Reasoning (Principles)
Beyonce appeals to me, to
my son, and to my niece
more than Rhianna.
Great performers appeal to
a wide audience.
Beyonce’s songs have lyrics Great performers help
that tell a story and the
audiences connect with
rhythms draw me in, so
the song.
that I just want to dance.
Patterns in Data
• Individually
• Note any patterns you identified in your I2 statements
– Identify patterns that are specific to THIS data set and
record on a sticky note (1 idea/sticky note). Add an
example from the data if it’s not evident in the statement.
• Identify patterns that are generalizable to a variety of
situations and record on a sticky note (1 idea/sticky
note)
• In Your Team
• Share your sticky notes and organize on the T-chart
• Specific patterns
• Generalizable patterns
Constructing a Scientific Explanation
Explanation Tool
Question
Evidence from data and observations (e.g., patterns or trends
specific to your investigation)
Science concepts (e.g., patterns or trends that are generalizable
across many situations; may include science vocabulary)
Claim (Your claim should answer the question.)
Scientific Explanation (Be sure to Include the claim, evidence, and reasoning in your explanation. Reasoning includes science
concepts and linking words used to connect your ideas in the paragraph.)
Reading
• Read Part 1 and highlight science concepts
• Add science concepts from the reading to the
science concepts column of the explanation
tool. Make sure you match the concept with
an evidence statement.
Example
Evidence
The mass of a sinking combination of 4
cubes is XX, and the mass of a floating
combination of 2 cubes is XX.
The threshold between sinking and
floating for a two cube combination is
between about 31 g and 33 g, and for a
three block combination between about
46 g and 61 g.
Science Concept(s)
The mass of block combinations that
can float increases as the number of
blocks increases.
Density is the ratio of mass to volume
of a material.
Write Your Explanation
• Use your evidence and science concepts to
make a claim that answers the question.
• Write your explanation as a paragraph in the
space provided.
Share Your Ideas …
• Share your explanation in your small group.
• Work on a group explanation and record it on
chart paper.
Gallery Walk to Review Explanations
• Review your explanation for the presence of claims,
evidence, and reasoning and
– Place a green post-it with a “C” where you find the claim.
– Place a
post-it with an “ ” where you find the
.
– Place a blue post-it with a “R” where you find the
reasoning.
• Move clockwise to the next group’s explanation
– Do you see C, E, R?
– How do you recognize each component of an explanation?
• Move clockwise to other explanations
– Consistencies among explanations?
– Inconsistencies among explanations?
Traffic Light
Meta Moment
• What could one learn through this
experience?
• What aspect of the session contributed to the
learning (or not)?
NGSS Connections to the Unit
Science and Engineering Practices
• Which of the practices were in the
foreground? Why do you think this?
• Of those practices, which elements of the
practice were highlighted? (Be discerning!)
Ways to Use the Identify and
Interpret (I2) Strategy
Teaching the I2 Strategy
CCCR
Consider-Contribute-Consult-Revise
Teaching the Strategy
• Insist that students follow the “rules”
• Insist that students do each step separately at
first.
• Model the strategy.
• Use the different colors as a formative
assessment strategy.
Explanation Tool
• How might this tool help students achieve the
expectations of Practices?
• Why is claim-evidence-reasoning sequenced
as it is in the tool?
• How might this tool help students achieve the
elements in constructing explanations?
Wrap-up
• What did you find easy, hard, interesting, or
perplexing about developing conceptual
understanding through the practices?
• What did you learn about the practices
themselves?
• What questions do you have?
Upcoming
Opportunities
http://www.uky.ed
u/P12MathScience
/
Upcoming Opportunities
http://www.uky.edu/P12MathScience/
Contact Information
• Diane Johnson
– Diane.johnson@uky.edu
– http://dianehjohnson.weebly.com
– @MDHJohnson
• Thank you for the opportunity to work with
you today!