Managing Exploration and Modeling OCTOBER 23, OCTOBER 30, DECEMBER 2, 2014 MACOMB INTERMEDIATE...

Managing Exploration and ModelingOCTOBER 23, OCTOBER 30, DECEMBER 2, 2014

MACOMB INTERMEDIATE SCHOOL DISTRICTJenn i fer Gott l ieb & Mike K le in

Sc ience Consu l tants

Think of a time when you felt like a scientist.

Orchestra students are musicians;

Students on the basketball team are athletes;

What opportunities do our science students have to be scientists?

Objectives What does it look like when we explore like scientists?◦ Planning for exploration.

What does it mean to develop and use models – like scientists?◦ Planning for developing and using models.

5E Learning Cycle Engage Explore Explain Elaborate Evaluate

http://www.bscs.org/bscs-5e-instructional-model




Today

Next time


What does real scientific work look like?

As you consider these Apollo 13 clips, who is acting like a scientist?

http://www.youtube.com/watch?v=Z3csfLkMJT4

http://www.youtube.com/watch?v=Zm5nUEG5Bjo

Example LessonHOW CAN I SMELL SOMETHING FROM ACROSS THE ROOM?

Drawing a model of odor

Imagine that you have a special instrument that allows you to see what makes up odor.

The large circle in the drawing represents a spot that is magnified many times, so you can see it up close.

Create a model of what you would see if you could focus on one tiny spot in the area between the jar and your nose.

From Krajcik and Merritt. How Can I Smell Things From a Distance? IQWST: Investigating and Questioning Our World through Science and Technology. Sangari Active Science Corporation. 2013.

Let’s think about air….

What do you already know

about air?

What do you

wonder about air?

Is air matter?Does air have mass and volume?

Is air matter? Does it have mass and

volume?This is the activity I did:

These are the patterns and observations I found:

These patterns and observations are important because:

Is air matter?Does air have mass and volume? Activity

What patterns and observations did you

find?

Why do you think these patterns and observations are

important?

What did students do in this lesson that gave them the opportunity to be scientists?

Essential Features of Classroom Inquiry - Page 12

Is there anything else we might add to our list?

Hoffer. Science as Thinking. Heinemann. 2009.

A model for the practice of science


Quinn, Schweingruber, & Keller. A Framework for K-12 Science Education. NAP. 2012

Next Generation Science Standards: Science and Engineering Practices

“Science practice involves doing something and learning something in such a way that doing and learning cannot really be separated. Thus, ‘practice’…encompasses several of the different dictionary definitions of the term.

It refers to doing something repeatedly in order to become proficient (as in practicing the trumpet).

It refers to learning something so thoroughly that it becomes second nature (as in practicing thrift).

And it refers to using one’s knowledge to meet an objective (as in practicing law or practicing teaching).”

Ready, Set, Science!

Inquiry or practice?

Michaels, Shouse, & Schweingruber. Ready, Set, Science! NRC, 2008.

Next Generation Science Standards: Science and Engineering Practices


http://www.nextgenscience.org/next-generation-science-standards

Our shift in thinking…FROM THINKING THAT

ONE SCIENTIFIC METHOD FITS ALL

TO THINKING ABOUT HOW TO ENGAGE OUR

STUDENTS IN THE PRACTICES OF SCIENTISTS

1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational

thinking6. Constructing explanations and designing

solutions7. Engaging in argument from evidence8. Obtaining, evaluating and communicating

information

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=vVlkc0n3kH0BoM&tbnid=_U4eRVdmmq8vwM:&ved=0CAUQjRw&url=http://proud2bgreen.wordpress.com/2011/03/09/year-to-year-energy-usage-comparison/&ei=fH8RUpfkGaa0ygHuhYFI&psig=AFQjCNE2IsNrARoNAKaf3hkr3OZ2kHCuMA&ust=1376964823438048

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=lbfKvAsBGTRMPM&tbnid=YO554jnc7aHMcM:&ved=0CAUQjRw&url=http://scitechframework.wordpress.com/&ei=-ncRUuv2C8HXygGuh4E4&bvm=bv.50768961,d.aWc&psig=AFQjCNEnERSb0X7bWIRoZPrAUBuY868qpQ&ust=1376962930909348

Our shift in thinking…FROM THINKING THAT “HANDS-

ON” SCIENCE IS ESSENTIAL……TO THINKING THAT ENGAGING

STUDENTS EVERY DAY IN SCIENTIFIC PRACTICES AND

THINKING IS POWERFUL

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=TSrXoDMkcg_aoM&tbnid=wJCNCguzm8fc7M:&ved=0CAUQjRw&url=http://www.csuchico.edu/cmse/studentsK12/hands-on_lab.shtml&ei=aYERUvuYE4LWyQHxy4GAAg&bvm=bv.50768961,d.aWc&psig=AFQjCNGfrsmb2uZS3rlUHx5_rLHDKQa6Nw&ust=1376965317292742

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=1qUnj3C1QrHCLM&tbnid=LuN47IGImppMHM:&ved=0CAUQjRw&url=http://blogs.neisd.net/dlashe/2011/11/02/socratic-dialogue-by-emma/&ei=6YYRUs7lHJL3yAGe64HgCw&bvm=bv.50768961,d.aWM&psig=AFQjCNFnCtdlSKWWSQ8gAvcfODO4rbE60g&ust=1376966742509741

Our shift in thinking…FROM LEARNING ABOUT… …TO FIGURING OUT.

Hands-on AND Minds-on!


What does minds-on science learning look like?

low cognitive demand

high cognitive demand

vs

Reflection

How does this apply to a 4-8 science class?

What are some ideas you have for science exploration makeovers?

https://www.ted.com/talks/dan_meyer_math_curriculum_makeover

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover

“It is time to let the students be the scientists.” p. 18

Read pages 12 – 17.

What are some specific ways that you might ramp up the

amount of learner self-direction in your classroom?


Exploring in the Laboratory

We know that individual humans vary quite a lot from one another – we are different heights and weights; we have different skin, hair, and eye color; the thickness of our hair varies, etc.

Is there variation in populations of other types of organisms?

Would we see variation in a population of plants?

What kind of variation would we see?

How would we measure and describe that variation?

As a group, develop a protocol for measuring the stem length of a plant. You may use any of the materials provided.

Adapted from Cartier, Smith, Stein, and Ross. 5 Practices for Orchestrating Productive Task-Based Discussions in Science. NCTM. 2013


“Instead of planning a lesson by considering what students will be doing during class, we need instead to focus on what they will be thinking and learning.”p. 23

Read pages 104-106.

Think of a laboratory experiment that students in your classroom typically

perform.

How might you release some of the control of the lab to the students as

you increase opportunities for student thinking and learning?


Planning Time•Task Design• What do I want students to experience as scientists?• What important ideas do I want students to understand?

•Instructional Planning• What background knowledge will students need in order to be successful in

this task?• How knowledgeable and comfortable are my students with inquiry thinking?• What can they do independently?• Which skills can I teach them through this activity?

•Management• What supports and accountability can I design to ensure that all learners

succeed?

(Page 114)

Read pages 107-119 for ideas.

Take a lab that you already do with your students and plan ways for students to direct their own learning.


Exploring with an Activity

How and why is the surface of the Earth changing?


How is the surface of the Earth changing?

What do you notice?

Adapted from http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/


What do you notice?



As a group, answer the

focus question and list your supporting evidence.



http://geography.howstuffworks.com/pangaea-videos-playlist.htm


“Remember, the demo is not the thing – the thinking is the thing.”p. 123

Choose one to read:• Chapter 7: Demonstrations (pages 120 – 134)• Chapter 12: Activities (pages 216 – 231)

Think of a demonstration or activity that you typically use in your

classroom.

How might you increase opportunities for student thinking

and learning?Hoffer. Science as Thinking. Heinemann. 2009.

Planning TimeDESIGNING DEMONSTRATIONS

•What is the learning goal?

•Why does this learning goal lend itself best to a demonstration?

•How will I invite student thinking before, during, and after the demonstration?

•How will I make the demo inclusive?

•How will I assess learners’ understanding?

(Page 129)

ACTIVITY DESIGN

•What is the purpose of the activity?

•What do students need to think about and learn through this activity?

•What do I already have? How need I revise it?

•How will I set students up for success?

•What evidence of understanding will be assessed?

(Page 227)

Take a demo or activity that you already do with your students and

plan ways to maximize student thinking and learning.


Sharing

As you consider the ideas outlined for each of the makeovers, leave questions and comments on sticky notes.

Homework

Try something new…. And plan to share next week.

Welcome Back

Conga Line!

One thing that excites me about our work last week…

One new thing I’ve tried since our last meeting…..

Objectives What does it look like when we explore like scientists?◦ Planning for exploration.

What does it mean to develop and use models – like scientists?◦ Planning for developing and using models.



Last week

Today


What is a model?

Operational definition

Characteristics

Examples Non-examples

Typical Model Projects

What are students thinking about as they complete this project?

How did the author of the book makeover a similar

project? What were some of the things she

considered?

Typical Model Projects

What are students thinking about as they complete this project?

How did the author of the book makeover a similar

project? What were some of the things she

considered?

(Activity Chapter – pages 227 – 230)

Model Analysis

Eichinger. “Using Models Effectively.” Science and Children. May 2005.

How do scientists use models?

In science, models are used to…

•…represent a system (or parts of a system) under study

•…aid in the development of questions and explanations

•…generate data that can be used to make predictions

•…communicate ideas to others


Models in the NGSS classroom

“Students can be expected to evaluate and refine models through an iterative cycle of

comparing their predictions with the real world and then adjusting

them to gain insights into the phenomenon being modeled. As

such, models are based on evidence. When new evidence is uncovered that the models can’t explain, models are modified.”


When we say “modeling in the science classroom,” what do we NOT mean?

I’m going to “model” how to do this problem.

I’m going to “model” how to read this book.

I’m going to “model” my thinking as I consider ways to approach this scenario.

I’m going to “model” how to do this experiment.

Modeling in the Classroom

What are the things we want our students to do with models in

our classrooms?

Kenyon, Schwarz, and Hug. “The Benefits of Scientific Modeling.” Science and Children. October 2008.

What does develop and use a model mean?


Characteristics


Example LessonHOW CAN I SMELL SOMETHING FROM ACROSS THE ROOM?

IQWST Unit Overview

How does an odor get from the source to my nose?

Develop initial model

Explore: Air is matter – it

has mass and volume

Explore: Phases of

matter

How can we model the things gases do?

Consensus model: How

does an odor get to my nose?

Last week Today


Drawing a model of odor

Imagine that you have a special instrument that allows you to see what makes up odor.

The large circle in the drawing represents a spot that is magnified many times, so you can see it up close.

Create a model of what you would see if you could focus on one tiny spot in the area between the jar and your nose.


Typical initial model

From Krajcik and Merritt. “Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom?” Science and Children. March 2012.

Prior understandings

• Air is matter because it has mass and volume.

• Air is a gas.

• Since a gas takes the shape of its container, air must take the shape of its container.

What is inside the box?

How can I model the things gases do?

How did you represent air in your model?

What do the (lines, dots, shading, other shapes) represent?

How does your model account for what you have already learned about air (gases)?

What is similar/different between yours and a classmate’s model?

Model 1

Adapted from Krajcik and Merritt. How Can I Smell Things From a Distance? IQWST: Investigating and Questioning Our World through Science and Technology. Sangari Active Science Corporation. 2013.

What does the remaining air do when some air is removed from the box?

What is happening inside the box when some air is removed?

What is the air in the box doing? Is it staying in one place? What would we look for as evidence that it is staying in one place? How does that idea make sense with the model we have of air so far?

Is the air moving? How? Does it move in a particular way(in circles, in a line, randomly)? Does one way or another make sense when we think about how we smell odors?


What does the remaining air do when some air is removed from the box?

Do you think the air fills half the box? Explain. (guide students to use the terms mass and volume.)

Does less air in the box mean that the mass of the air is less now? Does less air in the box man there is less volume?

Does your previous model account for the removal of some of the air? If so, how does it account for this? If not, how might you change your model of air to account for this?



Where was the air in the box before air was removed?

Where is the remaining air?

Does it occupy all of the space?

In that part of the box, if we zoom in, what does the air look like? Is it the same as your previous drawing?

How are these models the same/different?

Do some models do a better job of taking into account the removal of air? How?

Model 2


Adding air to a boxThink about pumping air into a ball. What happened to the mass of the ball when you added air to it?

What does it mean when the mass increases?

Is it possible to add more water to a container that is already full of water?

Is it possible to add more air to a container already filled with air? How is this possible?



How do the different models account for adding more air to the full box?

Is air moving in the box? Is it moving in any particular manner(in circles, in a line, randomly)?

Model 3


Typical student models

What evidence will move students toward a particle

model?

And how might we convince them that there are empty

spaces between the particles?

From Merritt, Shwartz, and Krajcik. Middle School Students’ Development of the Particle Model of Matter. Presented at NARST, April 2007. p.10

What is inside the syringe?


Pushing on the plunger

What did you feel against your finger? Do you think the air was moving?

How far could you push in the syringe handle? Why do you think you could push it in?

What happened to the air as you pushed the plunger in?

Does this model show how air can compress into a smaller space?


Pulling on the plunger

How far can you pull the plunger back?

What happened to the air as you pulled the plunger back?

Does this model show how air can expand into a larger space?

How is this similar/different to your observations of the box?


What could air be made of if I can compress it?

What is it about a sponge that allows it to be compressed? A piece of bread?

How can a sponge explain why air can be compressed?

Can a sponge account for the observations we made of the air in the box?


Let’s create a consensus model for gases

What have we learned so far about gases?No definite shapeNo definite volumeCan expandCan compressCan be added or

removed to and from a container

Which model best accounts for all

phenomena listed here?

Can air move? What evidence is there?


Comparing our model to another one…

http://phet.colorado.edu/en/simulations/category/new

http://phet.colorado.edu/en/simulation/gas-properties

Student model at the end of the unit

A gas is made of particles.

The particles are constantly moving.

There is empty space between the particles.

From Krajcik and Merritt. “Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom?” Science and Children. March 2012.



How might student models help them develop an explanation for

a concept?


Planning for modeling

From Kenyon, Schwarz, and Hug. “The Benefits of Scientific Modeling” Science and Children. October 2008.

Choose one of the topics listed in Figure 3

of the article.

Use the planning tool to expand on it.

Planning for modeling Food web

Ecosystems

Sun-moon-earth system

Water cycle

Cells

Rock cycle

Waves

Light

Particle model of matter

Phase change

Potential Energy

Yeah… but how do I get

started?

Getting started: Rock Cycle

Check the Next Generation Science Standards

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]

So we need to focus on the processes…

like weathering, sedimentation, etc…



Check your resources

Holt Science and Technology, Inside the Restless Earth


Check your resources

Holt Science and Technology, Inside the Restless Earth



Hmmm… I wonder if my

students already know about

these different types of rock?

Planning for modeling Phenomenon: Observe and sketch different types of rocks (make sure each group has sedimentary, igneous, and metamorphic). How are they similar/different?

Initial model: Give each group a sedimentary rock with layers in it.

Create a representation to show how you think your rock might have been made. (I think students may be a little stuck here – when I looked up misconceptions about rocks, many sources said that children think that rocks never change – so that will be the tricky part here….)



Interesting…. crayon

shavings!

Planning for modeling Evidence: Students observe crayon shavings going through processes of rock cycle… have them develop a “crayon cycle.”• Use heavy book to apply pressure• Use iron to apply heat• Melt over hot plate• Cool on wax paper • Weather with plastic knife

Interim Models: Create a representation that shows how the crayon shavings changed and became new types of crayon.

How might this activity connect to rocks? Why use crayons instead of rocks? What is similar/different?


Ecosystems


Water cycle

Cells

Rock cycle

Waves

Light


Phase change

Potential Energy

Read the NGSS Performance ExpectationCheck your resources (text, kit, etc…)Look online for ideas

Model Analysis



Ecosystems


Water cycle

Cells

Rock cycle

Waves

Light


Phase change

Potential Energy

Use the Model Analysis Questions to revise your planning:

• How is the model similar to that which it represents?

• How does the model differ from that which it represents?

• What significant misunderstandings might arise in students’ minds?

• How might the model be improved?


Sharing

Take a photo of any ideas you want to remember.

Find a partner and explain to them why you chose to photograph that planning template.

Reflection

Something to try in the very near future

Something to think about more

Someone to connect with

Reunion Dinner!! Monday, January 26, 2015 4:30 – 7:30 PM MISD, Room 104 No cost, but please register on CourseWhere.

Let’s talk about what’s working – and what support you need.

Welcome Back!DECEMBER 2, 2014

With respect to exploration and/or modeling, I used to think……

…but now I think…..

TodayStudent discourse that supports exploration and modeling

Assessment that supports exploration and modeling

Supporting each other

Student Discourse

What does discourse mean?


Characteristics


Student Discourse

http://inquiryproject.terc.edu/prof_dev/resources/video_cases/video_case.cfm?&case_type=tp&case_grade=4&case_num=1&case_return=library&case_step=step2

Assessment

Formative Assessment

Assessment Shayna had a small bottle of bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the larger bottle shut. (See figure 1)

Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.

Draw a model that shows what is happening in this experiment. Explain in writing what is happening in your model.


Assessment


In my model, the cork has been pulled and the gas in the small bottle escapes and fills the large bottle.

In my model, the small bottle has just been opened and the bromine gas is moving out of the small bottle and into the large bottle. Each molecule is moving in straight lines until they bumped into something, change directions, and continue in another straight line. The bromine gas is filling the whole big jar.

Additional assessment questions

Create a model of a gas in a hot room.

Using the model you created above, explain how temperature and movement of gas molecules are related.

Explain what would happen if the gas in your model was placed in a cold room.

Kelly does not understand how a gas can expand and compress. In the space below, create a model that can be used to explain expansion and compression of a gas.

Describe to Kelly how your model can explain both expansion and compression.

Krajcik and Merritt. How Can I Smell Things From a Distance? IQWST: Investigating and Questioning Our World through Science and Technology. Sangari Active Science Corporation. 2013.

Assessment

As you consider the planning you have done

today, what are some assessment questions

you might ask students about science content

that ask them to construct, evaluate,

revise, or use a model?

102

Goal SettingIt is unreasonable to ask a professional to change much more

than 10 percent a year, but it is unprofessional to change by

much less than 10 percent a year.

~Steven Leinwand

As you consider our work together,

what is your goal for your students?

Planning Time

104

Tuning Protocol

A Tuning Protocol can be used with a group of teachers to fine tune their instructional practice (lesson, project, activity, assessment, etc.)

Works well with an interdisciplinary team

20 minutes

105

Tuning Protocol

106

Tuning ProtocolMeeting Component Time

Overview 3 minutes

Clarifying Questions 3 minutes

Probing Questions 4 minutes

Discussion 5 minutes

Response 3 minutes

Debrief 2 minutes

Adapted from: http://www.hightechhigh.org/projects/?name=HTH%20Structures:%20Critique&uid=62b71eda34c5facd43a5dbe4cfed90a2

107

PRESENTER GROUP

Explain goals of activity

Put activity in context

Identify an “issue” for consideration

Listen

Overview3 Minutes

108

PRESENTER GROUP

Briefly answer questions (yes/no/single word)

Ask brief, factual questions

Clarifying Questions3 Minutes

109

PRESENTER GROUP

May respond to questions or just listen

Ask questions that help presenter expand thinking

No “advice in disguise”

See bookmark

Probing Questions4 Minutes

110

PRESENTER GROUP

Just listen and take notes Discuss warm and cool feedback

Discussion5 Minutes

111

PRESENTER GROUP

Share “Aha!” moments and new ideas from discussion

Listen

Response3 Minutes

112

TOGETHER

Focus on the process:◦ Did we have a good question?◦ When was the moment when the conversation took a turn for the better?◦ Did our probing questions really push the thinking of the presenter?

Debrief2 Minutes

113

In your groups…

Take 20 minutes for each person to tune the planning you have done so far.

Tuning Protocol Reflection3 ideas I got for the plan that I

brought for tuning

2 ways these ideas might cascade into other planning for the year

1 suggestion I heard for someone else’s plan that I think might be cool to think about.

Reunion Dinner!! Monday, January 26, 2015 4:30 – 7:30 PM MISD, Room 104 No cost, but please register on CourseWhere.

Let’s talk about what’s working – and what support you need.

References Cartier, Smith, Stein, and Ross. 5 Practices for Orchestrating Productive Task-Based Discussions in Science.

NCTM. 2013.



Kenyon, Schwarz, and Hug. “The Benefits of Scientific Modeling” Science and Children. October 2008.

Krajcik and Merritt. “Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom?” Science and Children. March 2012.

Merritt, Shwartz, and Krajcik. Middle School Students’ Development of the Particle Model of Matter. Presented at NARST, April 2007. p.12

Michaels, Shouse, & Schweingruber. Ready, Set, Science! NRC, 2008.





http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/

















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Managing Exploration and Modeling OCTOBER 23, OCTOBER 30, DECEMBER 2, 2014 MACOMB INTERMEDIATE...

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