Date post: | 17-Jan-2016 |
Category: |
Documents |
Upload: | milo-booth |
View: | 214 times |
Download: | 0 times |
Practice 2: Developing and Using Models
Career and College Readiness ConferencesSummer 2015
2
A Review of NGSS
3
2011-2013
July 2011
Developing the Standards
Instruction
Curricula
Assessments
Professional Learning
Pre-Service Education
4
A Framework for K-12 Science Education
Three-Dimensions:
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
View free PDF form The National Academies Press at www.nap.edu
5
A Framework for K-12 Science Education
• Not separate treatment of “content” and “practices”
• Curriculum materials, assessments and classroom instruction need to do more than present and assess scientific ideas
• Involve learners in using scientific practices to develop and apply scientific ideas
6
Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
7
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and
conservation
6. Structure and function
7. Stability and change
Crosscutting Concepts
Life Science Physical ScienceLS1: From Molecules to Organisms:
Structures and Processes
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS3: Heredity: Inheritance and Variation of Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
8
Disciplinary Core Ideas
Life Science Earth & Space Science Physical Science Engineering & Technology LS1: From Molecules to Organisms:
Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of
OrganismsLS1.C: Organization for Matter and Energy
Flow in OrganismsLS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2.D: Social Interactions and Group Behavior
LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large-
Scale System InteractionsESS2.C: The Roles of Water in Earth’s
Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology
ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth
SystemsESS3.D: Global Climate Change
PS1: Matter and Its InteractionsPS1.A: Structure and Properties of
MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in
Physical Systems
PS3: EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and
Energy TransferPS3.C: Relationship Between Energy
and ForcesPS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
ETS1: Engineering DesignETS1.A: Defining and Delimiting an
Engineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution
ETS2: Links Among Engineering, Technology, Science, and Society
ETS2.A: Interdependence of Science, Engineering, and Technology
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Core and Component Ideas
Closer Look at a Performance Expectation
10
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas Crosscutting Concepts
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation
collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)
PS1.A: Structure and Properties of Matter • Different kinds of matter exist and
many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
Patterns • Patterns in the natural and human
designed world can be observed. (2-PS1-1)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
11
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas Crosscutting Concepts
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation
collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)
PS1.A: Structure and Properties of Matter • Different kinds of matter exist and
many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
Patterns • Patterns in the natural and human
designed world can be observed. (2-PS1-1)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
12
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas Crosscutting Concepts
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation
collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)
PS1.A: Structure and Properties of Matter • Different kinds of matter exist and
many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
Patterns • Patterns in the natural and human
designed world can be observed. (2-PS1-1)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
13
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas Crosscutting Concepts
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation
collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)
PS1.A: Structure and Properties of Matter • Different kinds of matter exist and
many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
Patterns • Patterns in the natural and human
designed world can be observed. (2-PS1-1)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
14
Instructional Shifts
More ….Less ….
15
Using Models in the Classroom
Outcomes:
• Define the types of models used in science and engineering
• Determine the purpose of incorporating models in classroom instruction
• Develop strategies for incorporating models into instruction
Poll: How are models used?
What is the most common way models and modeling are used in classrooms?
A. To show students what some aspect of a physical phenomenon looks like
B. To help students remember or reinforce ideas presented in class
C. To assess students’ ideas
D. To help students develop or reason with ideas
18
NGSS Definition
Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. -NGSS Appendix F
19
Use of Models in NGSS
Grade
PE with models as the SEP
% of PE
DCI PE with models as the SEP
% of PE
ES 12 15.4% PS 13 18.3%
MS 16 27.1% LS 14 21.9%
HS 15 21.1% ESS 14 23.7%
ETS 2 14.3%
Developing and using models• 43 out of 208 PE use it (20.7%)• Only Constructing Explanations and
Solutions is used more (21.6%)
20
A System of Practices
Asking Questions and
Defining Problems
Developing and Using
Models
Obtaining, Evaluating, and Communicating
Information
Engaging in Argument
From Evidence
Constructing Explanations and Design Solutions
Using Mathematical
and Computational
Thinking
Analyzing and Interpreting
Data
Planning and Carrying Out
Investigations
21
Explore a Model
• Participants will be randomly placed into one of three groups
• Explore the model assigned to the group. Using the PE provided, develop some ideas of how this model could be used by students to meet that PE.
• On a piece of chart paper, record your ideas. Be prepared to share.
22
Groups
• Group 1 – Boat on the Ocean– Develop a model of waves to describe patterns in terms of
amplitude and wavelength and that waves can cause objects to move.
• Group 2- Flashlight– Develop and use a model to describe that waves are reflected,
absorbed, or transmitted through various materials.
• Group 3 – Bending Light– Use mathematical representations to support a claim regarding
relationships among the frequency, wavelength, and speed of waves traveling in various media.
23
Building Complexity• Look at the chart on page 6 of Appendix F
(handout)
• How do the expectations of using models progress across the grade levels?
• Identify at least one piece of evidence from the chart to support the answer.
24
Mental and Conceptual Models
Mental Models• Internal, personal,
idiosyncratic, incomplete, unstable, and essentially functional
• Being a tool for thinking with, making predictions, and making sense of experience
Conceptual Models• Explicit representations that
are in some ways analogous to the phenomena they represent
• Used to better visualize and understand a phenomenon under investigation or develop a possible solution to a design problem
25
Roles of models
Roles of Models
How can models, like the ones we just looked at, be used to facilitate student understanding in a science classroom?
Models Serve Four Important Roles
1. Data syntheses
2. Representations of science ideas
3. Substitutes for natural phenomena
4. Hypotheses or claims
Group Activity
• Review the roles of models in your groups (See handout).
• Go back to the chart paper and identify the role the models would play in the examples that were created.
• Record your responses on the chart paper. Be prepared to share.
Scientific Models: ARE NOT…
• just ART PROJECTS!
• to be constructed simply for the sake of constructing the model.
• to be EDIBLE, if it is, then it is probably not a model!
• simple tools, physical replicas of objectsThe model must be useful for helping predict or
explain a system or natural phenomenon. If the model is only descriptive and doesn’t help to answer a
question about how, or why, then it isn’t a scientific model. (Cynthia Passmore – NSTA webinair)
30
Evaluating Models Currently Being Used
Ask the following questions:1. What performance expectation would
students be able to achieve when they use the model?
2. What are the core ideas that align with the model?
3. How does the model help students achieve/better understand the PE?
4. What is the role of the student and of the teacher when models are utilized?
31
Making Models a Part of the Classroom
Using Models in the Classroom
“All models are approximations. Essentially, all models are wrong, but some are useful. However, the approximate nature of the model must always be borne in mind…”
-George Edward Pelham BoxIf this statement is true, why use models in the
science classroom at all?
Using Models in the Science Classroom
Four broad categories for teaching students about models
1.Critiquing Models
2.Models as a Source of Evidence
3.Testing Models
4.Building Models
34
Incorporating Models in Science Instruction
Look at the groups chart paper and identify which category the example the group provided would fit into.
1. Critiquing Models
2. Models as a Source of Evidence
3. Testing Models
4. Building Models
– Think of a way to modify how the students interact with the model that might make it fit into another category?
35
Incorporating Models in Science Instruction
Look at Appendix F and determine which bullets under each grade could go under each category.
1.Critiquing Models
2.Models as a Source of Evidence
3.Testing Models
4.Building Models
36
Critiquing models
K-2 3-5 6-8 9-12
Compare models to identify common features and differences.
Identify limitations of models.
Evaluate limitations of a model for a proposed object or tool.
Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria.
Distinguish between a model and the actual object, process, and/or events the model represents.
Design a test of a model to ascertain its reliability.
37
Models as a Source of Evidence
K-2 3-5 6-8 9-12
Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.
Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.
Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
Develop and/or use models to describe and/or predict phenomena.
Develop and/or use a model to predict and/or describe phenomena.
38
Testing Models
K-2 3-5 6-8 9-12
Develop a simple model based on evidence to represent a proposed object or tool.
Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.
Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.
Develop a complex model that allows for manipulation and testing of a proposed process or system.
39
Building ModelsK-2 3-5 6-8 9-12
Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.
Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed.
Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.
Develop a simple model based on evidence to represent a proposed object or tool.
Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.
Develop a model to describe unobservable mechanisms.
Reflection
Identify which NGSS shifts are addressed when using
models in the science classroom.
Share with a partner.
41
1. Using models to introduce facts and terminology while developing explanations and designing solutions supported by evidence-based arguments and reasoning.
2. Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned.
3. Students using models, conducting investigations, solving problems, and engaging in discussions with teachers’ guidance.
4. Students evaluating open-ended models and questions that focus on the strength of the evidence used to generate claims.
5. Students using models as a source of data and information. Students developing summaries of information learned from their experiences.
6. Multiple investigations (interactions with models) driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas.
7. Students drawing, developing, evaluating, and creating models, writing of journals, reports, posters, media presentations that explain and argue.
8. Providing supports so that all students can engage in interacting with various types of models and other science and engineering practices.
The Shifts of NGSS – MORE…