Teaching and Assessing Systems in the Science Classroom

1. Teaching and Assessing Systems in the Science Classroom Jeff Ryan Regional Science Coordinator Olympic Educational Service District 114

2. Session Sections • What is a System? (Session #1) • Teaching Systems in the Science Classroom (Session #2) • Classroom Assessment and Systems (Session #3) Professional Learning Clock Hours

3. Module Outcomes • Deepen understanding of EALR: 1 Systems • Use “Systems Thinking Framework” to support planning for classroom instruction • Deepen understanding of the Washington State MSP- Systems Scenarios • Create a System Scenario to use in your classroom

4. Professional Learning Possibilities • Individual, teacher team, leadership • Professional Learning Clock Hours • Online Learning Community

5. What Is a System?Session #1

6. What you will need? • WA State Systems Standards at a Glance Handout • Notebook/ Paper/ Pen • Habits of a Systems Thinker Handout

8. Is it a System? • Volume 4 page 81

9. Systems Science Standards Glossary Systems. An assemblage of interrelated parts or conditions through which matter, energy and information flow.

10. What is a System? Two or more parts interacting to function as a whole within some boundary. The elements and processes of a system interact and affect one another, often in ways we cannot see. And in systems, the relationship among the parts matters. If elements or parts of a system are added or taken away, the behavior of the system changes.

13. Why Systems Thinking? • Complexity in many science fields has increased • These complex problems and phenomena require systems thinking. • Systems thinking habits must be taught beginning in primary grades • Issues that face our society require a citizenry that understand complex behaviors and cause and effect relationships

14. Support Students Developing Causal Explanations of Complex Phenomena • Focusing on a defined system allows teachers and students to consider complex phenomena within the defined boundaries of that system • Explore the flow of matter and energy in a system • Promote classroom discourse and evidence-based explanations through system modeling

16. Self Reflection • Focusing on your grade level and the Systems Standards for your grade level: • What two ways in which you can bring systems thinking into your classroom? • How do you use system thinking in your everyday life. (hint: reference the Habits of a Systems Thinker handout)

17. Teaching Systems in the Science ClassroomSession #2

18. What materials will you need? • Systems Thinking Framework • Samples of Completed Systems Thinking Frameworks • Energy Transfer Diagram Introductions • Energy Transfer Diagram template • Washington State Science Standards- 2009 • Notebook/ Paper/ Pen

19. Uncovering Teacher Ideas about the Science MSP • How Much of the MSP is : • Systems • Inquiry • Application • Life Science • Earth Science • Physical Science • Make a Pie Graph

20. Why Teach Systems Thinking?

22. Systems Thinking Framework for identifying and describing relevant systems in your science kits. • Identify a system • Complete framework • Consider instruction and assessment implications

24. Thinking it Through

25. Energy Transfers in a System

26. Energy Transfer Diagram

27. Energy Transfer Diagram (Rubber Band Car System) Source Receiver Stored Chemical Energy (Arm) Rubber Band Car Mechanical Energy Transfer Increase in Stored Elastic Energy Decrease in Chemical Energy

28. ENERGY TRANSFER CHART INTERACTION TYPE Applied Contact Gravitational Magnetic Electric Charge Electric Circuit *Heat Convection Heat Conduction Infrared Visible Light Chemical has types Elastic Friction requires requires requires requires requires requires requires requires requires requires touching objects that push or pull on each other objects near each other magnet near ferro- magnetic object or second magnet charged object near another charged object or an uncharged object source of electrical energy connected to a device gravity, heat from below, and flowing material warmer and cooler objects touching high T object and transparent medium source of visible light illuminating object chemical bonds being formed or broken results in results in results in results in results in Mechanical Energy Transfer Electrical Energy Transfer Heat Energy Transfer Light Energy Transfer Chemical Energy Transfer when energy is absorbed in object, always causes when energy captured by photo-synthetic organism, always causes always causes Change in Potential Energy may cause always causes always causes Change in Kinetic Energy Change in Thermal Energy Change in Chemical Energy always causes sometimes causes always causes sometimes causes *Note: A Heat Convection interaction implicitly includes a gravitational interaction. When you draw a heat convection interaction diagram, you do not need to separately specify the mechanical energy transfer or resulting change in motion energy.

29. Diagram the Energy Transfers Use the provided template to illustrate the energy transfers in your identified system.

30. Self Reflection • How will you use the Systems Thinking Framework and the Energy Transfer Diagrams to inform your classroom instruction?

31. Classroom Assessment and SystemsSession #3

32. A Word About Assessment • Formative Assessment • Day by day, minute by minute (planned process) • Information on progress for both teacher and student • Feedback to support learning • Summative Assessment • To report a grade • Our focus today- State MSP System Scenarios aligned to your instructional materials (could serve either purpose)

33. Science MSP Test and Item Specifications http://www.k12.wa.us/Science/TestItemSpec.aspx

34. Assessment Templates

36. Materials Needed Cont. • Completed Systems Thinking Framework • Completed Energy Transfer Diagrams

37. Science MSP Test and Item Specifications http://www.k12.wa.us/Science/TestItemSpec.aspx

38. Systems Scenarios 5th • Systems, Subsystems, inputs, outputs • Identify systems and subsystems • Describe inputs and outputs • Predict how inputs effect outputs • Predict the effect of a defective subsystem Page 9 of Test and Item Specifications

39. What Kind of Questions? Test & Item Specifications Multiple Choice Or Completion Short Answer

40. Item Writing • Test and Item Specifications (pg. 8 & 23) 5th • Template (need to hunt for system diagram) • Scenario Writing Guidelines Handout Does not need to be an entire scenario! One or two well written MC, CP, or SA items can provide you great data!

41. Analyzing Student Work • Independent Study- Clock Hours • Share anonymous student work with region • Embedded Professional Learning

42. Thinking it Through

43. Construct Understanding • Apply writing a Systems Scenario to the kit or science unit you teach.

44. Examples • Terrariums & Aquariums • Stream tables • Pencil Balance & Roller Coaster

48. Open for Questions?