TfR Seminar: Session 10

1. TfR Seminar: Session 10 Change, Constancy, and Measurement and Evolution and Equilibrium

2. Do Now! • Please take out all session 10 Handouts • Complete Handouts 10.1 and 10.2a (2 min) • With a neighbor discuss similarities and differences between the two unifying concepts. Use Handouts 10.1 and 10.2a for reference. (1 min)

3. Meet Paige 2 Truth & 1 Lie Paige Clausius-Parks, EdM 1. I graduated from PC with a BS in Biology. 2. This is my first time teaching a seminar. 3. I was almost arrested while doing a science experiment with my students.

4. Session Objectives • ANALYZE the unifying concepts of change, constancy and measurement and evolution and equilibrium. • BUILD a continuum showing how these concepts develop in the standards. • IDENTIFY common misconceptions about change, constancy, and measurement and evolution and equilibrium, hypothesize places within the curriculum where these misconceptions may have developed, and develop strategies for correcting misconceptions. • EXAMINEand select effective strategies for teaching students to conduct investigations.

5. Session Agenda

6. Do Now!The Remix (2 mins) Please turn to Handout 10.2 Part B With a partner discuss why several science concepts listed in the first column are classified as either an example of change, constancy, and measurement (CCM) or evolution and equilibrium (EE).

7. Instructional Strategy: Advance Organizers How might you use an advance organizer like Handout 10.2 Part B with your students?

8. Transition • These two unifying concepts are similar in that they both deal with change and constancy. They differ in that CCM focuses on measuring and identifying changes and absolutes in systems and materials. EE focuses on tracing structural and functional changes from past to present and describing the forces causing system balance. • Change and constancy are not taught as separate subjects, but you can find the opportunities to connect specific topics to these larger unifying concepts.

9. Session Agenda

10. Building Two Continua (50 mins) It is your responsibility to understand deeply the content you teach in order to make learning meaningful to all students.

11. Multidiscipline Groups Assemble in the following mixed content groups • (CCM )Chris, Anne Marie, Michael, Jessica • (EE) Alison, Blake, Travis, Laura • (CCM) Caitlin, Adriana, Will, Ashley Handout 10.3 for directions

12. Step 1: Multidiscipline Groups (5 mins) Review and/or modify planning, if needed, for building the continuum for the assigned unifying concept. Think about:

13. Step 2: Course-alike Group (15 mins) Identify standards and misconceptions of both CCM and EE. When in your multidiscipline groups you will only use the standards for the assigned concept. Write both standards and misconceptions on sentence strips or index cards to bring back to your multidiscipline group.

14. Step 3: Multidiscipline Groups (20 mins) Do three things: • Build the continuum by arranging the strips/cards in order of development. • Identify when a topic within the continuum is first introduced, developed, and mastered. Illustrate this by writing on the sentence strip/index card “I” for introduced, “D” for developed, or “M” for mastered. Also, write a number for all strips/cards that represent the same topic. • Identify when a potential misconception may arise within the continuum. Write “Mis” on this strip.

15. Step 4: Multidiscipline Groups (10 mins) Examine and discuss with the group other continua of the same unifying concept and then individually write on Handout 10.7a or10.7b a summary of the development of the unifying concept across grade levels for each of the three main disciplines: life science, physical science, and earth science.

16. Group Share-Out Each group will have 5 mins to share their continuum with the class. Be sure to take notes and ask questions! Jot down any notes on Handout 10.6b or Handout 10.6c and summaries on Handout 10.7a or Handout 10.7b.

17. Reflection: Multidiscipline Groups (3 mins) Complete Handout 10.8 and discuss: • 3 things you learned from the activity • 2 ideas/concepts you can teach someone else • 1 idea you can commit to implementing in your classroom

18. Transition • Mapping out the unifying concepts helps develop a more detailed understanding of how students develop science from year to year and from discipline to discipline. • One way to learn about the concepts is through investigations • Building on work begun in Session 7 exploring effective strategies that support student process skills by developing strategies to teach students how to conduct investigations.

19. BREAK 6:40-6:45

20. Session Agenda

21. Levels of Inquiry 1- Confirmation of a given finding 2- Structured inquiry 3- Guided inquiry 4- Open inquiry Full attention to safety procedures Good use of time and focus of attention on the experiment Accurate use of tolls, procedures and techniques Accurate measures and calculations Appropriate use of variables, controls, and repeated trials Revision of methods and explanations as needed

22. Check My Flow… 1st- Review standards and textbooks and list and share instructional strategies for teaching students the “how-to’s” of successful lab investigations. 2nd- Experience an instructional sequence that teaches students the process of conducting investigations. 3rd- Practice Activity for Giving Clear Directions

23. Goal • Become critical consumers of the curriculum. • Begin to understand what you can use and need to supplement • Handout 10.9 (7 mins) Work with a partner of same grade level or discipline to complete the blank organizer.

24. Check My Flow… 1st- Review standards and textbooks and list and share instructional strategies for teaching students the “how-to’s” of successful lab investigations. 2nd- Experience an instructional sequence that teaches students the process of conducting investigations. 3rd- Practice Activity for Giving Clear Directions

25. Measure 80ml of H2O Handout 10.11 Word Bank ml Graduated Cylinder H20 Meniscus

26. Procedure 3 mins each • Put on goggles. • Hold the graduated cylinder flat and steady on the table. • Pick up the beaker with water. • Bring eye level down/up to where 80ml will measure on the graduated cylinder. • Pour water from beaker into the graduated cylinder and stop when the lowest point of the meniscus is level with 80ml.

27. Guided Practice Measure 50 ml H20 • In the classroom this would include independent practice: • Ask all students to complete the same two tasks that were modeled and done during guided practice. • As teacher, you would walk around to observe during the independent practice to determine whether anything needs reteaching before assessment.

28. Assessment Measure 5.5 ml H20

29. Check My Flow… 1st- Review standards and textbooks and list and share instructional strategies for teaching students the “how-to’s” of successful lab investigations. 2nd- Experience an instructional sequence that teaches students the process of conducting investigations. 3rd- Practice Activity for Giving Clear Directions

30. Procedure • Put on goggles. • Hold the graduated cylinder flat and steady on the table. • Pick up the beaker with water. • Bring eye level down/up to where 80ml will measure on the graduated cylinder. • Pour water from beaker into the graduated cylinder and stop when the lowest point of the meniscus is level with 80ml.

31. Planning for a Specific Lab Skill (5 mins) Work with a partner who teachers the same grade level or discipline and determine a specific lab skill you need to teach explicitly to your students. Use Handout 10.12 Chose instructional strategies carefully to maximize your impact on student achievement. See Handout 10.13 for strategies.

32. Transition • Please complete the planning sheet on Handout 10.14, implement the strategy you chose, and fill out the reflection sheet on Handout 10.15 for homework. • Although conducting investigations may be a challenge for students who have only experienced teacher-directed instruction, the opportunity to conduct their own experiments will provide them with skills that will help them tremendously as science students and critical thinkers across the curriculum.

33. Session Agenda

34. Instructional StrategiesReviewed Advance Organizers 3-2-1 Word Bank 2 Truths/ 1 Lie Handout 1.8- Instructional Strategies Log

35. Portfolio Connections • Component 2 ---Exploring and Developing Content Area Knowledge and Skills • What are your strengths and areas of growth in terms of your content knowledge, as measured by the content domain and standards? How has this affected your approach to your instruction and assessment of student learning? • Component 5--- Creating and Implementing an Instructional Plan

36. Session Objectives • ANALYZE the unifying concepts of change, constancy and measurement and evolution and equilibrium. • BUILD a continuum showing how these concepts develop in the standards. • IDENTIFY common misconceptions about change, constancy, and measurement and evolution and equilibrium, hypothesize places within the curriculum where these misconceptions may have developed, and develop strategies for correcting misconceptions. • EXAMINEand select effective strategies for teaching students to conduct investigations.

37. Homework 1) Determine the specific lab skills you need to teach explicitly to your students. Use Handout 10.12. 2) Read strategies on Handout 10.13. 3) Complete planning sheet on Handout 10.14, implement the strategy you chose, and fill out the reflection sheet on Handout 10.15.