1 / 30

Claims, Evidence & Reasoning

Claims, Evidence & Reasoning. March 7, 2013. Welcome. School Courses taught Interest in this topic A time when you defended a claim with evidence and reasoning. Goals. Consider the range of scientific explanations Examine the MacNeill-Krajcik framework

devi
Download Presentation

Claims, Evidence & Reasoning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Claims, Evidence & Reasoning March 7, 2013

  2. Welcome • School • Courses taught • Interest in this topic • A time when you defended a claim with evidence and reasoning

  3. Goals • Consider the range of scientific explanations • Examine the MacNeill-Krajcik framework • Determine how to use the framework • Support each other’s implementation (Follow-up sessions)

  4. Agenda • Why do we want students to write scientific explanations? • What makes a good scientific explanation? • What is the difference between a scientific explanation and an MSP conclusion? • Which learning experiences lend themselves to scientific explanation? • How do I support student construction of scientific explanations?

  5. Why do we want students to write scientific explanations? • Record your initial thoughts to this question. • Review and sort the “purpose cards” and create a header for each set. Understand the nature of science Make meaning of data collected by scientists in the field

  6. Reflect & Review • What surprised you about the purpose cards? • What did you know but now see in a different light? • What questions do you have?

  7. Revise • Form groups of three • Recorder • Reporter • Time keeper • Report out • Surprises • Questions

  8. What makes a good scientific explanation?

  9. What makes a good scientific explanation? • Create a list of elements • http://youtu.be/JO0ZF85yUjs

  10. What makes a good scientific explanation? Can plants think? An explanation from Alan Sage http://video.pbs.org/video/1881274276/

  11. What makes a good scientific explanation? • Another perspective – Student Explanation Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.

  12. How do we support student science explanations? • Revisit your initial thoughts on qualities of a student scientific explanation • Consider the perspectives • My Dad is an Alien • Alan Sage • Student writing sample

  13. How do we support student science explanations? • Consider these three questions and record your thoughts on the open outline: • What surprised you? • What did you already know that you now see differently • What do you still want to understand? • Add to or revise your initial thoughts about good student explanations

  14. What makes a good scientific explanation? • Revise initial list and respond to questions: • From groups of three, appoint a reporter • Share out • What surprised you? • What did you know that you now see differently? • What questions do you have?

  15. How do we support student science explanations? • Claims, Evidence and Reasoning Framework

  16. CER Framework • Claim • A conclusion about a problem • Evidence • Scientific data that is appropriate and sufficient to support the claim • Reasoning • A justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles • Rebuttal (We will explore at a follow-up session) • Describes alternative explanations and provides counter evidence and reasoning for why the alternative is not appropriate

  17. Advanced Framework

  18. How do we support student science explanations? Examine the rubric and apply the framework to this student response: Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.

  19. How do we support student science explanations? Apply the framework Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these properties are the same, 1 and 4 are the same substance.

  20. What makes a good scientific explanation? • With a partner, examine student writing samples? • Consider the feedback that you would give to this student (not a grade)

  21. What is the difference between a scientific explanation and an MSP conclusion? • Answer the Salmonberry question AS WRITTEN and share with a partner

  22. What is the difference between a scientific explanation and an MSP conclusion? • Review the Conclusion Scoring Guide • !An idea that you already knew • *An idea that surprised you • ? Something that you have a question about • Examine the student samples and determine attributes and score points

  23. What is the difference between a scientific explanation and an MSP conclusion? • Compare the two point MSP “Salmonberry” conclusion example with the best “Properties” student explanation. • What is similar between the two? • What is different between the two? • Implications?

  24. Which learning experiences lend themselves to scientific explanation? • Everyone read pgs 46 – 49 & 53-54 • Count off by 4 • Physics example (5th grade) • Chemistry example (6th grade) • Biology example (7th grade) • Earth science example (8th grade)

  25. Which learning experiences lend themselves to scientific explanation? • Home group • Share insights from your examples • Application • Review upcoming unit and identify opportunities for students to make scientific explanations

  26. How do I support student construction of scientific explanations? In a group of three: • Arrange cards in a sequence of learning activities; state why some activities should occur earlier or later in they year.

  27. What is the first thing you will do to support student construction of scientific explanations? • Review your notes on a suitable upcoming learning opportunity • Consider the video and the Teaching Strategies for Supporting Students Activity • Describe your first three/next three steps to support student explanation writing

  28. Follow-up Sessions • Teaching students to construct scientific explanations • Progression • Teaching strategies • Video examples • Application to upcoming units • Argumentation • NGSS, CCSS-ELA & CCSS-Math Practices

  29. Follow-up Session Dates? • Face-to-Face – March 19 or March 21 • Online – April 2, 4 or 11 • Face-to-Face – April 23, 25, 30 or May 2 • Online – May 16 or 21

  30. Evaluation • 3– Learnings (or things you see differently) • 2- Ideas to take away • 1 – The most important thing that we discuss during our follow-up events

More Related