Managing Exploration and Modeling

1. Managing Exploration and Modeling August 19 & 20, 2014 Macomb Intermediate School District Jennifer Gottlieb & Mike Klein Science Consultants

2. Think of a time when you felt like a scientist.

3. Orchestra students are musicians; Students on the basketball team are athletes; What opportunities do our science students have to be scientists?

4. Objectives • What does it look like when we explore like scientists? • Planning for exploration. • What does it mean to developanduse models – like scientists? • Planning for developingandusing models.

5. 5E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate Today Tomorrow http://www.bscs.org/bscs-5e-instructional-model

6. What does real scientific work look like? As you consider these Apollo 13 clips, who is acting like a scientist?

7. Example Lesson How can I smell something from across the room? From IQWST: Investigating and Questioning Our World through Science and Technology

8. IQWST Unit Overview How does an odor get from the source to my nose? today tomorrow

9. 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 IQWST: Investigating and Questioning Our World through Science and Technology

10. Let’s think about air…. What do you wonder about air? What do you already know about air?

11. 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:

12. Is air matter?Does air have mass and volume?

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

14. Essential Features of Classroom Inquiry - Page 12 Is there anything else we might add to our list?

15. A model for the practice of science Is there anything else we might add to our list?

16. 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?

17. Next Generation Science Standards: Science and Engineering Practices Is there anything else we might add to our list?

18. 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 Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating and communicating information

19. 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

20. Our shift in thinking… From learning about… …To figuring out.

21. Hands-on AND Minds-on!

22. What does minds-on science learning look like? low cognitive demand high cognitive demand vs

23. Reflection How does this apply to a 4-8 science class? What are some ideas you have for science exploration makeovers?

24. “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?

25. 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.

26. “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?

27. Planning Time 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. • 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)

28. Exploring with an Activity • How and why is the surface of the Earth changing?

29. How is the surface of the Earth changing? What do you notice?

30. How is the surface of the Earth changing? What do you notice?

31. How is the surface of the Earth changing? As a group, answer the focus question and list your supporting evidence.

32. How is the surface of the Earth changing?

33. “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?

34. Planning Time Take a demo or activity that you already do with your students and plan ways to maximize student thinking and learning. Designing Demonstrations 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) • 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)

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

36. Homework Please read pages 206 – 214 in your book.

37. Welcome Back

38. Conga Line! • List three ideas for exploration makeovers that you plan to implement right away this fall. 1. 2. 3.

39. Objectives • What does it look like when we explore like scientists? • Planning for exploration. • What does it mean to developanduse models – like scientists? • Planning for developingandusing models.

40. 5E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate Yesterday Today http://www.bscs.org/bscs-5e-instructional-model

41. What is a model?

42. 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?

43. 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)

44. Model Analysis

45. 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

46. 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.”

47. 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.

48. Modeling in the Classroom What are the things we want our students to do with models in our classrooms?

49. What does develop and use a modelmean?

50. Example Lesson How can I smell something from across the room?