Writing and Argumentation in Secondary Science: Day 1 Welcome !

1. Writing and Argumentation in Secondary Science: Day 1Welcome! AT LAST!!! February 6, 2014

2. “Literacy is the litmus paper of thought…the very center of schooling.” ~Ted Sizer In the context of teaching science, what does this quote mean to you?

3. What does argumentmean in our everyday language?

4. Argument Clinic

5. Argument in Science In science, an argument is used… “to promote as much understanding of a situation as possible and to persuade colleagues of the validity of a specific idea….[it] is ideally about sharing, processing, and learning about ideas” (NRC 2008, p 89)

6. Exploring Argument in the Classroom • Title, Author • Definition of Scientific Argument • What does argument look like in the classroom? (General Structure) • Specific classroom example • Best quote from the article • Recommendation: Read this article! It’s awesome because… (or opposite)

7. A new model for the practice of science

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

9. Why is argument important in the science classroom? Write Around

10. Break

11. Next Generation Science Standards

12. Next Generation Science Standards (NGSS)

13. Architecture of the NGSS: Performance Expectations • Performance Expectations: • These describe what a student should be able to do at the end of a unit • They are not meant to be lesson sequences or required activities

14. Architecture of the NGSS Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts

15. Architecture of the NGSS: Connections • Connections to: • Other content/grade-bands within the NGSS • Common Core State Standards for ELA/Literacy and Mathematics

16. NGSS Resources http://www.nextgenscience.org/next-generation-science-standards

17. 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

18. 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

19. A new model for the practice of science

20. Shifting our practice… Next Generation Science Standards Science & Engineering Practices 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 From… How am I going to teach this? To… How are students going to learn about this?

21. Writing and Argumentation Next Generation Science Standards Science & Engineering Practices 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 Which Science and Engineering Practices (SEP) best support writing and argumentation?

22. Writing and Argumentation According to the SEP, what are the hallmarks of a high quality argument at your grade level?

23. Getting Started • Claim – Evidence – Reasoning (CER) • CLAIM: What do you know? • EVIDENCE:How do you know that? • REASONING: Why does your evidence support your claim?

24. Claim – Evidence – Reasoning (CER) • What grade level? • Rewrite the student response so it reflects a higher grade band. • How might the task be changed to produce a higher level of student work?

25. So how do we put it all together so that it’s meaningful for our students?

26. When procedures are uniform for all students, where data are similar, and where claims match expected outcomes, then the reportage of results and conclusions often seems meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the question? How meaningful is this type of experience? Is this just another school exercise done to them?) ~Hand, Norton-Meier, Staker, and Bintz

27. When procedures are uniform for all students, where data are similar, and where claims match expected outcomes, then the reportage of results and conclusions often seems meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the question? How meaningful is this type of experience? Is this just another school exercise done to them?) ~Hand, Norton-Meier, Staker, and Bintz

28. We need to change our thinking with respect to experimentation!

29. Experimentation Then spend the rest of the year learning content through text resources or telling. Separate Unit on the Scientific Method Conventional

30. Experimentation ? Students then observe the cloud in a jar that confirms what they already “know.” Students read the text to learn vocabulary and background information about clouds. Conventional

31. Experimentation ? Students ask questions about cloud formation and do some investigating on their own. Students search for answers to their questions as they read the text. Shifts in Practice for NGSS

32. 5E Learning Cycle 5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967. 5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late1980’s.

33. 5E Learning Cycle • Engage • Explore • Explain • Elaborate • Evaluate http://www.bscs.org/bscs-5e-instructional-model

34. How does argument fit into the 5E learning cycle? • Engage • Explore • Explain • Elaborate • Evaluate http://www.bscs.org/bscs-5e-instructional-model

35. Engage Draw a diagram that shows how both people can see the light. What ideas or questions do you have about how light travels?

36. Explore What can you find out about the way light travels? What if you have 2 light sources?

37. Explore How is this the same? Different? What image will you see?

38. Explore What can you find out now?

39. Explore How is this the same? Different? What will you see on the screen?

40. Explain Imagine that you have a pair of Magic Science Glasses. When you look at light with your Magic Science Glasses, you see the particles that make up light. Put on your Magic Glasses and “look” at the light particles that we’ve been experimenting with. Use what you see about how these particles are behaving and what they look like to explain all the patterns we noticed in our experiments. Use a whiteboard to create a representation that answers the focus question: How does light travel? • How does light travel? • Light particles… • …travel in straight lines • …travel in all directions • …are invisibly small • …travel at high speed

41. Explain

42. Developing a Scientific Argument

43. Lunch

44. Tasks for Argumentation

45. Jeremy’s Vacation Using the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer). You may represent your data in any way you choose. You may choose to represent all or only some of the data, as long as you can use your representation to justify your recommendations for Jeremy’s vacation (where to go and when to go there). From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.

46. Comparing 2 Tasks Task A Task B Using the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer). Create a bar graph that shows the average monthly high and low temperatures in each city. Identify where and when Jeremy should go on vacation. From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.

47. Tasks that support argumentation • High cognitive demand • Students engage in multiple ways that are productive • Students produce artifacts Student artifacts Science concept Argumentation! Task

48. Types of tasks • Experimentation Tasks • Data Representation, Analysis, and Interpretation Tasks • Explanation Tasks From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.

49. Features of Low and High Cognitive Demand Tasks • What do you notice? • What do you wonder? From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.

50. Low or High Cognitive Demand? How might you increase the cognitive demand of this task? From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.