Math Practices and Science Expectations

1. Math Practices andScience Expectations Correlations

2. Warm-up Compare and contrast the two wordles provided.  MathPracticesWordle.pdf ScienceWordleMS.pd

3. Something Old Step 1: Get into content specific groups. Step 2: Each poster around the room has one Math Standard matched with a Science Expectation. Take a look at each poster with an example of an activity seen in Howard County classrooms that demonstrates the goal/expectation. Step 3: In groups come up with another activity that demonstrates the goal/expectation. Also come up with 1 behavior demonstrated by students when they are using the math practices.

4. Math Practice 2 Reason Abstractly and Quantitatively Science Expectations:The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) Pose scientific questions and suggest investigative approaches to provide answers to questions. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (6) Use mathematical processes. (7) Show that connections exist both within the various fields of science & among science and other disciplines. Activities Chemistry: Experimenting with various substances to see which makes the best toe warmer Behaviors ?

5. Math Practice 3 Construct Viable Arguments and Critique the Reasoning of Others Science Expectations: The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) Pose scientific questions and suggest investigative approaches to provide answers to questions. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (5) Use appropriate methods for communicating in writing and orally. (6) Use mathematical processes. (7) Show that connections exist both within the various fields of science and among science and other disciplines. Activities Biology: Genetic engineering, Natural selection vs. acquired inheritance, Enzyme lab Behaviors ?

6. Math Practice 4 Model with Mathematics Science Expectations: The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) Pose scientific questions and suggest investigative approaches to provide answers to questions. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (6) Use mathematical processes. (7) Show that connections exist both within the various fields of science and among science and other disciplines. Activities Biology:Enzyme lab – graphing, Osmosis - calculate % change, Yeast lab - production of CO2, Mitosis - calculation of cells in each phase Earth Science: Radioactive decay Behaviors ?

7. Math Practice 5 Use Appropriate Tools Strategically Science Expectations: The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) Pose scientific questions and suggest investigative approaches to provide answers to questions. (3) Carry out scientific investigation effectively and employ proper tools. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (5) Use appropriate methods for communicating in writing and orally the processes and results of scientific investigations. (6) Use mathematical processes. Activities Anatomy: Measuring heart rate or of tidal volume Physics: probewareEnvironmental: microscopic ecology Behaviors ?

8. Math Practice 6 Attend to Precision Science Expectations: The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) Pose scientific questions and suggest investigative approaches to provide answers to questions. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (5) Use appropriate methods for communicating in writing and orally the processes and results of scientific investigations. (6) Use mathematical processes. Activities Chemistry: Stoichiometry Anatomy: Measuring heart rate Everyone does BCRs Behaviors ?

9. Math Practice 7 Look for and Make Use of Patterns orStructures in Data Science Expectations: The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (5) Use appropriate methods for communicating in writing and orally the processes and results of scientific investigations. (6) Use mathematical processes. Activities Biology: Change in enzyme activity as temperature or other environmental factors change; diffusion - the relationship between changes in concentration and the rate of diffusion Behaviors ?

10. Math Practice 8 Look for and Express Regularity in Repeated Reasoning Science Expectations: The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) Pose scientific questions and suggest investigative approaches to provide answers to questions. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (5) Use appropriate methods for communicating in writing and orally the processes and results of scientific investigations. Activities Environmental: Lab on ice or specific heat in relation to fish surviving winter; Using food labels to categorize macromolecules; Developing dichotomous keys Behaviors ?

11. Math Practice 1Make Sense of Problems and Persevere in Solving Them Science Expectations: The student will (1) Explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) Pose scientific questions and suggest investigative approaches to provide answers to questions. (4) Demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (5) Use appropriate methods for communicating in writing and orally the processes & results of scientific investigations. (6) Use mathematical processes. (7) Show that connections exist both within the various fields of science and among science and other disciplines. What do you do in your classroom that demonstrates this math practice?

12. All Labs!!

13. Writing Scientific Arguments An Introduction Something New

14. Why Scientific Argument? “Argumentation is needed to resolve questions involving, for example, the best experimental design, the most appropriate techniques of data analysis, or the best interpretation of a given data set.” From: National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for the New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

15. What Are Appropriate Arguments? “Whether they concern new theories, proposed explanations of phenomena, novel solutions to technological problems, or fresh interpretations of old data, scientists and engineers use reasoning and argumentation to make their case.” From: National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for the New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

16. Student Misconceptions • Students sometimes confuse argument with debate, taking a strong, oppositional position on a topic and then trying to "win" points. • Students sometimes conceptualize an argument as a fight: they spar with a text without taking the time to understand it. • Students sometimes think in black and white, neglecting the nuances of an argument. • Students sometimes jump on the first band wagon they find, citing an authority with almost blind reverence and ignoring all other points of view. • Students can mistake argument for opinion, writing papers that are subjective and self-gratifying rather than objective and reader-based. • Students sometimes construct a weakly supported or poorly reasoned argument because it is, after all, their opinion, and they have a right to it. • Students can find themselves overwhelmed by the complexity of an intellectual problem, unable to take a stand. Pasted from <http://www.dartmouth.edu/%7Ewriting/materials/faculty/pedagogies/argument.shtml>

17. Encouraging Students to Engage in Scientific Argument • Help students avoid using ambiguous, fragmentary, and contradictory language. • Focus on how evidence is used to construct explanations. • Emphasize why scientists draw the conclusions that they do. • Explore alternative explanations. • Students need help to detect “bad science.” From: National Research Council. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Committee on Science Learning, Kindergarten through Eighth Grade. R.A. Duschl, et al., Editors. Board on Science Education, Center for Education. Division of Behavioral and Social Science and Education. Washington, DC: The National Academies Press, 187-188.

18. An Example The following slides demonstrate an example of the formulation of an argument using a graphic organizer.

19. Evidence Evidence Evidence Evidence Evidence Evidence Concluding Statement Source Source Source Source Source Source Counterclaim Claim Synthesis

20. Making a Claim Think about how a teenage driver might convince his/her parents to loan the family car. Some tactics might include: • Present examples of trustworthiness from the past • Instill feelings of guilt • Whine • Present statistics on teen driving to demonstrate a sense of responsibility.  Based on an example from: http://www.unc.edu/depts/wcweb/handouts/argument.html

21. Claim • Main idea • Thesis statement • Position • Hypothesis • Must have supportiveevidence • Example: I should be allowed to drive the family car. Evidence Evidence Evidence Evidence Evidence Evidence Source Source Source Source Source Source Concluding Statement Counterclaim Synthesis

22. Counter Claims You want to show that you have seriously considered the many sides of the issue and that you are not simply attacking or caricaturing your opponents. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you've chosen. Ask yourself how someone who disagrees with you might respond to each of the points you've made or your position as a whole. Do some research. Pasted from http://www.unc.edu/depts/wcweb/handouts/argument.html

23. Evidence Evidence Evidence Evidence Evidence Evidence Claim Source Source Source Source Source Source • Counterclaim • An opposing view • Must have supportive evidence • Example: I probably should not be allowed to drive the family car. Concluding Statement Synthesis

24. Evidence Information that supports a claim or counterclaim (ex. facts, figures, examples) Traffic accidents are a leading cause of death for teenagers. (They don’t pay attention as well) I passed the driving test the first time. (I know the rules.) NHTSA Driving record at MVA I should be allowed to drive the car! I have never gotten a ticket. (I follow the rules.) Concluding Statement Driving record at MVA I have not lost my cell phone, wallet, or debit card. (I am responsible.) Personal communication Synthesis No previous experience with being responsible for something this potentially dangerous or expensive. I probably should not be allowed to drive the car! Personal communication

25. Concluding Statement Evidence Evidence Evidence Evidence Evidence Evidence Claim Source Source Source Source Source Source I should be allowed to drive the family car as I have demonstrated responsibility, fulfilled the legal requirements, and have maintained control of my driving. Even though it is true that traffic accidents are a leading killer of teenagers, it is obvious since not all teenagers have accidents that there are many safe teenage drivers. In previous circumstances, when I have been given the opportunity to be responsible, I have demonstrated this attribute so a lack of experience is not a strong counterclaim. Counter-claim Synthesis Synthesis Point out strengths and limitations of both claim and counterclaim Clarify relationships between claim and reasons, reasons and evidence, and claim and counterclaim.

26. For You to Do! • Within content-alike groups, identify two opportunities you have to highlight scientific argument with your students during the first quarter. • Consider how you will encourage students to: • Use scientific evidence, • Use scientific language, • Consider counterclaims. • Share examples with your department.

27. Selected Resources • Visual Thesaurus-- read page 3 for transition words and page 7 for an activity with transition words and why they are necessary • Selecting Evidence lesson plan • Writing Process for argument • Teaching Argumentis GREAT!  Introduces the misconceptions of argument, elements of critical thinking that are needed for the writing process, and how to begin students in the critical thinking process • Syllabus developmentgives good suggestions to think about when designing a timeline for an argumentative paper assignment

28. Something Borrowed • You take so much time to create engaging lessons and activities so why not share them? • What would be the ideal way for you to share your exemplars each quarter?

29. Contributors Thanks to • Kendall Morton, GHS • Leigh Feagans, GHS • Jodi Duff, LRHS • Laura Herbers, LRHS • Alyson Donoghue, MHHS • Leah Donovan, OMMS • Audra Hunsberger, ELMS

30. Something Blue thank you We would like to for your time and the great work you’ve done and will continue to do this year. Enjoy and Happy School Year!!