Welcome to Fresno Unified Saturday Workshops

Welcome to Fresno Unified Saturday Workshops November 7th, 2015

OUR COMMITMENT, OUR BOLD STAND, OUR EXPECTATION Every student can and must learn at grade level and beyond. Every student moves a minimum of a grade level a year.

Outcomes • To further develop our teaching capacity, we will be fully present and embrace a culture of learning. • We will increase our capacity to use a variety of instructional strategies, resources and technologies to meet diverse learning needs. (CSTP 1.4) • We will acquire techniques to monitor student learning in order to modify instruction while teaching.(CSTP 1.6) • Through collaboration and calibration, we will increase our capacity to develop rigorous and supportive learning environments for all students. (CSTP 2.4)

Binder • All participants have received a 3 ring binder and numbered tabs • Please include PPT’s, handouts, etc. under each numbered tab during the weeks attended (1st workshop materials under tab 1, 2nd workshop materials under tab 2, etc.)

Criteria for success for binder • All participants will be asked to complete the following in their binders: • Work from each session properly organized under each numbered tab. • All tasks that are completed from sessions attended (quickwrites, handouts, etc) • One page typed reflection of session attended oran example/picture of an artifact(s) demonstrating how you’ve implemented the learned strategies included in binder. Complete this by the next workshop.

FPU Units • Participants will have the opportunity to receive 3 units of professional growth from Fresno Pacific University. • REQUIREMENTS: • Attend all 7 Saturday workshops • Written notification of CSET/RICA testing must be emailed prior to missed Saturday workshop to receive an exemption. (tony.fiori@fresnounified.org) • If an absence from workshop is due to a district training on a Saturday, please include a note in your binder under the tab for the month you missed. • Completed binder turned in at final Saturday workshop (April 2).

Homework Reflection • Please take out your artifact or your homework from last month’s workshop. • Take 2-3 minutes to share with a partner your homework/artifact from last month’s session.

Building Conceptual Models through NGSS Sources: NGSS Symposium Rollout #2, NSTA, Framework for K-12 Science Education, The Science Teacher, NGSS

Who is in the room? • Raise your hand….

Goals of this session: • Experience phenomena that highlight the NGSS practices of modeling, argumentation and explanation. • Reflect on these experiences to understand the integration of the NGSS Science and Engineering Practices. • Explore instructional strategies that support the development of the NGSS Science and Engineering Practices.

What do you already know about…? • NGSS Practices • Developing and Using Models • Engaging in Argument from Evidence • Constructing Explanations • Quick-write on your own • Discuss in your table groups • Share

Activate Prior Knowledge • Look at the materials in the pictures on the next slide: • Which materials can you identify? • Based on your experience, what effect does sunlight have on these materials? • Quick write • Discuss in groups

Model Development #1 • Place blocks on paper towel. • Predict: what will happen if you put the ice cube on top of the blocks? • Place a cube of ice on top each block simultaneously. • Observe and record what happens in the next few minutes.

Model Development #1: Ice and Cube Investigation • Using handout H1: • Draw and label observations at the beginning, during, and after a few minutes. • Generate a question about what you observed. • Why is the ice melting faster/slower ________? • Generate your preliminary answer to your question. • I think _________ because _________ • Share ideas with your table group. Do you all have the same ideas? • Be ready to debrief with whole group.

Developing a Scientific Model and Engaging in Argument • The model is a simplified representation of a system or phenomenon • Central features are made explicit and visible (including those that are not observable with eyes) • Appropriate labels are included to clarify the model’s components • The model allows opportunities to explain what we think is happening • Discussion of models or parts of the model allows to engage in argument with evidence.

Model Investigation #2: Burning Candle Investigation Investigating a new phenomenon related to the transfer of energy from one source to different materials. • What happens when you place a jar over a burning candle in 75 ml of water? Why?

Materials Needed: • Birthday candle • Matches • Deli container • Beaker with 75 mL of water • Clay

Model Development #2: Burning Candle Investigation • What happens when you place a jar over a burning candle in 100 ml of water? Why? • Write a prediction in your notebook: I predict __________ because _________.

Model Development #2 • Conduct the investigation • Observe what happens in next few minutes • Draw and record your observations using the “before, during and after” frame on your PowerPoint handout • Generate a question about what you observed. • Generate your preliminary answer (explanation). • Share your ideas at your table (see next slide for sentence frames)

Making Sense: Group Talk • I think___, because___ . • I claim___. My evidence is ___ . • I think the cause of ______ is _____ . • I agree/ disagree with ___ . • What I’m hearing is . . . • Why do you think that? • Can you say more about that?

Develop a Scientific Model • Based on your conversations, add or revise your observations and model. Include: • Observable and unobservable features. • Making the invisible visible using symbols to represent the invisible. • Connection to concepts . • Add new understandings that explain the answer to the question.

Claim and Evidence • Let’s formalize your initial explanation by writing a claim and supporting your claim with evidence. • I think___, because___ . or • I claim___. My evidence is ___ .

Further Investigations • How confident are you in your claim? • Strengthen your claim by collecting more evidence. • Write down on your Powerpoint handout: What would you like to try and why?

Making a Group Model • In your table group, share your individual models. • Discuss what the group model might look like for the phenomenon by comparing and contrasting each other ideas. • Together come to a consensus on what your group model should include/exclude. • Develop your consensus model on chart paper writing in only ONE color. • Write a preliminary consensus explanation describing the phenomenon using evidence from your model

Making Your Model Public • Exchange models with neighboring group • Discuss the other group model at your table • Give feedback to the other group using sticky notes (next slide)

Providing Feedback • Ask for clarification of ideas • What do you mean _____ ? • Can you elaborate on how the ______ supports the model? • I respectfully disagree with ___ because___. • Build on and add ideas • I want to add to your idea_____. • Agree and praise ideas • I agree with your thinking on _________.

Revising Your Model • Return the other group model and review the feedback you received on your group model. What would you change/add? • Add the new or clarifying information in a DIFFERENT color.

Inquiry into the Text Read the text with a purpose: • What information in the text helps you explain the phenomenon in the investigation? • * = Mark information that helps to answer the question & why • ! = Note interesting ideas & why • ? = Write questions you have • Circle= unfamiliar words

Sharing Ideas from the Text • Make silent eye contact with someone across the room who you haven’t shared with today. • Take your article and share with them questions you have and information in the text that helps explain the phenomenon.

Revising Your Model • Modify your model based on: • Feedback from other group • Discussion • Reading • Revise your explanation based on the modification of your model in a NEW color (color #3)

Arguing for Your Model • Share your revised model and explanation with the same neighboring group. • Address the modifications and the response to feedback. • We added _________ because_______. • We changed ________ because______. • We used to think _________ now we think____. • We agree/disagree with ___________ because ________.

Debriefing the Process How does this image represent the process we engaged in?

Debrief #1: Progression of Disciplinary Core Idea • Read the PS3 (energy) progression. • Discuss how the idea of thermal energy transfer is developed throughout the grade levels.

Debrief #2: Analysis of the Practices • At your table, each person chooses one NGSS practice (models, argumentation, explanation). • Look at the progression for your practice and write on sticky notes when and how during the investigation you experienced components of the practices. • Share with the whole group.

Characteristics of Scientific Models • Represents a system or a phenomenon • Context rich and specific • Pictorial (drawings and pictures) and written (text, equations, etc.) • Observable and unobservable features • Revisable over time • Public Sources: Mark Windschitl and Jessica Thompson Ambitious Science Teaching website The Modeling Toolkit (NSTA, 2013)

Component #1 • Represents a phenomenon for which we have questions • What causes the seasons? • Why do planets and moons maintain the orbits they have? • Why are solar eclipses so rare? • Does not represent a thing

Component #2 • Content-rich • Specific to time and place • Not generic or “posterizing”

Component #3: • Pictorial and Written

Component #4: • Observable and Unobservable

Component #5: • Revised over time based on evidence and the ability to predict

Component #6: • Needs to be public

Classroom Strategies for Modeling and Engaging in Argumentation • Starting points: small group and individual work • Before-During-After drawings • Whole class consensus model • Peer feedback via sticky notes • Language scaffolds with sentence frames • Content checklists Sources: Mark Windschitl and Jessica Thompson Ambitious Science Teaching website The Modeling Toolkit (NSTA, 2013)

Using Argumentation to Deepen Learning • Arguing for prediction strengthens explanations • Reconciling observations or competing claims • Build a consensus explanations from multiple contributions • Arguing to clarify explanations Source: B. Reiser, L. Berland, and L. Kenyon Engaging students in the scientific practices of explanation and argumentation (NSTA, 2012)

Classroom Strategies to Engage Students in Argumentation • Establish classroom norms for productive interactions between students • Create a culture of accountable talk • Make sure all students have equitable access to the conversation • Create a need for students to argue • Engage students in phenomenon that might elicit multiple responses • Make sure students consider alternative ideas • Encourage students to use criteria to evaluate the processes, context and explanations of science • Encourage students to make their thinking visible • Make sure students have access to relevant data or evidence

Now what do you think about… • Write in your PowerPoint handout what you now think about: • NGSS Practices • Developing and Using Models • Engaging in Argument from Evidence • Constructing Explanations • Share with your table group

Closure • Please complete the 3-2-1 for today’s workshop • THANK YOU!!! • My email: • Jennifer.Click@fresnounified.org • www.chemwithclick.com

Welcome to Fresno Unified Saturday Workshops