CSTA Presentation

detail information

Your Presenters• Marie Bacher – Science Coach (SCUSD)

• Dawn O’Connor – Science Coordinator (ACOE)

• Sabrina Robbins – Science Teacher (SCUSD)

• Ai Vu – Science Coordinator (ACOE)

IMSS Overview • 5 Year $13 million dollar grant

• Funded by NSF

• Key partners: CSU East Bay and Exploratorium

IMSS has been developing and studying a comprehensive professional development model designed to transform science teaching and learning in middle schools serving underrepresented minority students and English learners.

IMSS Focus Areas to Strengthen Science Teaching and Learning• Improving teachers science pedagogy

and content knowledge

• Integrating science inquiry practices and core content knowledge in teacher’s curriculum and assessments.

• Integrating the Common Core and Next Generation Science Standards into existing curriculum and instructional practices.

Three Key Elements 1. IMSS Teacher Leadership

Leadership opportunities and support

District Leadership Institutes (3x per year)

2. IMSS Teacher Leader PDs for content & pedagogy

Summer inquiry workshops & quarterly PDs

Develop inquiry-based curriculum

3. IMSS Bay Area Lesson Study Collaborative (monthly)

Guiding Assumption of Framework:

Both Content Knowledge and Scientific Practices

“Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend and refine that knowledge. Both elements– knowledge and practice--- are essential.”

Scientific and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

Focuses on practiced used by scientists and engineers5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Inquiry is part of the science practice

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Definition of Inquiry

By National Science Education Standards

Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.

© 2012 IMSS. All Rights Reserved.

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Inquiry Continuum

More

VARIATIONS Amount of Learner Self-Direction

Less

Learner engages in scientifically oriented questions

Learner poses a question

Learner selects among questions, poses new questions

Learner sharpens or clarifies question provided by teacher, materials, or other source

Learner engages in question provided by teacher, material, or other source

Learner gives priority to evidence in responding to questions

Learner formulates explanations from evidence

Learner connects explanations to scientific knowledge

Learner communicates and justifies explanations

Learner determines what constitutes evidence and collects it Learner formulates explanation after summarizing evidence Learner independently examines other resources and forms the links to explanations Learner forms reasonable and logical argument to communicate explanations

Learner directed to collect certain data Learner guided in process of formulating explanations from evidence Learner directed toward areas and sources of scientific knowledge

Learner coached in development of communication

Learner given data and asked to analyze

Learner given possible ways to use evidence to formulate explanation Learner given possible connections Learner provided broad guidelines to sharpen communication

Learner given data and told how to analyze

Learner provided with evidence Learner given steps and procedures for communication

Less Amount of Direction from Teacher or Material More

STRATEGIES DESCRIPTIONS

DO A PRE-LAB ASSESSMENT Use to determine students prior knowledge and misconceptions. Allows for differentiation of the lab for a diversity of students’ skills and abilities.

DO THE LAB FIRST Resist the notion that you always need an understanding of certain concepts or facts to do the lab. Use the results to build engagement and interest in topic. Refer back to results throughout the rest of the unit. Do the lab first for labs that don’t require significant knowledge prior knowledge as a prerequisite.

REVISE THE QUESTION SECTION Allowing students to come up with the question or problem makes the investigation more personal and meaningful to them. Start with a discrepant event or phenomenon rather than a starter question that is usually found at beginning of many labs.

REVISE THE MATERIALS SECTION

Allows students to be capable of determining materials and supplies. Cut up materials list and add additional materials that may not be needed. Have students determine which materials or supplies they will need. Possibly supply students a partial list that they must complete.

REMOVE SAFETY RULES Encourage students to write safety rules and guidelines. Consider having students align each safety rule to a particular step in the procedure.

REVISE THE PROCEDURE SECTION

Cut procedures into strips and allow students to organize into a logical order. Eventually add irrelevant steps and have students determine what steps are necessary and what order.

ADD PROCEDURAL ERRORS Provides an incorrect experimental procedure and have students find the errors.

TAKE AWAY DATA TABLE Encourage the students to determine how they will collect and organize the data. Students will have to construct meaning to the data in order to organize and record it into a table. Have students share their results in small groups and compare their findings.

REDESIGN RESULTS SECTION Have students predict what would happen if they changed a variable. Have students state a claim based on the experiment, provide evidence from experiment and then explain their reasoning or

thinking.

ADD GOING FURTHER SECTION Allow students to raise "What if ... "and "I wonder ... "questions to investigate. Consider testing other variables in the original experiment.

Liquid Layers

Layering 2 liquidsThe Task: choose any 2 liquids observe how they

layer. Do this 3 times and make a data table

If we were to layer all 4 liquids, What do you think the order would be?

• Make a Claim• State your evidence

If you were given one more test tube, what two liquids would you layer?

• Why?

Revise your prediction

• In light of your new data, how would the 4 liquids layer?

Share out…

Lesson StudyPLAN A LESSON•What are common misconceptions?•What do students struggle with? •What research was done on this topic?

TEACH THE LESSON•One person teaches•Others observe and collect data

DEBRIEF THE LESSON•How did the students react?•What went well?•What needs to be changed?

REVISE THE LESSON•Address the misconceptions/struggles that still exist.•Modify the lesson for:

• Ell / Special Ed.?• High Level Students?

1st try...

2nd try...

If you could have one more test tube, which two liquids would you choose? The two colors would be ______________ and _________________.Why did you choose these colors?

Test Tube

Choice of Liquids

Predictions Observations Actual Results

A 1) 2)

B 1) 2)

C 1) 2)

D 1) 2)

3rd try...

Test Tube

Choice of Liquids

Predictions Observations Actual Results

A 1) 2)

B 1) 2)

C 1) 2)

3rd try...

D 1) 2)

If you could have one more test tube, which two liquids would you choose? The two colors would be ______________ and _________________.

Why did you choose these colors?

Make a prediction about how all 4 layers will layer if you put them all in one container.

If you could have one more test tube, which two liquids would you choose? The two colors would be ______________ and _________________.Why did you choose these colors?

After pouring I noticed that ...

After pouring I noticed that ...

After pouring I noticed that ...

Test Tube

Choice of Liquids Pick

Predictions Observations Actual Results

A 1) 2)

B 1) 2)

C 1) 2)

After pouring I noticed that ...D

1) 2)

Where does this fit in to the Next Generation Science Standards?

MS.PS-SPM.b. Structure and Properties of Matter

Students who demonstrate understanding can:

Plan an investigation to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.

•Plan and carry out investigations individually and collaboratively, identifying independent and dependent variables, and controls. (b)

•Collect data and generate evidence to answer scientific questions or test design solutions under a range of conditions.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

•Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

Crosscutting Concepts

Structure and Function

Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural and designed structures/systems can be analyzed to determine how they function. Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Science and 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

Q & A

www.sciencepartnership.org

www.acoe.org

?

Resources:

1.A Framework for K-12 Science Education; NRC, 2011

2.http://www.nextgenscience.org/

3.http://www.sde.ct.gov/sde/LIB/sde/pdf/curriculum/science/NextGenScStds_Achieve.pdf

© 2012 IMSS. All Rights Reserved.