Science Modeling and the NGSS: Day 2 Presented by: Daniella Duran and Matthew Medrano
Your Feedback Counts! GOTS WANTS ❖ Importance of ❖ More planning time with phenomena in engaging grade level counterparts. and understanding ❖ More ideas and science. resources for creating ❖ Investigable vs. storylines and finding Anchoring phenomena phenomena. ❖ Importance of framing ❖ Planning time! and sequencing
Phenomena Homework
Instructional Segment 5: Waves and Electromagnetic Radiation NGSS Students obtain and communicate information about other interactions between waves and Instructional matter with a particular focus on electromagnetic waves. They Segments obtain, evaluate, and communicate information about health hazards associated with electromagnetic waves. They use models of wave behavior to explain information transfer. ❖ Pre-bundled suggestions for Performance Expectations (PEs) that can cohesively tell a story.
Instructional Segment 1: Systems and Subsystems in Earth NGSS and Life Science Instructional Students practice defining systems, recognizing their Segments components, and describing how they interact using examples at a range of scales from cells to organisms to the entire planet Earth. ❖ Pre-bundled suggestions for Performance Expectations (PEs) that can cohesively tell a story.
Session Outcomes ❖ Identify tools, strategies, and structures to support modeling in the classroom. ❖ Identify phenomena that will drive student learning during the school year. ❖ Develop storylines that connect modeling to phenomena using 3D learning.
Agenda ❖ Welcome/Inclusion ❖ Tanker Phenomenon Learning Sequence ❖ Using Phenomena and Storylines to Drive Learning ❖ Reflection & Feedback
Cluster 1 Cluster 2 Cluster 3 (Baldwin, Granada, (Ramona, Park, Northrup, (Ynez, Repetto, BW, MH, Fremont, EP, Marguerita, Proposed PD Road Map Garfield, AHS) MKHS) SGHS) ----------Inquiry Instructional Rounds, Cycle 1---------- August 7, 8 NGSS 101 Cluster PD Day #1- Oct 2 Sept 18 Sept 11 Storyline Development Collaboration Days- 3-4 sessions between October-December Research Lesson Development Jan 8-19 Instructional Rounds …for Secondary Science Teachers
Instructional Inquiry Groups ❖ Form groups of 5-6 based on content/grade level and within articulation groups. Cluster 1 (Baldwin, Cluster 2 Cluster 3 Granada, (Ramona, Park, (Ynez, Repetto, Fremont, EP, Northrup, BW, MH, MKHS) Marguerita, Garfield, AHS) SGHS)
S cience I mmersion M odel for P rofessional L earning Session Introduction: What pedagogical focus will frame our learning? SIMPL Professional Adult learner Activity: What Development does this look and feel like in structure to the classroom? efficiently and effectively support diverse group of Session Reflection: How did teacher participants. this experience impact our thinking about how we facilitate students learning science?
What do we see? What do we wonder? As you observe the phenomenon, record what you observe and any wonderings you might have. Tanker Phenomena
Summar Summary W y Wall all Anchoring Phenomenon Over-arching Question How This Phenomena What We Wondering/ Might Work Based What We Did Learned Question We In Our Question Have Classroom https://padlet.com/mmedrano3/AUSDsummarywall
Anchoring Phenomenon
Test Your Model As a group: Test if your explanatory model accurately describes what was happening in the tanker by recreating the phenomenon on a smaller scale Approved proposals may obtain materials …
Model Test: Constraints Must have a defined plan for approval: plan, materials, predictions, etc. Time (25 Minutes) Beakers Food Coloring Water Paper Towels Time Piece Hot Pot Graphic Organizer Ice Pens Post-Its Markers Aluminum Cans Plastic Bottles Pie Tins Syringes
Group-Pair-Share ❖ Pair with a group in your area and take turns sharing your test as well as your results. ❖ Where do we go from here? What additional information do we need to refine our models?
Informational Text and Simulations Informational Text Read the informational text on “Tire Pressure”. ➢ What can you add to or change about your model (in a ➢ different color)? Simulations Run one or more simulations from the Padlet with a partner. ➢ What can you add to or change about your model (in a ➢ different color)? **Record your findings on your graphic organizer**
Track Your Learning
See you in 15 minutes…
Final Model Revision
What does the framework expect?
Students are able to Students defend their connect the additions/revisions to unobservable (causes) their explanatory models to the observable using evidence from (effects) in their sense-making activities. explanatory models. Students are able to use Students are able to their explanatory model / apply their learning to to make predictions explain how and why a about or explain how new, related and why a phenomenon phenomenon. occurs. Which of these descriptions of models are you most comfortable with?
How has our thinking changed over time? Take a moment to reflect on the evolution of your thinking during our learning sequence. What opportunities did you have to develop your thinking over time? In what ways did we allow exploration and divergent thinking during the lesson sequence?
Phenomena Planning
Science and Crosscutting Disciplinary Core Engineering Ideas Concepts Practices • Asking Questions • Patterns Content • Developing Models • Scale/Proportion • Planning Investigations • Cause & Effect • Analyzing Data • System Models • Using Mathematics • Energy & Matter • Constructing • Structure & Function Explanations • Stability & Change • Arguing from Evidence • Obtain, Evaluate, & Communicate Evidence Highlight the 3D Learning
Phenomena Planning
What are we learning about scale, proportionality, and science safety?
Let’s Plan a Learning Sequence ❖ Don’t worry about detail. ❖ All ideas are good to start with. ❖ Leave no stone unturned. ❖ Keep all ideas fluid. ❖ Have fun!!!
Choose an Anchoring Phenomena ❖ Create a new circle map with your inquiry group based on a topic you hope to teach during the inquiry in Jan. ❖ Anchoring Phenomena ❖ Connects ideas throughout the unit to build coherent storylines ❖ Revisited multiple times ❖ Gives an authentic answer to "why are we doing this?"
Key Concept #2 Select Selected Key Key Concept Anchoring Concept Key #3 Phenomena #1 Concepts What are they key science Key concepts students need to Concept know to explain the #4 anchoring phenomena?
Thermal Energy Rail Matter Tanker Phase Pressure Tanker Change Crush Storyline Particle Motion
Investigable Phenomena Investigable #1 Phenomena #2 Key Select Concept #2 Investigable Phenomena Selected Key Key Anchoring Concept Concept What investigable #1 #3 Phenomena phenomena will allow students to understand the key concepts you have Key selected? Concept Investigable Phenomena #4 #3 Investigable Phenomena #4
Color Tracks Bubble Burst Particle Motion Tanker Selected Matter Anchoring Pressure Phase Storyline Change Phenomena Thermal Syringe Energy Play Model Testing
Anchoring Phenomena Investigable Investigable Investigable Investigable Phenomena #1 Phenomena #2 Phenomena #3 Phenomena #4 Key Concept Key Concept Key Concept Key Concept Focus Question Focus Question Focus Question Focus Question Lesson Sequence Identify the scope and sequence for the lessons. Which must come first? What should come last? Is the order important?
Rail Tanker Crush Bubble Burst Color Tracks Syringe Play Model Testing Reading/Simulations Thermal Energy, Particle Thermal Energy, Particle Thermal Energy, Thermal Energy, Particle Pressure Motion, Pressure, Phase Motion, Pressure, Phase Pressure, Particle Motion Motion Change Change What happens when air How does temperature How can we visualize How might we recreate Why did the tanker is pushed into a smaller affect particle motion? particle motion? the tanker collapse? collapse? space? Lesson Sequence Tanker Storyline
Please use the Google Form Link provided to provide us with feedback! Much Appreciated!!!
Keep in Contact! Matthew Medrano Daniella Duran Science Facilitator Science Facilitator UCLA Science Project UCLA Science Project matthew.medrano@gmail.com dduran@hartdistrict.org 626-688-7934 Digital Resources Follow us on Twitter @UCLAScienceProj
Video Links https://www.youtube.com/watch?v=Zz95_VvTxZM https://www.youtube.com/watch?v=RrX2yTGJ6N0 https://www.youtube.com/watch?v=0hEPPKC4PpE https://www.youtube.com/watch?v=Wz4igVjNGq4 https://www.youtube.com/watch?v=JsoE4F2Pb20&t=8s
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