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CSTA Presentation
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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
Focuses on practiced used by scientists and engineers
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
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.
Inquiry Continuum
VARIATIONS
Amount of Learner Self-Direction
ESSENTIAL FEATURE
More
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 determines
what constitutes
evidence and
collects it
Learner directed
to collect
certain data
Learner given data
and asked to
analyze
Learner given data
and told how to
analyze
Learner formulates
explanations from
evidence
Learner formulates
explanation after
summarizing evidence
Learner guided in
process of formulating
explanations from
evidence
Learner given
possible ways to
use evidence to
formulate explanation
Learner provided
with evidence
Learner connects
explanations to
scientific knowledge
Learner independently
examines other
resources and
forms the links to
explanations
Learner directed
toward areas and
sources of
scientific knowledge
Learner given
possible connections
Learner
communicates and
justifies explanations
Learner forms
reasonable and
logical argument to
communicate
explanations
Learner coached in
development of
communication
Learner provided
broad guidelines
to sharpen
communication
Less
© 2012 IMSS. All Rights Reserved.
Amount of Direction from Teacher or Material
Learner given steps
and procedures for
communication
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 liquids
The 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 Study
PLAN A LESSON
•
•
•
What are common
misconceptions?
What do students struggle
with?
What research was done
on this topic?
TEACH THE LESSON
REVISE THE LESSON
•
•
•
•
Address the
misconceptions/struggles
that still exist.
Modify the lesson for:
•
Ell / Special Ed.?
•
High Level Students?
DEBRIEF THE LESSON
•
•
•
How did the students react?
What went well?
What needs to be changed?
One person teaches
Others observe and collect
data
1st try...
2nd try...
Test Tube Choice of
Liquids
A
Predictions
Observations
Actual
Results
1)
2)
B
1)
2)
C
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?
D
1)
2)
3rd try...
Test Tube
A
Choice of
Liquids
1)
2)
B
1)
2)
C
1)
2)
Predictions
Observations
Actual
Results
3rd try...
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?
D
1)
2)
Test Tube
A
Choice of
Liquids Pick
1)
Predictions
Observations
Actual
Results
After pouring I noticed
that ...
2)
B
1)
After pouring I noticed
that ...
2)
C
1)
After pouring I noticed
that ...
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?
D
1)
2)
After pouring I noticed
that ...
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
Disciplinary Core Ideas
Crosscutting Concepts
Planning and Carrying Out Investigations
PS1.A: Structure and Properties of Matter
Structure and Function
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.
•
•
•
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.
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
?
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/pd
f/curriculum/science/NextGenScStds
_Achieve.pdf
www.sciencepartnership.org
www.acoe.org
© 2012 IMSS. All Rights Reserved.