Transcript IMSS

Liquid Density
CSTA Presentation
Saturday, October 26, 2013
Your Presenter
Marie Bacher
Science Coordinator K-8
IMSS Educator-on-Loan: District Science Coach
-Santa Clara Unified School District
-South San Francisco Unified School District
IMSS Overview
• 5 Year $13 million dollar grant
• Funded by NSF
• Key partners: CSU East Bay and
Exploratorium
IMSS Focus Areas to Strengthen Science
Teaching and Learning
• Science pedagogy and content knowledge
• Integrating science inquiry practices and core
content knowledge
• Integrating the Common Core and Next
Generation Science Standards
Three Key Elements
1. IMSS Teacher Leadership
 Leadership opportunities and support
 District Leadership Institutes
 IMSS Teacher Leader PDs
 Summer inquiry workshops & quarterly PDs
 Develop inquiry-based curriculum
2. IMSS Bay Area Lesson Study Collaborative
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
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
IMSS Instructional Cases:
•
•
Focus on key science concepts
Integrates science practices, writing and
assessment
•
CA Science Content Standards
•
Aligned to K-12 Science Framework(NRC, 2011)
•
Common Core State Standards
•
•
Collaboratively developed and piloted with MS
science teachers, CSU East Bay Faculty
Research Lesson from Lesson Study Highlighted
Instructional Case/Lesson Study TeamFacilitator:
Sandi Yellenberg, SCCOE Science Coordinator
Danika DeLuc, CSU East Bay Faculty Consultant
Teachers:
Marie Bacher, 6-8th gr. ELD/SDC Bucsher MS SCUSD
Rebecca Balster 8th gr. Ocala ARUSD
Carl Erickson 8th gr. Buchser MS SCUSD
Carol Hagen 8th gr. Shepard MS ARUSD
Joseph Manluco 8th gr. Mathson MS ARUSD
Sabrina Robbins 8th gr. Peterson MS SCUSD
Liquid Density
Liquid Density
Teaching Density Density=mass/volume or D=m/v
1) Cartesian Diver
OBSERVATIONS:
“I noticed...”
QUESTIONS:
“I wonder...”
EVIDENCE/
EXPLANATION
“I think this
happens
because...”
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
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
2) Salad Dressing Assessment
A teacher is holding a bottle of salad dressing in front of the students. The students
can clearly see two layers in the salad dressing, with the oil floating on top of the
vinegar. The teacher gently inverts the bottle 2 1/2 times, ending with the top of
the bottle pointing down. What will happen to the layers?
A-the oil will always be on the top.
B- the oil will be on the bottom because the container is upside down
C- it is random, sometimes the oil will be on the top and sometimes it will be on the
bottom.
Which of the above explanations are true?
Explain your reasoning... Why did you chose the one you did?
Oil
Oil
Oil
Oil
Salad Dressing- Student Work
3) Observing Four Liquids
3) Observing the liquids- ELD
Red
I see…
SIGHT
I hear…
HEARING
I smell…
SMELL
I feel…
TOUCH
Green
Blue
Yellow
4) Explorations (2 Liquid Pours)
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• It appears that…
• I think…
• I suggest that…
Support your claim with Evidence• This is because…
• I observed…
• When I..., then… happened.
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 Spiral
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 ...
5) Sharing Results (2-pour results)
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
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
6) Four Liquid Pour Prediction
7) Four Layer
actual
compared to
the prediction
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
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
8) Introducing Density
How to measure the mass...
Finding the Densities
Your task:
Find the density of the 4 different liquids.
m=mass
D=
v=volume
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
Make a claim about your results
and give evidence for your claim.
Claim: a factual statement based on your data.
Evidence: is a specific fact that supports a claim.
Reasons: explain why your evidence proves your
claim to be true.
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
9) Making
Density
Predicitions
Finding the Densities
Your task:
Find the density of the 3 different volumes of
water.
m=mass
D=
v=volume
Make a claim about your results
and give evidence for your claim.
Word Bank:
More
Less
Dense
Lighter
Thicker
Thinner
Heavier
10) Double Alcohol Assessment
A teacher holds a container with 4 liquids layered (like our lab).
The liquid on the top layer is red. If you doubled the amount
of the red layer, how will this affect the layers?
Anne says, “The red layer will sink to the bottom.”
Bill says, “The red layer will sink under the yellow layer.”
Cathy says, “The red layer will sink under the Blue layer.”
Daniel says, “The layers will not change.”
Who do you agree with with?______________
Why?
10) Double Alcohol Answers:
1. Anne because there to much pressure to it’ll take the red to the bottom
(sink)
2. The red layer will sink and mix with blue because the gravity is pulling
the heavier weight down. Which is called density of matter. So I believe
what Bill says.
3. I agree with Cathy. I feel like the red will sink in
with the blue and they will mix and make purple
just like it did in our lab. The double
of the red density will make it have a heavier volume
and that’s why the red will go to the blue.
4. I think if you double the amount of the red liquid
then it wouldn’t change it would just stay at
the top.
Exemplar Examples:
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
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
11) Mystery
Liquids:
Where would
these "layer"?
-Find Density
-Understand how
density affects
layering
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
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
12) Salad Dressing Post-Assessment
A teacher is holding a bottle of salad dressing in front of the students. The students
can clearly see two layers in the salad dressing, with the oil floating on top of the
vinegar. The teacher gently inverts the bottle 2 1/2 times, ending with the top of
the bottle pointing down. What will happen to the layers?
A-the oil will always be on the top.
B- the oil will be on the bottom because the container is upside down
C- it is random, sometimes the oil will be on the top and sometimes it will be on the
bottom.
Which of the above explanations are true?
Explain your reasoning... Why did you chose the one you did?
12) Salad Dressing Post Assessment
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.
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.