Transcript www.macombscience.org

ARGUMENT AND EXPLANATION
DEVELOPMENT IN SECONDARY SCIENCE
DAY 1
OCTOBER 2, 2014
MACOMB INTERMEDIATE SCHOOL DISTRICT
WELCOME!
What
do you
think?
When procedures are uniform for all students, where data
are similar, and where claims match expected outcomes,
then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper
student learning about the topic or for developing scientific
reasoning skills. (If everyone gets the same answer why
ask the question? How meaningful is this type of
experience? Is this just another school exercise done to
them?)
~Hand, Norton-Meier, Staker, and Bintz
ARGUMENT AND EXPLANATION DEVELOPMENT:
OBJECTIVES
Tasks
Discourse
Writing
OBJECTIVES FOR TODAY
 Explore the meaning of the terms argument and explanation with
respect to the Next Generation Science Standards (NGSS).
 Create and/or modify tasks so that they have high cognitive demand and
will support the science practices of argument and explanation.
 Experience gathering evidence to support the practices of argument and
explanation within the 5E Learning Cycle framework.
 Plan a lesson sequence that sets students up for a scientific argument.
WHAT DOES ARGUMENT MEAN IN OUR
EVERYDAY LANGUAGE?
ARGUMENT CLINIC
ARGUMENT IN SCIENCE
In science, an argument is used…
“to promote as much understanding of a situation as possible and
to persuade colleagues of the validity of a specific idea….[it] is
ideally about sharing, processing, and learning about ideas”
(NRC 2008, p 89)
ARGUMENT & EXPLANATION: WHAT’S THE
DIFFERENCE?
Create a
representation that
shows how the
NGSS defines
argument and
explanation and
also shows the
relationship
between the two.
ARGUMENT & EXPLANATION: WHAT DOES IT
LOOK LIKE IN THE CLASSROOM?
For each example:
 What do you notice?
 What do you wonder?
 What might this look like
in your classroom?
FEARS
 We relinquish some control.
 We worry about chaos ensuing.
 We wonder how we will address students who do it
“wrong.”
(How can we get them to the “right” answer?)
 We worry that we won’t be able to address all
students’ questions and needs.
(What if a student says something or does something
and I don’t know how to respond?)
A NEW MODEL FOR THE PRACTICE OF SCIENCE
ORCHESTRA STUDENTS ARE
MUSICIANS;
STUDENTS ON THE BASKETBALL
TEAM ARE ATHLETES;
WHAT OPPORTUNITIES DO OUR
SCIENCE STUDENTS HAVE TO BE
SCIENTISTS?
OUR SHIFT IN THINKING…
From thinking that one scientific
method fits all
To thinking about how to engage
our students in the practices of
scientists
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. Constructing explanations and
designing solutions
7. Engaging in argument from
evidence
8. Obtaining, evaluating and
communicating
information
OUR SHIFT IN THINKING…
From thinking that “hands-on”
science is ESSENTIAL
To thinking that engaging students
EVERY DAY in scientific practices
and thinking is POWERFUL
A NEW MODEL FOR THE PRACTICE OF SCIENCE
SHIFTING OUR PRACTICE…
Next Generation Science Standards
Science & Engineering Practices
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. Constructing explanations and
designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating and
communicating information
From…
How am I going to
teach this?
To…
How are students
going to learn about
this?
ARGUMENT AND EXPLANATION
According to
the SEP, what
are the
hallmarks of a
high quality
argument at
your grade
level?
Explanation?
GETTING STARTED
Claim – Evidence – Reasoning (CER)
 CLAIM: What do you know?
 EVIDENCE: How do you know that?
 REASONING: Why does your evidence support
your claim?
CLAIM – EVIDENCE – REASONING (CER)
 What grade level?
 Rewrite the student
response so it reflects a
higher grade band.
 How might the task be
changed to produce a
higher level of student
work?
SO HOW DO WE PUT IT ALL TOGETHER
SO THAT IT’S MEANINGFUL FOR OUR
STUDENTS?
When procedures are uniform for all students, where data
are similar, and where claims match expected outcomes,
then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper
student learning about the topic or for developing scientific
reasoning skills. (If everyone gets the same answer why
ask the question? How meaningful is this type of
experience? Is this just another school exercise done to
them?)
~Hand, Norton-Meier, Staker, and Bintz
When procedures are uniform for all students, where data
are similar, and where claims match expected outcomes,
then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper
student learning about the topic or for developing scientific
reasoning skills. (If everyone gets the same answer
why ask the question? How meaningful is this
type of experience? Is this just another school exercise
done to them?)
~Hand, Norton-Meier, Staker, and Bintz
We need to change
our thinking with
respect to
experimentation!
EXPERIMENTATION
Conventional
Separate Unit on
the Scientific
Method
Then spend the rest of the
year learning content
through text resources or
telling.
EXPERIMENTATION
Conventional
?
Students read the text to
learn vocabulary and
background information
about clouds.
Students then observe
the cloud in a jar that
confirms what they
already “know.”
EXPERIMENTATION
Shifts in practice for NGSS
?
Students ask questions
about cloud formation and
do some investigating on
their own.
Students search for
answers to their
questions as they read the
text.
5E LEARNING CYCLE
 5E Model is based from the SCIS Model of
Instruction by researchers Atkins and Karplus in
1967.
 5E Model was originally proposed by BSCS
(Biological Science Curriculum Study) in the
late1980’s.
5E LEARNING CYCLE
Engage
Explore
Explain
Elaborate
Evaluate
http://www.bscs.org/bscs-5e-instructional-model
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
http://www.bscs.org/bscs-5e-instructional-model
TASKS FOR ARGUMENTATION
JEREMY’S VACATION
Using the data provided, create a representation that will help you show
which city Jeremy should visit and at what time of year (spring, fall, winter,
or summer).
You may represent your data in any way you choose.
You may choose to represent all or only some of the data, as long as you
can use your representation to justify your recommendations for Jeremy’s
vacation (where to go and when to go there).
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA
Press, 2013, page 3.
COMPARING 2 TASKS
Task A
Create a bar graph that
shows the average monthly
high and low temperatures in
each city. Identify where and
when Jeremy should go on
vacation.
Task B
Using the data provided,
create a representation that
will help you show which city
Jeremy should visit and at
what time of year (spring, fall,
winter, or summer).
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA
Press, 2013, page 3.
LOW AND HIGH COGNITIVE DEMAND
Read the two experimentation
tasks on page 12.
 How are they similar?
 How are they different?
Features of Tasks
Low Cognitive
Demand
High Cognitive
Demand
LOW AND HIGH COGNITIVE DEMAND
Read the tasks on pages 14 & 15.
 How are they similar?
 How are they different?
Features of Tasks
Low Cognitive
Demand
High Cognitive
Demand
LOW AND HIGH COGNITIVE DEMAND
Read the summary table on pages
20 & 21.
 What do you notice?
 What do you wonder?
Features of Tasks
Low Cognitive
Demand
High Cognitive
Demand
Page 16
WHAT IS THE TEACHER’S ROLE?
TASKS THAT SUPPORT ARGUMENTATION
 High cognitive demand
Page 16
Student
artifacts
 Students engage in
multiple ways that are
productive
task
 Students produce
artifacts
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
science
concept
INCREASING THE COGNITIVE DEMAND OF A
TASK
Take a look at the Measuring
Fastplant Growth task on page
12.
How might you increase the
cognitive demand of this task?
INCREASING THE COGNITIVE DEMAND OF A
TASK
 Eliminate or minimize prescriptive directions
Page 18
 Provide complex data
 Give students an audience
 Re-sequence tasks
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
MATH CLASS NEEDS A MAKEOVER
THRIVING IN TIMES OF CHANGE
It is unreasonable to ask a professional to change much
more than 10 percent a year, but it is unprofessional to
change by much less than 10 percent a year.
~Steven Leinwand
WHAT MIGHT BE YOUR 10%?
Think of a task you will do
with your students in the
near future. Jot down some
notes about some ways you
might makeover the task in
order to ramp up the
cognitive demand.
TASKS THAT SUPPORT ARGUMENTATION
 High cognitive demand
Page 16
Student
artifacts
 Students engage in
multiple ways that are
productive
task
 Students produce
artifacts
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
science
concept
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
http://www.bscs.org/bscs-5e-instructional-model
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
Students gather evidence to
be used as they develop an
explanation.
ENGAGE
What ideas
or questions
do you have
about how
light travels?
Draw a diagram that shows how both
people can see the light.
EXPLORE: HOW DOES LIGHT TRAVEL?
What can
you find out
about the
way light
travels?
How does light travel?
This is the activity I did:
These are the patterns and
observations I found:
These patterns and
observations are important
because:
EXPLORE: HOW DOES LIGHT TRAVEL?
What can
you find out
about the
way light
travels?
What if
you have
2 light
sources?
EXPLORE: HOW DOES LIGHT TRAVEL?
How is this
the same?
Different?
What image
will you see?
EXPLORE: HOW DOES LIGHT TRAVEL?
What can
you find out
now?
EXPLORE: HOW DOES LIGHT TRAVEL?
What can
you find out
now?
EXPLORE: HOW DOES LIGHT TRAVEL?
What can
you find out
now?
EXPLORE: HOW DOES LIGHT TRAVEL?
How is this
the same?
Different?
What will
you see on
the screen?
EXPLORE: HOW DOES LIGHT TRAVEL?
Activity
Observations
How do these
observations
help answer the
focus question?
How does light travel?
Light particles…
…travel in straight lines
…travel in all directions
…are invisibly small
…travel at high speed
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Explain
Elaborate
Evaluate
Students gather evidence to
be used as they develop an
explanation.
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
EXPLAIN: HOW DOES LIGHT TRAVEL?
Activity
Observations
How do these
observations
help answer the
focus question?
How does light travel?
Light particles…
…travel in straight lines
…travel in all directions
…are invisibly small
…travel at high speed
Imagine that you have a pair of Magic
Science Glasses. When you look at light
with your Magic Science Glasses, you
see the particles that make up light.
Put on your Magic Glasses and “look” at
the light particles that we’ve been
experimenting with. Use what you see
about how these particles are behaving
and what they look like to explain all the
patterns we noticed in our experiments.
Use a whiteboard to create a
representation that answers the focus
question:
How does light travel?
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
PLANNING TIME
 Think of a science concept your
students will learn in the near future.
 What explanation do you hope your
students will develop by the end of the
learning cycle? (write it out….what
does excellent student work look
like?)
 What evidence will students need in
order to develop this explanation?
 What will students do to gather the
evidence they need to develop an
explanation?
SHARING / REFLECTION
 Take a photo of something you want
to remember on someone’s chart
paper.
 Find someone you don’t know yet
and show them your photo. Explain
why you took that photo.
OBJECTIVES FOR NEXT TIME
 Explore a protocol for analyzing student work.
 Develop an understanding of how to orchestrate class
discussions that support students as they develop a scientific
explanation.
 Plan a lesson sequence that includes a 5 Practices discussion.
BEFORE WE MEET AGAIN….
 Have your students do the
task you developed. Bring
examples of student work
with you to our next
meeting on November 6.
 Record a class discussion.
ARGUMENT AND EXPLANATION
DEVELOPMENT IN SECONDARY SCIENCE:
DAY 2
NOVEMBER 6, 2014
RIGOR IS NOT…
 …fifty math problems for homework when fewer
will achieve mastery.
 …more worksheets for the student who finished
the assignment early.
 …using a seventh grade text book with your high
performing sixth grade students.
 …covering more material in a shorter period of
time.
 …cold or impersonal.
 …just for a select group of students.
~Debbie Shults
So what
is rigor?
ONE DEFINITION OF RIGOR
“Rigor is the goal of helping students develop the capacity
to understand content that is complex, ambiguous,
provocative, and personally or emotionally challenging.”
from Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Richard W. Strong,
Harvey F. Silver and Matthew J. Perini, ASCD, 2001. According to Strong, Silver, and Perini
FEATURES OF HIGH COGNITIVE DEMAND TASKS
Pages 20-21
AT OUR LAST MEETING…
TASKS THAT SUPPORT ARGUMENTATION
 High cognitive demand
Page 16
Student
artifacts
 Students engage in
multiple ways that are
productive
task
 Students produce
artifacts
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
science
concept
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
OBJECTIVES FOR TODAY
 Develop an understanding of how to orchestrate class
discussions that support students as they develop a scientific
explanation.
 Plan a lesson sequence that includes a 5 Practices discussion.
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
CLASS DISCUSSIONS
Remember the Measuring
Fastplant Growth task on pages
12 and 19.
Read the Kelly Davis story on pages
24 – 27.
As you read…
• Identify the instances of student
authorship of ideas and
approaches
• Identify any instances of holding
students accountable to the
discipline
CLASS DISCUSSIONS
Show and Tell
Orchestration
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Student
artifacts
Explain
Elaborate
Evaluate
Orchestrating class
discussions
task
science
concept
ORCHESTRATING CLASS DISCUSSIONS
 Anticipating
 Monitoring
 Selecting
 Sequencing
 Connecting
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based
Discussions in Science, NSTA Press, 2013.
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Height (cm)
Explain
Elaborate
Evaluate
Day
Plant
1
Plant
2
Plant
3
Plant
4
Plant
5
Plant
6
11
9
8
9
10
7
11
13
11
11
12
13
10
12
16
15
16
17
17
15
16
18
24
25
25
26
23
25
20
28
28
29
29
27
28
EXAMPLE LESSON
 We know that individual humans vary quite a
lot from one another – we are different
heights and weights; we have different skin,
hair, and eye color; the thickness of our hair
varies, etc.
 Is there variation in populations of
other types of organisms?
 Would we see variation in a population
of plants?
 What kind of variation would we see?
 How would we measure and describe
that variation?
Task:
Following data collection,
students were asked to
create a representation of
their data on a whiteboard
that would enable them to
answer the following
question, “How tall is a
typical Fastplant on a
certain day in its life cycle?”
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
ORCHESTRATING CLASS DISCUSSIONS
 Anticipating
 Monitoring
 Selecting
 Sequencing
 Connecting
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based
Discussions in Science, NSTA Press, 2013.
ANTICIPATING
What representations
do you anticipate from
students?
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
ORCHESTRATING CLASS DISCUSSIONS
 Anticipating
 Monitoring
 Selecting
 Sequencing
 Connecting
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based
Discussions in Science, NSTA Press, 2013.
MONITORING
What monitoring
questions might you
ask students as they
work to make their
thinking visible?
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
ORCHESTRATING CLASS DISCUSSIONS
 Anticipating
 Monitoring
 Selecting
 Sequencing
 Connecting
Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
What might
you do?
Adapted from Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.
ORCHESTRATING CLASS DISCUSSIONS
Read the Nathan Gates story on pages
33 - 40.
As you read…
• Where do you see each of the 5
Practices?
FOCUS ON DISCOURSE
Read pages 85 – 88.
As you read, select your own:
 Sentence that is meaningful to you, that you
feel captures a core idea of the passage
 Phrase that moved, engaged, or provoked you
 Word that captured your attention or struck
you as powerful
From Making Thinking Visible by Ritchhart, Church, and Morrison, Wiley, 2011, page 207.
USING FOCUSED TALK
Small Group Work
Whole Class Discussions
 Making student thinking visible
 Guiding student thinking in productive directions
 Directing students’ attention to what matters
Create a whiteboard that
represents the big ideas of your
section.
CHECKLIST AND REFLECTION TOOL
Do these match the
thinking in the
passages we just read?
In what way?
CHECKLIST AND REFLECTION TOOL
As we watch the
videos….
What do you notice?
Where are the missed
opportunities?
CHECKLIST AND REFLECTION TOOL
Read pages 54 – 59.
What do you notice?
CHECKLIST AND REFLECTION TOOL
Read pages 74 - 80.
What do you notice?
Student
artifacts
task
science
concept
PLANNING FOR ARGUMENTATION
PLANNING FOR ARGUMENTATION
EXPLAINING THE BEHAVIOR OF WATER
Students will be able to:
 Depict the molecular
behavior of water in all three
phases in drawings on
whiteboards.
 Explain the molecular
behavior of water in the solid,
liquid, and gaseous phases.
How does water
behave?
FOCUS QUESTION
THE SCIENCE CONCEPT
How does water
behave?
Science
concept
THE SCIENCE CONCEPT
How does water
behave?
Features:
 Spacing
 Heat
 Movement
 Forces
 Type & Size
SCIENCE CONCEPT: SAMPLE STUDENT WORK
THE TASK
How does water
behave?
Task
Student
artifacts
Science
concept
SETTING UP FOR THE EXPLORE LEARNING
PHASE
What evidence do
students need in order to
fully support the science
concept?
How will they come to
know that this is how water
behaves?
WHAT EVIDENCE DO STUDENTS NEED TO
SUPPORT THIS IDEA?
Task
HOW DOES WATER BEHAVE?
Activity
Patterns and Observations
Exp. 1:
S: retains shape
L: flows to bottom
Observation of
physical properties of container
G: escapes out of
of S, L, and G
container
phases of water
Exp. 2:
Mass of water
Measure mass and didn’t change in
volume of water at different
temperatures
different temps
Exp. 3:
Observation of
behavior of ice in
liquid water
Exp. 4
Observation of
boiling and
condensation
S: not compressed
with syringe
L: not compressed
with syringe
G: can be compressed
with syringe
Volume of water was
the same for 2.8oC and
for 20oC. The volume
increased by about
10% at 0oC.
Ice floats on liquid water, but not all the way
at the top. Part of the ice cubes are under
the surface of the water and part of them
are above the surface.
When heat is added to the flask, the water
level decreases. Small droplets of water
collect in the tubing (and we can also see
“fog” in the tube) and then droplets form in
the test tube that is sitting in the cup of ice.
How do these observations help
answer the focus question?
Task
HOW DOES WATER BEHAVE?
Activity
Patterns and Observations
Exp. 1:
S: retains shape
L: flows to bottom
Observation of
physical properties of container
G: escapes out of
of S, L, and G
container
phases of water
S: not compressed
with syringe
L: not compressed
with syringe
G: can be compressed
with syringe
Exp. 2:
Volume of water was
the same for 2.8oC and
for 20oC. The volume
increased by about
10% at 0oC.
Exp. 3:
Ice floats on liquid water, but not all the way
at the top. Part of the ice cubes are under
the surface of the water and part of them
are above the surface.
Mass of water
Measure mass and didn’t change in
volume of water at different
temperatures
different temps
Observation of
behavior of ice in
liquid water
Exp. 4
Observation of
How do these observations help
answer the focus question?
When heat is added to the flask, the water
level decreases. Small droplets of water
• Particles in S are farther apart than in L
• Mass stayed same – so particles
aren’t changing mass as they
change phase – just changing
spacing
HOW WILL THEY GENERATE THIS EVIDENCE?
SETTING UP FOR THE EXPLAIN LEARNING
PHASE
How will you ask students to
demonstrate their thinking in order
to set them up for a class discussion?
 High cognitive demand
 Students engage in
multiple ways that are
productive
 Students produce
artifacts
Task:
Imagine that you have a pair of Magic Science
Glasses and you use them to look at a glass of water.
But instead of the water, you see the pieces that
make up water, the particles.
“Look” at the solid, liquid, and gaseous water that
we’ve been experimenting with. I want you to use
what you see about how these particles are
behaving and what they look like to explain all those
patterns that we noticed in our experiments.
In your groups, DRAW a representation of what you
see when you put on your Magic Science Glasses.
How does water behave?
HOW WILL STUDENTS DEMONSTRATE THEIR
THINKING?
ORCHESTRATING CLASS DISCUSSIONS
 Anticipating
 Monitoring
 Selecting
 Sequencing
 Connecting
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based
Discussions in Science, NSTA Press, 2013.
HOW WILL YOU ORCHESTRATE THE CLASS
DISCUSSION?
WHAT WILL YOU NEED TO SUMMARIZE?
Feature of Water
Solid (Ice)
Liquid (Water)
Gas (Vapor)
Spacing
Farther apart than
liquid
Closest
Far apart
Forces
Motion
Heat Energy
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based
Discussions in Science, NSTA Press, 2013.
HOW WILL THE CLASS SUMMARIZE THE
DISCUSSION?
THANK YOU!
WELCOME BACK!
DAY 3
JANUARY 21, 2015
WELCOME!
One new thing I’ve tried in the
classroom since we last met is….
…and as a result, my students….
OBJECTIVES FOR TODAY
 Learn how writing fits into the process of argument and explanation
development in science.
 Develop and use tools that provide feedback to students on their
writing.
 Experience a collection of writing instructional strategies and
create a plan for teaching the writing component of argument and
explanation development in your classroom.
PREVIOUSLY….
ARGUMENT AND EXPLANATION
According to
the SEP, what
are the
hallmarks of a
high quality
argument at
your grade
level?
Explanation?
GETTING STARTED
Claim – Evidence – Reasoning (CER)
 CLAIM: What do you know?
 EVIDENCE: How do you know that?
 REASONING: Why does your evidence support
your claim?
CLAIM – EVIDENCE – REASONING (CER)
 What grade level?
 Rewrite the student
response so it reflects a
higher grade band.
 How might the task be
changed to produce a
higher level of student
work?
SO HOW DO WE PUT IT ALL TOGETHER
SO THAT IT’S MEANINGFUL FOR OUR
STUDENTS?
When procedures are uniform for all students, where data
are similar, and where claims match expected outcomes,
then the reportage of results and conclusions often seems
meaningless to students and lacks opportunities for deeper
student learning about the topic or for developing scientific
reasoning skills. (If everyone gets the same answer
why ask the question? How meaningful is this
type of experience? Is this just another school exercise
done to them?)
~Hand, Norton-Meier, Staker, and Bintz
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
ARGUMENT AND EXPLANATION DEVELOPMENT
Task
Discourse
Writing
HOW DOES ARGUMENT & EXPLANATION
DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?
Engage
Explore
Students gather evidence to
be used as they develop an
explanation.
Student
artifacts
Explain
Elaborate
Evaluate
task
science
concept
AND NOW IT’S TIME TO WRITE…
Student
artifacts
task
science
concept
Students
write
evidencebased
explanations
GETTING STARTED WITH WRITING
Claim – Evidence – Reasoning (CER)
 CLAIM: What do you know?
 EVIDENCE: How do you know that?
 REASONING: Why does your evidence support your claim?
 COUNTER-ARGUMENT: What other claims might be
made…and why are they not supported by the evidence?
CHEMICAL REACTION ASSESSMENT TASK
Did a chemical reaction occur?
Before
stirring
and
heating
After
stirring
and
heating
Sample of
butanic acid
Sample of
butanol
Sample of
Layer A
Sample of
Layer B
Melting
Point
Measurements
Solubility
Volume
in Water
-7.9 oC
2.00 cm3
Yes
0.96 g/cm3
-89.5 oC
2.00 cm3
Yes
0.81 g/cm3
-91.5 oC
2.00 cm3
No
0.87 g/cm3
0.0 oC
2.00 cm3
Yes
1.00 g/cm3
Density
From NcNeill and Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science, Pearson, 2012.
STUDENT WORK: WHAT DO YOU NOTICE?
From NcNeill and Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science, Pearson, 2012.
BASIC RUBRIC
BASIC RUBRIC
Now, use the basic
rubric to individually
score each piece of
student work.
How do your scores
compare to the rest
of your group?
FEEDBACK
What kind of
feedback will
help students
improve their
writing?
•
•
•
•
•
•
•
Goal Referenced
Tangible and Transparent
Actionable
User-friendly
Timely
Ongoing
Consistent
Wiggins, G. (2012). Effective Feedback. Educational leadership.
FEEDBACK
What kind of feedback will
help students improve their
writing?
FEEDBACK
•
•
What kind of
feedback will
help students
improve their
writing?
•
•
•
•
•
•
What is the question you are trying to answer?
Have you answered it?
What evidence do you have to support your
thinking?
What did you observe that makes you think that?
Does what you have written agree with observations
you have recorded?
How do you know this evidence supports your
claim?
What is it about (your evidence) that lets you know
that (your claim) is valid? What are the scientific
principles?
What other claims might be made?
What questions do you have now?
WHAT FEEDBACK WOULD YOU GIVE?
From NcNeill and Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science, Pearson, 2012.
What we really want is a written
argument in paragraph form that
meets the expectations laid out in the
basic rubric.
Sometimes, this will be the conclusion
to a lab that answers a question.
Sometimes, it will be a paragraph (or
more) that pulls together evidence
from several lab experiences to
answer a question.
What do we do if our
students aren’t ready yet?
What are some baby
steps we can take that will
help them understand
how to do this?
Create a rough
outline of your
science content
for the year…..
Then add your
writing
instructional
strategies that
you might use
during that
time…..
And decide when
to check in with
the rubric….
LET’S FOCUS ON WRITING
INSTRUCTIONAL STRATEGIES
ANALYZE EXAMPLES
Are fat and soap the
same substance?
For each of the following
explanations, underline
and label the claim,
evidence, reasoning, and
counter-argument.
Which explanation is the
strongest?
Why?
ANALYZE EXAMPLES
ANALYZE EXAMPLES
Might this instructional strategy be
helpful with your students?
What might it look like in your content
area? What examples might you use?
MULTIPLE CHOICE ARGUMENTS
Might this instructional
strategy be helpful with your
students?
What might it look like in
your content area? What
examples might you use?
RECONSTRUCTING ARGUMENTS
Does the size of an animal affect their heart rate at rest?
Mammal
Resting Heart
Rate (beats per
minute)
Human
75
Horse
48
Cow
45-60
Dog
90-100
Rat
120
Mouse
498
RECONSTRUCTING ARGUMENTS
Might this instructional
strategy be helpful with your
students?
What might it look like in
your content area? What
examples might you use?
GRAPHIC ORGANIZERS AND WRITING
SCAFFOLDS
What is the relationship between
voltage, current, and resistance in
a simple circuit?
GRAPHIC ORGANIZERS AND WRITING
SCAFFOLDS
Might this instructional
strategy be helpful with your
students?
What might it look like in
your content area? What
examples might you use?
FOCUS ON “APPROPRIATE AND SUFFICIENT”
EVIDENCE
Sample #
Mass
(g)
Volume
(mL)
1
27.0
10.0
2
142.0
19.5
3
81.0
30.2
4
288.4
32.4
Maria was given several samples of
unknown metals and she was trying
to figure out if any of them were the
same material. She measured the
mass and volume of each sample.
She made a claim that samples 1 and
3 are the same material.
Does she have sufficient evidence to
support her claim?
What might she do to strengthen her
argument?
FOCUS ON “APPROPRIATE AND SUFFICIENT”
EVIDENCE
Question:
What data will you provide?
What data will you not provide (but they
need for a quality argument)?
Might this instructional strategy be
helpful with your students?
What might it look like in your
content area? What examples
might you use?
FOCUS ON EVIDENCE AND REASONING
Question: What is the relationship
between the organization of the
periodic table and atomic radius?
Claim: As you move across a period
from left to right, the atomic radii
decrease. As you move down a group,
the atomic radii increase.
What is appropriate evidence and
reasoning for this claim?
FOCUS ON EVIDENCE AND REASONING
Might this instructional
strategy be helpful with
your students?
What might it look like
in your content area?
What examples might
you use?
FOCUS ON COUNTER-ARGUMENTS
A
B
Which ball will hit the
ground first?
Explain your thinking.
FOCUS ON COUNTER-ARGUMENTS
Might this instructional
strategy be helpful with
your students?
What might it look like
in your content area?
What examples might
you use?
Then add your
writing
instructional
strategies that
you might use
during that
time…..
And decide when
to check in with
the rubric….
REFLECTION
3 ideas for teaching argument/explanation writing that I’m excited to try:



2 interesting things I learned as we looked at student work this morning:


1 short term goal that I plan to accomplish in the near future:
