Transcript New Middle School Science • • • • Standards/Inquiry/Experimentation Misconceptions/Student Learning Effective MC/Questioning Classroom Motivation/Managment in Middle School Science • Discussion: Issues, Problems, Solutions.

New Middle School Science
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Standards/Inquiry/Experimentation
Misconceptions/Student Learning
Effective MC/Questioning
Classroom Motivation/Managment in
Middle School Science
• Discussion: Issues, Problems, Solutions
Items of Importance
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•
Teacher Info Form
Materials/Books
Experimentation
New Position Statement
Suggested MS Materials
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NeoS c iInves tig a ting Wa terPo llu tionK it
NeoS c iPu lley sM ac h ines Ki t
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NE W HA V EN PU BL IC SC H OO L S S C IEN C E C ON T EN T OU TL IN E 2008 -2009
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(Not e , K -6 content or d er subj e ct to chan g e an d is depe n dent on kit supply and sc hool specifi c rotation)
K
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2
Q uart e r One
Q uart e r Tw o
W eat h er
Obj e ct
Pr o perti e s DSM
STC W
PROP
40
Co m pa r e
Me as ur e m e nt
STC CM
40
3
4
6
Light P r opert ies
NO KI T
DS M S/S
STC ORG
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21
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A n im al Li f e C y cl e s
Nutrit io n
18
NO KI T
Mate r ia l
Pr o perti e s S T C
Rec y cl ing /
C o n s ervat io n
CT
NO KI T
32 *ET
STC BU T TR F LY
Pla nt Li f e C y cl e s
ST C 40
Fo r ce a nd
Mot io n
E co syst e m s
Lan d /W ater
El e ctri c ity
STC MD
KI T
STC LW
STC EC
Light U s es
(Len s es ) GEMS
S e n s es
MM
NO KIT
Ear t h ,M o on ,S t ars
GE M S 3 2
(C M T T E S T
FOL L O W S)
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Light/
Co lor
UNH Sound
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GEMSCA
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*ET
W eat h er
Syst e m s
E co syst e m
P o p u lat io n s ST C
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35*ET
Star s o r H e alt h
N O K IT
W ater R es ou r ce s
URI *ET
Si m pl e M a c h in e s D SM
Life S yst e m s
M u sc u lo - Sk e let a l
Life S yst e m s
B io c h e m ica l * E T
Mic ro bes/
Fo od
Pre s er v ati o n
Natu r al
Dis a sters
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Pr o perti e s of
Matter
Ch e m ica l
Pr o perti e s
Cel ls
Gene t ic s/
Rep r o d uct io n
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Fo r ce s/B r id g es
Fo r ce s/
Mot io n * E T
S o lar S y stem
Mot io n
Lan d fo r ms /E arth
Fo r ce s
Tec t o n ic P lates
(C M T T E S T
FOL L O W S)
Ro c k C y cle
9
Heat/ Ph a s e
Ch an ges
P o ly m ers
Ear t h ch em ica l
cy c le s * E T
Ear t h Mater ia ls/
E n vi r o n m e nt
Imp a ct * E T
E n ergy/
El e ctri c ity
E v o luti o n
Dis e as e s/
P o p u lat io n s * E T
(CA P T T E S T
FOL L O W S)
Org a n ism
Interd e p e nd en ce
Org a n ism
B e ha vi or/
Str u ctu r e
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P hyC h e m
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Chem
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Physics
*ET
Mot io n
Livi n g T h in g s:
Str u ctu r e
DSM SOIL
S ou nd
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WOOD
TC SL
STC R
Q uart e r Fo ur
Se aso ns
S o il
Ro c ks
T h ree
Livi n g T h in g s:
ch ar a cter isti c s FOSS
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S o li d s/ Li q uids S
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Q uart e r
At o ms/
B on d ing
*E T
*E T
* ET
E n erg y So urc e s/
Imp a cts * E T
*E T
Cel ls/
B a cter ia/
Vi r u s es * E T
Heredity/
Gene t ic s
Ch e m ica l
Pr o perti e s
At o mi c
Str u ctu r e
Nu c lear
Co mp o u n d s/
B on d ing
Reac t ion s/
E q uat io ns
Gas B eh av ior
Org a n ic
Ch e m istry
Mot io n
AC C EL
2 D Mo t io n
Fo r ce s/ W ork
E n ergy / E lectr ic
W ave /S o u nd/ L ig ht
M o d Ph y sics
B io C he m istry
* ET
= C T Embedde d T ask, NHP S D istr ic t U n it T asks and Q u arte r ly A s ses sme n ts Als o R equire d Grad e s 7 -12, N ew Ha v en C ity W ide S cienc e F a ir Ma y 13, 14 , 15th
Grades 6-8 Core Scientific Inquiry, Literacy and
Numeracy
How is scientific knowledge created and
communicated?
C INQ.1 Identify questions that can be answered through scientific investigation.
C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources
of information.
C INQ.3 Design and conduct appropriate types of scientific investigations to answer
different questions.
C INQ.4 Identify independent and dependent variables, and those variables that are kept
constant, when designing an experiment.
C INQ.5 Use appropriate tools and techniques to make observations and gather data.
C INQ.6 Use mathematical operations to analyze and interpret data.
C INQ.7 Identify and present relationships between variables in appropriate graphs.
C INQ.8 Draw conclusions and identify sources of error.
C INQ.9 Provide explanations to investigated problems or questions.
C INQ.10 Communicate about science in different formats, using relevant science
vocabulary, supporting evidence and clear logic.
Grade 6
Co r e The m es, Con ten t Sta n da r ds an d E x pecte d P e rf o rm ances
Content
Standa
r ds
E x pected
Matter and
E n ergy in E cosyst e ms Ğ H o w d o matter
and energy f lo
w through
ecosyst e ms?
6.2 - A n e cosyst em is c om pose d of all th e
population
s th a t a r e living i n a c erta i n sp a ce a n d
th e p hysical
factor s wit h whi c h t h ey in t era c t.
Populations in ecosystems
a r e af f ecte d by biotic
factors , such a s other populations,
an d abiotic
factors , such a s soil and wat e r supply.
P e rf o rm ances
C 4.
D esc rib e h o w abiotic
f actors , such as t e mperatu r e, w ate
and sunlight, aff
e ct the ability
of plants
to c r eate thei r o wn
food through photosynthesis.
C 5.
Explain h
re lationships.
ow populations
are af f ected
C 6.
D esc rib e c o m mon food web
ecosystems.
b y predato
r - prey
s in diffe r ent Con n e c tic ut
Populations in ecosystems
c an b e c ategorize
d as
producers , c onsum e r s an d dec o mposers
o f organi c
matte r .
Energ y in the EarthÕs S yst e ms Ğ H o w do external
internal sources of energy af f ec
t the EarthÕs
systems?
and
6.3 - V a riations
i n t he a m o u n t o f t h e s unÕs e n ergy
hitting th e E a rt h Õss u rfac e af f ec t daily a n d
seasonal
wea t he r pa t te r ns .
Lo c al and regional
w e ather ar e a f fec t ed by th e
amount o f solar e n ergy thes e a r eas re c eive an d by
their proximity to
a larg e body of w ate r .
C 7.
D esc rib e the e ff e ct of h eating
molecules in solids, liquids and gase
on th e mov e ment
s.
of
C 8 .
Explain h
o w loc a l weath e r conditions
ar e re l ate d to the
tempe r ature , pressur e an d wate r c ontent
o f the a t mosphere and
the proximity to
a larg e body of w ate r .
C 9 .
causes
Explain h
winds.
o w th e uneven
h eating
of th e EarthÕ s surfac e
Science an
d T e chnology
in Societ y Ğ H o w do s cienc e
and technology af f ect the quality of our lives?
C 10 .
Explain the rol
e of s eptic and
quality of surfa
c e an d ground wa t er.
6.4 - Wa t e r moving
a c ross a n d t hr o ug h e ar t h
ma t erials ca r rie s wi t h it t h e pro d uct s of h u m a n
activitie s.
C 11 .
Explain h
o w hu m an ac tivity
may i mpac t wate r
resourc es i n Conn e cticut, such as ponds,
rivers and
the Long
Island Sound
e cosystem .
Most pr e cipitation
t hat falls on Conn
e cticut
eventually re
a ches Long Island
Sound .
Energ y Transf er
and Transf ormations
role of energ
y in our world?
7.1 - E nergy provi
d es t h e ability
can exist in m a ny fo r ms.
Wor k is the pr o cess o f m aking
the applic ation of f
o rc e .
Ğ What
REQUIRED C
is the
to d o w o r k an d
objec ts
move
En e rgy ca n b e stored in many form s and c an
transfor m ed into the e n ergy o f motion.
through
be
M T E M BEDDED
C 12.
Explain th
e relationship
wor k , an d use th e relationship
done in lifting heavy objects.
C 13.
Explain h
pulleys and levers
C 14 .
energy
se wag e systems
TAS K : DIG
o n the
IN
amon g for c e , distance
and
(W = F x D ) to c alculate wor
k
ow simple m
a chines,
suc h as inc lined
planes,
, a r e use d to c r eat e m echanic a l adva n tage.
Des c ribe h o w di f feren t types o f sto r ed (potential)
c an b e used to ma k e objec ts
mov e .
CURREN
CURREN
T S TC
T S TC
K I T:
K I T:
MAGNE
MEASU
TS /M O TOR S
R IN G T I ME
Grade 7
Co r e The m es, Conte
n t S tanda
r ds a n d E x pected
Co n t e nt Sta n da r ds
Properties of
Mat ter Ğ Ho w does the structure
of
matter af f ect th
e properties
and uses of materials?
6.1 - M at e rials can b e classified
a s p ur e sub s tan c es
or mixt u res , d e p e ndin g o n t h eir c he mical a n d
physical
p rop e rtie s.
Mixtures
a re ma d e o f c o mbinations
of el e ments
and/or
compounds
, and the y c a n be s epa r ated by
using a variety o
f physic al mean
s.
Pure substan
c es c an b e either ele
m ents or
compounds,
and they cannot b e broken
d o w n by
physical mean
s.
Exp e ct e d P e rfo r m a n c es
C 1. Des c ribe th e properties
o f c o mmo n el e ments , su c h as
oxygen, hydrogen
, c a rbon, iro n and aluminu
m.
C 2. Des c ribe h ow the prop e rties of s i mple c o mpounds,
such as w ater and
table s alt, a re di f fe r ent fr o m th e pro p erties
of the e l ements
o f whic h they a r e ma d e.
C 3. Explain h
o w mixtures
c an b e sepa r ated b y using the
properties of
th e substanc es fro
m which the y a r e mad e , such
as particle si
z e , density,
solubility
and boiling
point.
DI ST R IC T E M BEDDE
EN D QUARTE
Structure and Function
Ğ H ow are organisms
structured to ensure ef f icienc
y and surviv al?
7.2 - M any o rgani s ms , incl u ding h u m a ns , hav e
specialize
d orga n syst e ms tha t in t erac t wit h e a ch
othe r to m aintai n dyn a m i c i n te r nal bala n ce .
All organi
eac h cell
s ms a r e c om pose d of on e or mo r e c ells;
c arrie s on life - sustaining func tions.
Multicellular organism
s nee d spec ialize
d struc tures
and systems to
p erfo r m b asic lif e func tions.
C 15. D esc rib e the basi c struc tures
o f a n ani m al cell ,
inc luding nucleus, c ytopla
sm , mitochondri
a and c ell
m e mbran e , and h o w the y func tion
to support
life.
C 16. D esc rib e the structure s of th e hu m an digestive,
respiratory an
d c irculator
y systems , and explain
ho w t h ey
function to
bring oxygen and nutrients to th
e c ells and e xpel
wast e m aterials .
C 17. Explain h
ow the h u man musc ulo
- skeletal syst
supports the body and all
o ws move m ent.
EN D QUARTE
EMBEDDE
em
D T A S K : F E E L TH E
R TW O : Q2 Asses s ment
C 2 1 . D esc rib e ho w f r eezing , dehyd r ation, pic kling
an d
irradiation prevent foo
d spoilage
c aused by microbe s .
DI ST R IC T E M BEDDE
EN D QUARTE
He r edity and Evolution
Ğ What pro c esses are
responsible f or lif eÕs unity and diversity?
8.2 - R e p ro d uctio n is a char a cteristi c of living
system s a n d it is esse n tial for th e c o nti n uation o f
every s pe cie s .
H e red ity is the pas
s age o f geneti c infor m ation fr o m
one gene r ation to another.
Som e of th e c h arac t eristics
of a n organis m a r e
inherited and so
m e r esult fr o m inter a ctions with th e
environment
.
D T A S K : STA Y IN G AF L OA T
R ON E : Q1 Asses s me nt
R E Q U IRE D CMT
B EA T
Science an
d T e chnology
in Societ y Ğ H o w do s cienc e
and technology af f ect the quality of our lives?
7.4 - T e c h nology
allows
us t o i mpro v e fo o d
pro d uctio n a n d pre s ervatio n , t hu s i m provin g ou r
ability to
m e et t h e n u t ritional
n ee d s of g r o win g
population
s.
V a rious mi c robes c o mpet e with human s fo r the s a m e
sources o f food.
P e rf o rm ances
D T A S K : F OO D
R THRE E: Q 3 Asses s ment
C 25. Explain th
e similarities
in so matic an d ge r m c ells.
and
di f fe r ences
i n c ell
d i vision
C 26 . Des c ribe the str u cture and
function
o f the mal e a nd
fe m ale h u man reproductive
syst e ms, inc luding
the p ro c ess
of egg and spe r m p roduc tion.
C 27 . D esc rib e ho w geneti c infor m ation is organize d in
genes on c h romoso m es , and expla
in sex det e rmination in
humans.
DI ST R IC T E M BEDDE
D T A S K :HE R E D IT Y
EN D QUARTE R FOUR : Q 4 Assess m ent
Grade 8
Content
Standa
r ds
Co r e The m es, Conte n t S tanda r ds a n d E x pected
E x pected P e rf o rm ances
Scie nce an d T e chnology
in Societ y Ğ H o w do s cienc e a nd
technology af f ect the quality of our lives?
8.4 - In the desig n of s t r u ct u res th e r e is a n e e d t o
conside r fa c tors s uc h as f u n ction , ma t erials, saf e ty , cost
and a p p eara n ce .
Bridges
c an b e designed
in dif f e rent w ays to withstand
certain loads
and potentially
destructive
fo r ces.
C . 30 Explain h
o w b e a m , truss and suspension
bridges
designed to
withstand
the for c es that a ct on th e m.
DI ST R IC T E M BEDDE
EN D QUARTE
Force s and Motion
Ğ What m a kes obj e cts mov e the wa y
they do?
8.1 - A n o bj e ctÕs in e rtia c a uses i t to conti n u e movin g t h e
way i t is moving un
l ess it is a c te d u po n b y a f o r c e to
chang e its m o tion.
Th e motion
o f an obj e ct ca n b e describe d by its positi o n,
direction of
motion
and spee d .
An un b alance d for c e acting
on a n object
c h anges its s p eed
and/or direction o
f motion.
Objects
moving
in ci r cles must
exper i enc e for c e a cting
towar d the c ente r .
Earth in the Solar Syst
em Ğ H o w doe s the position
of E arth
in the solar syste
m af f ect conditions
on our p lanet?
8.3 - T he solar sys te m is c o mpos e d o f pl a nets a n d o t he r
obje c ts t hat o rbit t h e s u n.
G r avity is the fo r ce tha t governs
th e motions
of obj e cts in
the solar syste
m.
Th e motion
o f the E a rth and moon relative
to th e sun
causes daily
, monthly
and y early c ycles o n Earth.
P e rf o rm ances
D T A S K : STRO
ar e
N G B R IDG ES
R ON E : Q1 AS S ES SM E N T
C 22. Calculat e the avera g e sp e ed o f a moving
object
a nd
illustrate the motion of objects i
n graphs
o f distance
o v er
time.
C 23. D escrib e the qualitative
r elationships
among
fo rc e,
mass an d change s in motion.
C 24. D escrib e the fo r ces acting on
an object
moving
in a
circular
p ath.
R E Q U IRE D EM B EDDED CM
T TASK:
SH IP P IN G/SL I D IN G
C 28. Explain th
e e f fect o f g r avity on the orbital
of planets in the sol
a r syste m .
mov e ment
C 29. Explain h
ow the r egular motion
and relative
position
of the sun , Earth and moon
a f fec t the s e asons, phase s o f the
moon and
eclipses.
END Q UAR T E R T W O : Q 2 AS S ESSMENT
Energ y in the EarthÕs S yst e ms Ğ H o w do external
and
internal sources of energy af f ec
t the EarthÕs
syst e ms?
7.3 - La n dfo r m s ar e t he resul t o f t h e i n ter a ction o f
const r uctiv e a n d dest r uct iv e fo r ces ov e r ti m e.
Volcani c a ctivity
and the folding
and faulting
of roc k l a yers
during the shifting of the
E a rthÕs c rust af f ect th e fo r ma t ion
of mountains
, ridges
an d valleys.
Gl a ciation, w
e athering
and erosion
chan g e the E arthÕs
surfac e by moving
eart h m aterials
f ro m plac e to plac e.
C 18. D escrib e h o w folde d and f aulted
roc k layer s pro v ide
evidence o
f the g radual u p and d o wn motion
of th e Ear t hÕs
crust.
C 19. Explain h
ow glaciation,
w eathering and
e rosion
creat e and s h ape valleys
and floodplains.
C 2 0. Explain h
ow the boundarie
s of t e ctonic plates
ca n be
inferred
fr o m the lo c ation of earthquake
s and volcan oe s.
DI ST R IC T E M BEDDE
D T A S K : ERO SI O N
( MI DDL E S C HO O L S C IEN C E CM T IN MARC H )
EN D QUARTE R THRE E: Q 3 AS S ES S M E N T
The Changing
Earth Ğ Ho w do materials
c y cle through
the
EarthÕs syst e ms?
9.7 - El em ent s o n Ea r t h move a m o ng reservoir
s in t he
solid eart h , o cean s , a t mo s p h er e , org a nism s as p a rt o f
biogeoch e m i cal cycle s .
El e ments on E arth exist in essentially
fixe d a mounts a n d
are lo c ated in v arious ch e mical reservoir
s.
Th e cyclica l mov e men t of matte r be t wee n re s ervoirs
is
driven by the
E arthÕs internal
and ext e rnal sour c es o f
energy.
D 19. Explain h
ow ch e mical and
physical
pr o cesses c a use
carbon to
cycle through
th e m ajor earth
r eservoirs.
D 20. Explain h
ow solar energy causes
w ate r to cycl e
through the majo
r e arth re s ervoirs.
D 21. Explain h
ow internal
e n ergy o f the E arth c auses
matte r to cycl e through
the ma g m a and th e solid earth .
th
( P O S SI B L E 4
Qu a rte r T O P I C)
DI ST R IC T E M BEDDE
D T A S K : CYC L E S
EN D QUARTE
R FOUR
: Q 4 AS S ES SM E N T
Thoughts
• How do you introduce the important
points of experimental design in your
science class?
•
What are some good ways to teach the
scientific method and parts of good
experiments throughout the year?
CLOSED TO OPEN
•
•
•
•
Test how three different lengths of string affect the period of
a pendulum using these materials and this procedure.
Design an experiment to test how the length of a string
affects the period of a pendulum using these materials.
Design an experiment to test how either length, mass, or
angle of a string affects the period of a pendulum using
these materials or others you ask for.
Design an experiment to test how length, mass, and angle
of a string affect the period and the slowing down of a
pendulum using any materials.
Design an experiment to see what things change how a
pendulum swings.
OPEN ENDED LAB
ACTIVITIES (examples)
• THREE WORDS EXPLAINS IT ALL!
•
OPEN ENDED LAB ACTIVITIES
Open ended lab activities allow students to test a variety of variables to solve a problem in an open ended manner.
Most lab activities can be modified to provide students with an open needed lab experience. An open ended lab activity can
be used as both a teaching and assessment tool. In all cases, students are asked to design an experiment before actually
doing the activity. Students can be given choice on materials, the independent variable, and even the dependent variable.
Testing how one factor affects another should be done in as realistic and authentic a manner as possible, and also lends
itself to collecting good quantitative data. In all cases, paper pencil test items can also be designed to go with the activities.
Teachers can lead students up to these activities.
Example (Closed to Open)
Test how three different lengths of string affect the period of a pendulum using these materials and this procedure.
Design an experiment to test how the length of a string affects the period of a pendulum using these materials.
Design an experiment to test how either length, mass, or angle of a string affects the period of a pendulum using these
materials or others you ask for.
Design an experiment to test how length, mass, and angle of a string affect the period and the slowing down of a pendulum
using any materials.
Design an experiment to see what things change how a pendulum swings.
-Following are several ideas for open ended activities.
A complete lab activity with an example format, lab report scoring rubric, an open ended questions is also included.
OPEN ENDED LAB ACTIVITIES (examples)
What factors:
• about materials (sand, potting soil, limestone) or combination change the acidity and percolation rate of acid rainfall?
• about materials (type, amount, covering) best insulate a cup of water?
• about rock salt (type, amount, surface area) causes ice to melt? (speed, amount)
• about water (amount, temperature, salinity) change how plant cells respond?
• change the metabolism of a frog?
• (mass, angle of ramp, shape, lubrication, etc...) change how (speed, distance after, straightness) toy cars go down ramps?
• (color, filters, distance, angle, power) change the brightness of a light?
• change the temperature in the classroom?
• (temperature, amount, bubbles, purity) change how fast water freezes?
• (angle, mass, shape, material, color) change how (speed, distance, path) a sphere is thrown?
• (shape, bottom, materials, purity of water, ) change how (speed, turbulence) a river/stream flows?
•(surface area, density, composition) affect the water retention (speed, amount in soil?
• cause a human’s pulse rate to change?
• (light, temperature, food) cause a meal worm to change?
• (concentration, temperature) cause a yeast/peroxide reaction to change (rate, amount of bubbles)?
• (air pressure, amount of water, shape of bottle) cause a bottle rocket to change its flight? (speed, height, distance, path)
• (angle, distance, time) cause a light on a surface to change (brightness, temperature)
• about water (temperature, oxygen) affect the movement of fish?
• (mass, height, angle, composition) affects the (depth, width, shape) of craters?
• (concentration, catalyst, surface area, temperature) affects reaction rates?
• about populations (density, competition, food supply) affects growth?
• about air (purity, volume, flow) affects respiration rates?
• about salts (type, concentration, temperature) affects solubility?
• about an environment (temperature, barometric pressure, humidity, light, wind speed) affects some other factor?
• about a planet (rotation rate, inclination angle, distance, eccentricity) affects the seasons (temperature, duration, severity)?
• about a magnet (strength, composition, distance) affects its magnetic field?
• about a person (gender, height, weight, genes) affects some other factor?
• about an object (composition, volume, shape, height) affects its resonant frequency?
• about water (composition, salinity, movement) affects how things float the ocean?
• about the room (air, light, sound volume, temperature, light color, radiation) affects how a plant grows (height, color, cell structure)
What Works?
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KEY RESEARCH BASED SCIENCE INSTRUCTIONAL STRATEGIES
-Create a Climate for Learning: well planned lessons, positive teacher attitude, safe, secure, enriching environment.
-Follow a Guided Inquiry Learning Cycle Modelà Open Ended Inquiry: Guided Inquiry into a teacher posed question by students leads to
students investigating their own questions.
-Generating and Testing Hypotheses: students given the opportunity to investigate their ideas.
-Setting Objectives/Providing Feedback: Objectives are always clear for all class activities, students always know how they are meeting
objectives.
-Use Warm Up Activities, Questions, Cues, Advance Organizers: Starter questions generate interest, cue students as to learning activities, and
provide a reference throughout a lesson
-Assess Prior Knowledge/Misconceptions: Students have to construct their internal model of science concepts and reconcile it with previous
experience, often leading to hard to overcome misconceptions.
-Self-Explanation/Discussion: Students given the opportunity to explain and discuss ideas are better able to connect prior and new knowledge
and experiences.
-Opportunities to Communicate/Cooperative Learning: Science is a group endeavor, as is it’s learning. Students learn best by communicating
and learning from each other.
-Vary the Way Students Work: Lab groups, learning centers, projects, and other alternatives to traditional lecture allow for individualized
instruction.
-Practice Effective Questioning Techniques: Questions are the tool to move towards a student-centered classroom, and different types of
questions help guide instruction and learning.
-Vary the Structure of Lessons, Use Research Based Strategies: Lesson structure depends on the concepts and skills being learned and
assessed. Brain based research in learning points to specific effective varying structures.
-Identify Similarities and Differences/Graphic Organizers: Science concepts are often organized into structures by humans attempting to
understand nature. Help students understand the classification and organization of knowledge by continually comparing, classifying, as well as
describing analogies and relationships.
-Scaffolded Writing Practice: Students can move from oral explanation to written explanation through careful guidance/practice, including both
expository and persuasive writing in science.
-Strengthen Comprehension for Content Area Reading Text: provide guided focus question, organizers, response and discussion questions,
summarize, evaluative prompts based on reading.
-Non-Linguistic Representations: Models, drawings, and pictures all can help understand science.
-Allow Opportunities for Peer Review: Students are frequently asked to evaluate others’ work on standardized testing and must be given
regular opportunities as part of their science experience.
-Create and Embed Science, Technology and Society (STS), issues, and other items relevant to students’ lives. These interdisciplinary
learning activities are designed to engage students in the applications of science using their critical thinking skills and content knowledge. They
afford students the opportunity to examine ideas and data related to historical, technological, and/or social aspects of science concepts and
content.
How Students Learn Science
• Principle #1: Engaging Prior Understandings
(Pre/Misconceptions)
• Principle #2: Conceptual Frameworks in
Understanding Factual Knowledge and, What
does it Mean to Do Science
• Principle #3: The Importance of SelfMonitoring (Meta Cognition)
•
http://www.nap.edu/openbook.php?record_id=11102&page=27
Learning Cycle
Engagement: stimulate students’ interest, curiosity and preconceptions;
Exploration: first-hand experiences with concepts without direct
instruction;
Explanation: students’ explanations followed by introduction of formal
terms and clarifications;
Elaboration: applying knowledge to solve a problem. Students frequently
develop and complete their own well-designed investigations;
Evaluation: students and teachers reflect on change in conceptual
understanding and identify ideas still “under development”.
See: 5E Model: http://www.newhavenscience.org/5e.doc
Review video “A Private Universe”.Discuss
misconceptions in science.
• Come from:
• Real World Experiences (example: friction)
• Bad diagrams. (example: earth orbit)
Abstractions/Generalizations/Simplifications. (example: living
things move, rocks are either metamorphic or igneous, a substance is a
solid or a liquid)
• Analogies: (electricity as water)
• Models: (electrons go in orbits)
• Vocabulary without context, different scientific meaning
• “energy makes it go” “glaciers retreat”
• Sayings/myths “lightning never strikes twice in the same place”
• Plain bad facts. (evolution is impossible, heavier things fall faster)
• Links to research on constructivism: how students learn science. They
use their own experiences to construct their meaning and model of
explanation of the world. Despite our “teaching”, students revert back
to their models even if they have memorized ours. To overcome their
deep misconceptions
• -They must become dissatisfied with their existing conditions. (why is
my explanation wrong?)
• -The scientific conception must be intelligible. (Oh, this makes sense)
• -The scientific conception must appear plausible. (This agrees with my
experiences)
• -The scientific conception must be useful in a variety of new
situations. (I can use this to predict things)
• If teachers are to improve students' science conceptions we
must recognize that:
• -students come to science class with ideas,
• -students' ideas are often different from scientists,
• -students' preconceptions are strongly held,
• -traditional instruction (rote learning) will not lead to
substantial conceptual change, and
• effective instructional strategies enable teachers to teach
for conceptual change and understanding.
• The key to altering the ideas, explanations, and
conceptions of science that students possess is to
find out and use what students already know. The
challenge of teaching science is to ensure that you
do not leave intact students' alternative
conceptions or fill students with ideas and
explanations which have little chance of being
understood.
• “While growing up, children are told by adults that the
"sun is rising and setting," giving them an image of a sun
that moves about the earth. In school, students are told by
teachers (years after they have already formed their own
mental model of how things work) that the earth rotates.
Students are then faced with the difficult task of deleting a
mental image that makes sense to them, based on their own
observations, and replacing it with a model that is not as
intuitively acceptable. This task is not trivial, for students
must undo a whole mental framework of knowledge that
they have used to understand the world.”
Constructed Response (MC)
•
•
•
•
What is the purpose?
What are the “rules”?
What makes it good/bad?
What are some examples?
WHAT thinking are we
testing?
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•
•
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•
•
Going Up Bloom’s
Correct word for definition
Correct explanation for this process
Correct prediction for event
BEST explanation
Evaluation/score a group
What Content are we testing?
• Objective
• Performance Standard
What misconceptions?
Does it test science or test
taking?
RULES for MC
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•
•
•
Find the objective
Frame the question (stem)
Find the most obvious correct answer
Create distractors (misconceptions)
Good/Bad
1) Reduce cognitive Load
• Simple stem
• Common choices
• Negatives/ word choice
Good/Bad 2) Reduce “guess”
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Consistent grammar, length
Plausible distractors
Limit clues
Avoid definite words (always, never)
Avoid opposites
Avoid giveways
WRITE CORRECT ANSWER 1st
Push to Critical Thinking
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Premise-Consequence
Case Study
Scenario
Problem/Solution Evaluation
Science: Prediction?
YOUR TASK (please)
• Look at the standards (again)
• Remember your identified
misconceptions
• sample exam questions?
• Use the resources.
• Practice formulating GOOD MC
questions
•
Misconceptions and use in
Formative Assessment in
Multiple
Choice
Questions
One use of error analysis in questioning or assessment is to
identify the misconceptions students may have about a
concept or topic, thus leading to a change in instructional
strategy or method. When a test item includes the correct
answer along with several common misconceptions about
that concept, students who do not truly understand the
concept are likely to choose the answers reflecting their
misconceptions. This kind of test item conveys more
thoroughly to the teacher or evaluator just what ideas each
student has constructed, based on prior knowledge and
experiences, and where the problems lie in that student's
thinking.
A common example is the cause
for seasons.
Which factor causes the greatest effect on the seasons on Earth?
•
A) The Earth is farther away from the sun in winter
•
B) The sun is higher in the sky in winter
•
C) The Earth is tilted away from the sun in winter.
•
D) The time of daylight is shorter in winter
• While students may have memorized that the cause for the seasons is
related to the tilt of the Earth, they often still hold on to the
misconception that the distance from the Earth to the Sun is the cause.
Examining how many students have selected choice A, vs choice C
helps the teacher understand the need for further questioning and text
or experiences that refutes students’ misconceptions.
ERROR ANALYSIS EXAMPLE
• Which of the following best explains why the Sun
appears to move across the sky every day?
•
•
•
•
A)
B)
C)
D)
The Sun rotates on its axis. ( 5 %)
Earth rotates on its axis. (28%)
The Sun orbits around Earth. (20%)
Earth orbits around the Sun. (47%)
P O S SI BLE SOURC E S O F
S TUDENT E
R RO R
Too abstrac t Ñ canÕt se e the
E a rth/Sun relationship.
Students ma y not understand
the conceptual di
f fe r enc e
betw e en rotation
an d orbit
ÒorbitsÓ was a mo re f a miliar
term tha n Òrotate s Ó
LEAR
N ING
STRATEG
Y
Us e mo d els (flashlight
and
globe ex a mple) , Styrof o a m
balls/lig h t bulbs, stude nts
spinning, diagrams
, videos,
visit a planetariu
m , us e a
classroom pla
n etariu m , us e
Google E arth , N A SA
website (se e photography
fro m orbiting
space station) ,
on -line simulations (applets)
Us e scien c e te r minology
in
classroom discours
e.
De v elops scienc e literac y .
T E ST - TA K ING


revolution vs.
rotation
Ke y word in the question
is
not used in the c
o rrec t an s wer
Y
Sketch a pictur e on the sid e to
help visualize.

Choice D is a true stat e ment
that doesnÕt an s we r the
question.
STRATEG
Post a list of st
r ategies fo r
responding to both multiple
choice an d constructed
re sponse test questions
(similar to
math probl e m solving strategies.)
Practi c e item s with true
statements that
a re inc o rr e ct
responses (pla
c e m ent of
responses)
Kn o w w h at the q u estion is
asking for; underline o
r
highlig h t the question
Òstem .Ó
T e ach e r an d students
should
use synonyms an
d
operational definitions whe
n
discussing science ideas
verbally or in
w riting.
Think about
w ays Eart
move.
h ca n
WHY ask Questions?
What lasts, remembering or
thinking? Why?
•
How can questions get
knowledge into working
memory then permanent
memory?
Permanent
Memory
Working
Memory
Sensory
Memory
How can questions find out
misconceptions?
• What causes the seasons?
How much of a typical lesson
is questioning?
What kind of questions get
students thinking?
How does questioning support
active learning?
Is thinking driven by answers or
questions?
Which question is better?
• What did you learn from the reading?
• What are the five most important facts
from the reading and why?
Should questions have a
purpose?
What types of questions do
we use in teaching?
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What are advance organizers?
What are cues?
What are input/focusing questions?
What are discussion questions?
What are summary questions?
How do advance organizers
work?
How do cues affect student
learning?
Should questions focus
on what is important or
what is unusual?
Why doesn’t just giving the
vocabulary and definition
work?
• Are students just linguistic learners?
• Do students understand new words as
descriptions or definitions?
• How do students make their own
meaning of new ideas and concepts?
What are good
comprehension questions?
• What is the author really saying?
• Why is this important?
What are good connecting
questions?
• How are this and that similar?
• How could this be used to do that?
• How does this tie in with that?
• How is this a model of that?
How does interpretive
talk support learning
better than descriptive
talk?
What are good
discussion questions
like?
What are good summary
questions?
• Which things were hardest to learn and
why?
• What was most interesting?
How do we compose powerful
questions?
What if all questions were
“hypothetical”?
• What if the moon didn’t exist?
• What would Wizard of Oz be like from
the witch’s POV?
• What if we could only speak in future
tense?
• What if there were no curves?
• What if cells had no nuclei?
What does a class with all
questions look like?
• Why do things move?
• Why is friction important?
• How do we measure friction?
Could we really use Socratic
questioning?
• ･What is history?->What do historians write about?->What is the
past?･Is it possible to include all of the past in a history book?>How many of the events during a given time period are left out
in a history of that time period?->Is more left out than is
included?->How does a historian know what to emphasize or
focus on?->Do historians make value judgments in deciding
what to include and what to leave out?->Is it possible to simply
list facts in a history book or does all history writing involve
interpretations as well as facts?->Is it possible to decide what to
include and exclude and how to interpret facts without adopting
a historical point of view?->How can we begin to judge a
historical interpretation?･How can we begin to judge a historical
point of view?
What does the research
show us about bad
questioning?
What is wrong with these
questions?
• Verification questions – did I tell you the homework
had to be today?
• Closed questions – have a ‘yes’, ‘no’ answer
• Rhetorical questions – the answer is in the question
eg who led Sherman’s march through Georgia?
• Defensive questions – why are you misbehaving
again?
• Agreement questions – this is the best solution isn’t
it?
What’s the best way to ask
questions?
• How should you ask?
• Whom should you ask?
• How should you listen?
• How should you respond?
What effect does
increasing wait time
have?
How should teachers
respond to
correct/incompete
answers?
How should teachers
respond to incorrect
answers?
How can we get
students to generate
questions?
•
Deep questions drive our thought underneath the surface of things,
force us to deal with complexity.
•
•
Questions of purpose force us to define our task.
Questions of information force us to look at our sources of information as well as at the
quality of our information.
Questions of interpretation force us to examine how we are organizing or giving meaning to
information and to consider alternative ways of giving meaning.
Questions of assumption force us to examine what we are taking for granted.
Questions of implication force us to follow out where our thinking is going.
Questions of point of view force us to examine our point of view and to consider other
relevant points of view.
Questions of relevance force us to discriminate what does and what does not bear on a
question.
Questions of accuracy force us to evaluate and test for truth and correctness.
Questions of precision force us to give details and be specific.
Questions of consistency force us to examine our thinking for contradictions.
Questions of logic force us to consider how we are putting the whole of our thought
together, to make sure that it all adds up and makes sense within a reasonable system of
some kind.
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Your Task
• For the next unit or next lesson:
• Share/Come up with 5 “class size”
essential questions that will be both
anticipatory and evaluative…..
OUR MOTTO FOR OUR
KIDS:
How do we use
research to
motivate students?
How can we help our students want to
learn?
Motivation in A Student’s Mind
Can I Do This?
Do I Want to Do This?
Will I Be Supported?
Should I Try?
Factors Affecting Students’ Motivation
Unfortunately, there is no single magical formula for motivating
students. Many factors affect a given student's motivation to work and
to learn:
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•
•
•
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•
interest in the subject matter,
perception of its usefulness,
general desire to achieve,
self-confidence and self-esteem
patience and persistence.
approval of others,
overcoming challenges.
What Can Instructors Do to
Intrinsically Motivate Students?
Explain or show why learning a particular
content or skill is important
Create/maintain curiosity
Provide a variety of activities and sensory
stimulations
Provide games and simulations
Set goals for learning
Relate learning to student needs
Help student develop plan of action
How can Instructors
Impact Students’ Extrinsic
Motivation?
Provide clear expectations
Give corrective feedback
Provide and make available rewards
that they perceive as valuable
Motivation Research
•
•
•
•
•
•
Give frequent, early, positive feedback that supports students' beliefs that they can do well.･
Ensure opportunities for students’ success by assigning tasks that are neither too easy nor
too difficult.
･Help students find personal meaning and value in the material.･
Create an atmosphere that is open and positive.･
Help students feel that they are valued members of a learning community.
Research has also shown that good everyday teaching practices can do more to counter
student apathy than special efforts to attack motivation directly (Ericksen, 1978). Most
students respond positively to a well-organized course taught by an enthusiastic instructor
who has a genuine interest in students and what they learn. Thus activities you undertake to
promote learning will also enhance students' motivation.
Motivation in Lesson Design
•
•
•
•
Helping Students Develop Expectations For Success
Supporting Students’ Autonomy
Connecting Lessons to Real World Situations
Providing Opportunities for Peer Response and
Revision
• Providing Support For Risk Taking
• Providing a Learning Environment Where Students’
Ideas Count
Keller’s ARCS Motivation
Model
A- Attention (gain and maintain it)
R- Relevance (make a connection to students’
past, present and future lives)
C- Confidence (learners must be confident they
can succeed at the task/course)
S- Satisfaction(learners must see value and be
satisfied they can transfer knowledge to
new situations)
Get Their Attention!
How Do I Grab My Students’
Attention?
• Do something unusual to the eye. Dress in
costume of a famous mathematician or
scientist, for example.
• Bring in a brightly colored object that will be
the focus of the lesson.
• Have a surprise waiting in the classroom
How Do I Grab My Students’
Attention?
•
•
•
•
•
•
Act out an activity. Movement grabs students’ attention!
Connect to students’ interests or other meaning in their lives with an
attention-getting story or experience.
Any unusual connection to your content gets kids’ minds turning!
Thought provoking questions
Introduce with incongruity or conflict
Provide concrete real world examples
How Do I Grab My Students’
Attention?
• Appeal to the senses
• Use variety, novelty & inquiry (format, medium, syle,
interactivitty, choice)
• Involved and participating
• Have them move/DO something
Attention-->Interest-->Memory
• If attended to in some fashion, the information
enters the working memory.
– Only attended to if it is novel, intense, or moves.
You must grab your students’ attention, as
previously mentioned.
– Remains in working memory for a varied amount
of time (from minutes to weeks).
– Must be elaborated (related to the learner, or
externally tied) on by the brain, or is discarded.
Activities to Capture the Attention of Working
Memory
•
•
•
•
•
•
Puzzles and problems and games
Possibility of being “put on the spot”
Opportunities to talk about ourselves
Inconsequential competition
Friendly controversy
Physical movement
CONFIDENCE
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•
•
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Clear objectives, strategies, assessments
Realistic expectations, requirements
Gradually increase difficulty & independence
Learner control
Link to PERSONAL goals
Recognition/Feedback
Reinforcing effort and providing
recognition
Some students don’t have internal
motivation for expending effort and need to
learn.
Contrary to popular belief, external
rewards, if carefully chosen, do not
necessarily have a negative impact on
internal motivation.
Recognition
Rewards are most impactful when they are
dependent upon reaching a give level or
standard.
For many students, symbolic recognition
means more than a tangible reward. As
students grow and mature, motivation
becomes more and more intrinsic.
SATISFACTION
•
•
•
•
Achievement satisfaction
RealWorld/Authentic
Rewards
ASSESSMENT
Assessment and Motivation
Use assessment to help the student believe that
the target is within reach ……
The Path to Greater
Student Motivation and
Achievement
• Student Involved Classroom Assessment
• Student Involved Record Keeping
• Student Involved Communication
Essential Question
What assessments
might I do that will
encourage, build
confidence and offer
success ?
Motivation
How do I?
1 >>>>>>2>>>>>>>3>>>>>>4
Not at all
To a great extent
1)
Students are provided with feedback on their
knowledge gain.
2)
Students are involved in simulation games and
activities that are inherently engaging.
Motivation
How Do I?
1 >>>>>>2>>>>>>>3>>>>>>4
Not at all
To a great extent
3)
Students are provided with opportunities to
construct and work on long-term projects of their
own design.
4)
Students are provided with training regarding the
dynamics of motivation and how those dynamics
affect them.
IDEAS?
What is classroom
management?
• Why isn’t it student management?
• Most effective schools:
• Classroom management
• “In some form,classroom management
is mentioned in virtually every major
study of the factors that affect student
achievement.”
Two most important factors
• Instructional Design (Lesson PLAN)
• Teacher attitude
Classroom management is defined as
teachers’ actions related to
• 1.Establishing and enforcing rules and
procedures ES = -.76,P28
• 2. Maintaining an appropriate mental set ES=
-1.29,P40
• 3. Maintaining effective teacher-student
relationships, and ES=-.87,P31
• 4. Carrying out disciplinary actions ES =.91,P32
1. Establishing Procedures
• “ stated expectations for student
behavior”
• “behavior refers to the entire learning
actions of the student in the class”
Procedures
Have comprehensive and well articulated rules and
procedures for:
general classroom behavior,
beginning and ending the period or day, transitions and
interruptions,
use of materials and equipment,
group work, and seat work.
Setting Objectives
When students know what they are
learning, and what they are
supposed to be doing, their
performance, on average, has been
shown to be
27 percentile points higher
than students who do not know what
they are learning.
Student achievement . . .
at the end of the year is directly related
to the degree to which the teacher
establishes good control of the
classroom procedures in the very first
week of the school year.
Students need to know…
what to do and when to do it….
–
–
–
–
–
–
–
–
How to enter the classroom
What to do first
What to do next
Where and how to store materials
How to finish class and exit the room
What to do when they finish a project
Options they have for learning
What to do when they do not know what to do
Taken from America’s Choice, Rituals, Routines and
Artifacts, p. 3
It is the procedures. . .
• that set up the class for achievement to
take place.
• informs students what you want them to
do, how things are to be done
• are steps to be learned
Routine:
• What the students do automatically..
• Overall structure of the class activities
• “The absolute predictability of this routine communicates to
students that the work of the class is important and well
planned”
from America’s Choice, Routines, Rituals and Artifacts
The number one problem in
the classroom. . .
• is not discipline; it is the lack of
procedures and routines.
If you don’t have a plan,
• then you’re planning to fail.
To Effectively Manage Your
Classroom
• Clearly define classroom procedures
and routines
• Effective teachers spend a good deal of
time the first weeks of the school year
introducing, teaching, modeling, and
practicing until they become routines.
H. Wong, The First Days of School
2. Appropriate Mental Set
Mental set =
i.
“withitness”- the disposition of the teacher to
quickly and accurately identify problem behavior
and act on it.”
ii.
emotional objectivity—“…implementing and
enforcing rules and procedures…without
interpreting violations…as a personal attack.”
First Things First… Establishing a
Positive Climate
Positive Learning Climates…
Students learn best when learning opportunities are natural, meaningful, and
context-laden.
Lynn Erikson,Concept-Based Instruction
•
“Climate gives all students the sense that can learn and succeed, that they can
collaborate and question, that they are all valued as part of a learning
community…”
Gayle Gregory Differentiating Instruction
Students learn best when classrooms and schools create a sense of community in
which students feel significant and respected.
Linda Albert, Cooperative Discipline
To Build Community…
Students learn best when classrooms and schools
create a sense of community in which students
feel significant and respected.
Students need to feel:
– Capable
– Connected
– Cared for
Linda Albert, Cooperative Discipline
3. Effective teacher-student
relationships
<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>
High Dominance
High Submission
Clarity of purpose,
guidance
Lack of clarity, strong
purpose, or direction
<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>
High Cooperation
High Opposition
Concern for needs
of others, team member
Active antagonism,
thwart others’ goals
4. What is the most effective
intervention?
Effect Sizes for Disciplinary Interventions
Reinforcement
-.86
Punishment
-.78
No immediate consequence
-.64
Punishment and reinforcement
-.97
Key Classroom Managment
•
•
•
•
•
•
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Classroom climate – respect, rapport
Awareness of pastoral role
Clear & consistent procedures
Lesson presentation & activities
Pre-emptive strategies
Counselling, reprimand, sanctions
Confrontation - avoid or defuse
Consultation with colleagues
Discipline v. Procedures
• Discipline:
Concerns how
students BEHAVE
• PROCEDURES:
Concern how
things are DONE
Discipline v. Procedures
• Discipline has penalties and rewards
• Procedures have NO penalties or
rewards
Types of Rules
•
•
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•
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Compliance
Preparation
Talking
In/Out of Class Behavior
Transitions
How Important Are YOU?
Researchers estimate that students typically
gain about 34 percentile points in achievement
during one academic year.
A student who scores at the 50th percentile in math in
September will score at the 84th percentile on the same
test given in May.
• Average teacher:
34 percentage points
• Effective teacher:
53 percentage points
• Less effective teacher:
14 percentage
points
How Important Are YOU?
The highly effective teacher
knows their students.
employs a variety of instructional strategies to meet
the many needs of their students.
has well defined, consistent classroom
management techniques
possesses a solid understanding of curriculum and
designs instruction in a fluent, seamless fashion.
Based on What Works in Schools by Robert
Marzano
The role of a teacher . . .
• is not to grade a student.
• Is not to control the student.
• The main role of the teacher
– is to help every student reach the highest
possible level of achievement.