Integrated Middle School Science (IMSS) Partnership

Transcription

1 Next Generation Science Standards Literacy in the Science Classroom Dawn O Connor, Science Director Integrated Middle School Science Alameda County Office of Education Christine Lee, Researcher Integrated Middle School Science California State University East Bay Integrated Middle School Science (IMSS) Partnership

2 What is the IMSS Partnership? The Integrated Middle School Science (IMSS) Partnership is a $12 million 5-year ( ) professional development research and implementation grant funded by the National Science Foundation Partners include: California State University East Bay 6 University Faculty 2 Post doctoral researchers 15 student research assistants Alameda County Office of Education 5 fulltime science coaches/director Science coordinators from neighboring counties California Science Project Exploratorium

3 IMSS District Partners Scale of Professional Development: 10 districts in 4 Bay Area counties 34 middle schools 45 Science Teacher Leaders 81 K-12 site and district administrators 230 middle school science teachers 28,000+ students in ,000+ hours of PD in

4 IMSS Professional Development Model District Based PD Provides professional learning in full day workshops and site based modules, both related to NGSS and CCSS. Provides the structure to build collaboration among teachers. Is connected to other school initiatives. Intensive PD: Summer and Quarterly Teacher Leaders continue to deepen their content knowledge and instructional leadership skills. Engage in extended learning opportunities and productive collaborative communities. Lesson Study Teachers collaborate in lesson study teams to gain insight into their practice and their students sense making. Through and iterative process these teams plan, research, teach, reflect and revise and reteach a lesson. Teacher Leadership Teacher Leaders take on leadership roles with the support of IMSS coaches. Opportunities include: lesson study facilitation training, professional development training, curriculum design, instructional coaching IMSS Professional Development Leadership Institute District leadership teams (teacher leaders, coaches, and administrators) meet quarterly to plan how to support science teaching and learning, how to implement reform measures, and align resources.

5 Who is in the room? Teacher District/Site Administrator Science Coach/TOSA County Office of Education Researcher Other

6 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. From A Framework for K-12 Science Education (NRC, 2012)

7 Literacy in the Science Classroom Educators realize the important roles of writing, reading, speaking, and listening in supporting the literacy of their students in all subject areas

8 What does Literacy Mean In Science Classrooms?

9 What is your definition of Literacy in Science? Introduce yourself to an elbow partner Discuss for 2 minutes what you think literacy in science means and why it is important for students Share some ideas

10 Developing discipline-specific habits of mind (thinking like a scientist)? Applying reasoning and critical thinking skills? Understanding scientific arguments and linking to realworld applications? Mastering science concepts and processes? What Is Science Literacy? Communicating (reading and writing) understanding of scientific principles? Pearson, Moje, & Greenleaf (2010)

11 The National Science Education Standards (NSES) support the concept of science literacy and have defined it as the: "knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. The National Science Education Standards (NRC, 1996, p.22)

12 Common Misconception about Science Literacy Defined narrowly as the language of science; how science concepts are represented in text forms Students should be either reading text or writing in their science classroom

13 Common Misconception about Science Literacy Basic reading and writing skills that are developed down the hall in the English department Students don t learn how to read and write in science classrooms

14 Old Paradigm ( Content Vocabulary Grammar Native-like fluency Language

15 New Paradigm: Science Literacy ( Content Discourse Text (complex text) Explanation Argumentation Purpose Text structure Sentence structure Vocabulary Language

16 Understanding of science phenomena, concepts, principles Argumentation Explanation Science and Engineering Modeling Mathematical Practices Thinking Ability to read, write, and communicate about scientific knowledge Scientific Literacy Pearson, Moje, & Greenleaf (2010)

17 The sense-making tools of science are consistent with, if not identical, to those of literacy Pearson, Moje, & Greenleaf (2010)

18 Liquid Density Unit Flow Chart FORMATIVE ASSESSMENT 1. Salad Dressing Formative Assessment Probe GATHERING Data 1 2. Pouring 2 Liquids, Testing Prediction about the Layering of 4 Liquids GATHERING Data 2 3. Measuring and Calculating actual Density (including 2 Mystery Liquids ) SCIENTIFIC PRINCIPLE 4. Reading text and Discourse Claim- Evidence- Reasoning (CER) 5. Write an explanation using CER about the Layering of the 6 liquids

19 Reflective Question: How is science literacy developed through these activities?

20 Liquid Density Unit Flow Chart FORMATIVE ASSESSMENT 1. Salad Dressing Formative Assessment Probe GATHERING Data 1 2. Pouring 2 Liquids, Testing Prediction about the Layering of 4 Liquids GATHERING Data 2 3. Measuring and Calculating actual Density (including 2 Mystery Liquids ) SCIENTIFIC PRINCIPLE 4. Reading text and Discourse Claim- Evidence- Reasoning (CER) 5. Write an explanation using CER about the Layering of the 6 liquids

21 Written Formative Assessment Probes

22 Oil Oil Oil Oil Keeley & Harrington (2010)

23 Student Response on PRE Formative Assessment A. It will be on top because that s how it is now. The oil is slippery and will float to the top, it won t be random because I know for a fact that the way science is, things aren t at random.

24 What does the student s written explanation reveal about their science literacy?

25 Identify HOW students understand not what they know A. It will be on top because that s how it is now. The oil is slippery and will float to the top, it won t be random because I know for a fact that the way science is, things aren t at random.

26 Liquid Density Unit Flow Chart FORMATIVE ASSESSMENT 1. Salad Dressing Formative Assessment Probe GATHERING Data 1 2. Pouring 2 Liquids, Testing Prediction about the Layering of 4 Liquids GATHERING Data 2 3. Measuring and Calculating actual Density (including 2 Mystery Liquids ) SCIENTIFIC PRINCIPLE 4. Reading text and Discourse Claim- Evidence- Reasoning (CER) 5. Write an explanation using CER about the Layering of the 6 liquids

27 Explorations (2 Liquid Pours) Choose any 2 liquids and observe how they layer. Do this 3 times and record your observations on a data table

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29 Prediction for Four Liquid Pour Students make a prediction for 4 liquid pour and identify evidence that supports their prediction Example of what it should look like Pink Yellow Blue Green

30 What does the student s written explanation reveal about their science literacy?

31 Identify HOW students understand not what they know

32 Data 1: Results from Four Liquid Pour

33 Liquid Density Unit Flow Chart FORMATIVE ASSESSMENT 1. Salad Dressing Formative Assessment Probe GATHERING Data 1 2. Pouring 2 Liquids, Testing Prediction about the Layering of 4 Liquids GATHERING Data 2 3. Measuring and Calculating actual Density (including 2 Mystery Liquids ) SCIENTIFIC PRINCIPLE 4. Reading text and Discourse Claim- Evidence- Reasoning (CER) 5. Write an explanation using CER about the Layering of the 6 liquids

34 Calculating Density and Mystery Liquid Lessons Students learn d= m/v formula Students calculate the density of the four liquids Students are presented with two mystery liquids (one black, one clear)

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36 Data 2: Density Calculations of 4 Liquids

37 Data 2: Density Calculations of Two Mystery Liquids

38 Liquid Density Unit Flow Chart FORMATIVE ASSESSMENT 1. Salad Dressing Formative Assessment Probe GATHERING Data 1 2. Pouring 2 Liquids, Testing Prediction about the Layering of 4 Liquids GATHERING Data 2 3. Measuring and Calculating actual Density (including 2 Mystery Liquids ) SCIENTIFIC PRINCIPLE 4. Reading text and Discourse Claim- Evidence- Reasoning (CER) 5. Write an explanation using CER about the Layering of the 6 liquids

39 Scientific Principle

40 Post Formative Assessment

41 Post Formative Assessment A. It s still choice A, but my reason is different. The oil stays on top always because it s less dense than the liquid that it s on top of.

42 Liquid Density Unit Flow Chart FORMATIVE ASSESSMENT 1. Salad Dressing Formative Assessment Probe GATHERING Data 1 2. Pouring 2 Liquids, Testing Prediction about the Layering of 4 Liquids GATHERING Data 2 3. Measuring and Calculating actual Density (including 2 Mystery Liquids ) SCIENTIFIC PRINCIPLE 4. Reading text and Discourse Claim- Evidence- Reasoning (CER) 5. Write an explanation using CER about the Layering of the 6 liquids

43 Claim-Evidence-Reasoning (C-E-R) Tool to Support Students in Developing Scientific Explanations (McNeill & Krajcik, 2008)

44 Why explanation? In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. In response, other scientists attempt to identify the claim s weaknesses and limitations to obtain the best possible explanation. NRC Framework, 2012

45 C-E-R Graphic Organizer Scaffold students ability to develop scientific explanations and/or arguments

46 Question Claim-Evidence-Reasoning

47 Question: What would happen if we were to layer the 2 mystery liquids with the 4 liquids?

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49 Claim-Evidence-Reasoning Question Claim

50 Connections Question Claims

51 Claim A statement that provides an answer to the question The clear would be placed somewhere in between pink and yellow, the dark green (black) would be above the green and below the blue.

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53 Claim-Evidence-Reasoning Evidence Question Evidence Evidence Claim

54 Connections Claims Evidence

55 Evidence Scientific data that sufficiently and appropriately supports your claim May be collected by: Students, from their own experiments Other trusted sources, when it is impractical to collect oneself (polar ice caps, fossils, etc.)

56 Data versus Evidence Why is this distinction important?

57 Explorations (2 Liquid Pours) Choose any 2 liquids observe how they layer. Do this 3 times and record your observations on a data table

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59 Evidence 1: Results from Four Liquid Pour

60 Evidence 2: Density Calculations of 4 Liquids

61 Evidence 2: Density Calculations of Two Mystery Liquids

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63 Claim-Evidence-Reasoning Evidence Question Evidence Reasoning Reasoning Claim Evidence

64 Evidence and Reasoning If we have to do something to data to get evidence what is it? Critically we have to reason about the data we have to make critical decision about What data points to use? Are there patterns? If we remove reasoning from evidence we have data

65 Reasoning Links the evidence to the claim in a logical manner Describe scientific principles that are relevant and logically connect your evidence and claim The trickiest part!

66 Reasoning Examples The four liquid pour shows that the layers order: green, blue, yellow and pink. So pink is the less dense liquid that layers on top and green is the most dense liquid. The calculated density of the clear mystery liquid is bigger than pink but smaller than yellow, so it will layer in between the pink (less dense) and yellow (more dense) liquids. The calculated density of the black mystery liquid is bigger than blue but smaller than green, so it will layer between the blue (less dense) and green (more dense) liquids. The buoyant force pushes up on the less dense liquid, making it to layer on top.

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68 Recognize reading and writing as tools for understanding scientific phenomena! Written Formative Assessment Probes Claim-Evidence-Reasoning (CER)

69 Probes Let s return to the original reflective question: How is science literacy developed through these activities?

70 Claim-Evidence-Reasoning Let s return to the original reflective question: How is science literacy developed through these activities?

71 Overlap between Common Core and NGSS NGSS

72 NGSS Overlap between Common Core and NGSS

73 Supporting Students Literacy in Science What are other mechanisms to support students literacy Small group discourse Class presentation Multimedia (video, animation, etc.) Text (textbook, periodical, Web site, etc.) Lecture (Direct Instruction) Discourse using student funds of knowledge Project-based learning And many, many more

74 Greater proficiency in science reading, writing, and inquiry for all students requires knowledgeable teachers who understand the vital role literacy plays in enhancing rather than replacing science learning and who can mentor their students in these practices. Pearson, Moje, & Greenleaf (2010)

75 Acknowledgement This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. DUE and the California Science Project (University of California Office of the President)

76 Thank You! Questions? For more information, please visit Contact Dawn O Connor: dawno@acoe.org Christine Lee: christine.lee@csueastbay.edu

77 What is Science Literacy? 1. My Ideas 2. My Partner s Ideas 3. My Understanding after this Workshop This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

78 Developing discipline-specific habits of mind (thinking like a scientist)? Applying reasoning and critical thinking skills? Understanding scientific arguments and linking to realworld applications? Mastering science concepts and processes? What Is Science Literacy? (Pearson, Moje, & Greenleaf, 2010) Communicating (reading and writing) understanding of scientific principles? This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

79 1 Liquid Density Unit FORMATIVE ASSESSMENT 1. Salad Dressing Formative Assessment Probe GATHERING Data 1 2. Pouring 2 Liquids, Testing Prediction about the Layering of 4 Liquids GATHERING Data 2 3. Measuring and Calculating actual Density (including 2 Mystery Liquids ) SCIENTIFIC PRINCIPLE 4. Reading text and Discourse Claim- Evidence- Reasoning (CER) 5. Write an explanation using CER about the Layering of the 6 liquids QUESTION that will be asked to students at the end of the unit: What would happen if we were to layer all 6 liquids (4 liquids + 2 mystery liquids)? ANSWERS that a teacher is able to discover about their students thinking: - How students record qualitative and quantitative data - How students prior knowledge influences their interactions with the practices and understanding of science concepts This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

80 2 FORMATIVE ASSESSMENT Example of student s PRE answer Example of student s POST answer This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

81 3 Example of student s 2-liquid observation notes This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

82 4 Example of student s 4-liquid prediction This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

83 5 Data 1 Testing 4 Liquid Layers Prediction (layers from bottom to top: Green, Blue, Yellow, Pink) This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

84 6 Data 2: DENSITY CALCULATIONS Students Calculations of Density of 4 Liquids Students Calculations of Density of 2 Mystery Liquids This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

85 7 SCIENTIFIC PRINCIPLE Example (Text) This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

86 8 QUESTION: What would happen if we were to layer all 6 liquids (4 liquids + 2 mystery liquids)? CLAIM: Example of Student Claim This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

87 9 Claim-Evidence-Reasoning Question: Claim: Evidence (Primary data that you collected OR data from a reliable source including observations of the natural world and results from a controlled experiment.) Reasoning (Information that explains how the evidence supports your claim. Often scientific background from text, lecture or other source.) This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).

88 10 Claim-Evidence-Reasoning (completed example) Question: If we layer all 6 liquids (4 liquids + 2 mystery liquids) what order will they layer in? Claim: The clear would be placed somewhere in between pink and yellow, the dark green would be above the green and below the blue. Evidence (Primary data that you collected OR data from a reliable source including observations of the natural world and results from a controlled experiment.) The four liquids layered in this order: Pink (top) Yellow Blue Green The densities of the liquids were: Yellow:.90 g/ml Pink:.80 g/ml Blue:.98 g/ml Green: 1.36 g/ml Mystery liquid 1:.85 g/ml Mystery liquid 2: 1.10 g/ml Reasoning (Information that explains how the evidence supports your claim. Often scientific background from (text, lecture or other source.) The four liquid pour shows that the layers order: green, blue, yellow and pink. So pink is the less dense liquid that layers on top and green is the most dense liquid. The calculated density of the clear mystery liquid is bigger than pink but smaller than yellow, so it will layer in between the pink (less dense) and yellow (more dense) liquids. The calculated density of the black mystery liquid is bigger than blue but smaller than green, so it will layer between the blue (less dense) and green (more dense) liquids. From science textbook: they buoyant force is the upward force a fluid exerts on any object in the fluid. The buoyant force pushes up on the less dense liquid, making it to layer on top. This material is based upon work supported by the National Science Foundation Math Science Partnership Program under Grant No. Due and the California Science Project (University of California Office of the President).