Teaching Experiments and a Carbon Cycle Learning Progression 2009 AERA Presentation Written by: Lindsey Mohan and Andy Anderson (Michigan State University) Culturally relevant ecology, learning progressions and environmental literacy Long Term Ecological Research Math Science Partnership April 2009 Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF ). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Teaching Experiments and a Carbon Cycle Learning Progression 2009 AERA Presentation Written by: Lindsey Mohan and Andy Anderson (Michigan State University) Culturally relevant ecology, learning progressions and environmental literacy Long Term Ecological Research Math Science Partnership April 2009 Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF ). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Teaching Experiments and a Carbon Cycle Learning Progression Lindsey Mohan & Andy Anderson Michigan State University Lindsey Mohan & Andy Anderson Michigan State University

Carbon Cycle LP Practice Knowledge Discourse Carbon Cycle Learning Progression Framework

Carbon Cycle LP Practice Knowledge Discourse Carbon Cycle Learning Progression Framework Level 1: Force-Dynamic Level 4: Principles

Carbon Cycle LP Practice Knowledge Discourse Carbon Cycle Learning Progression Framework Level 1: Actors and events Level 4: Processes that generate, transform, and oxidize organic carbon

Lower and Upper Anchor Knowledge

Carbon Cycle LP Practice Knowledge Discourse Carbon Cycle Learning Progression Framework Inquiry: Investigating Accounts: Explaining, Predicting Citizenship: Decision-Making

Units of Analysis Learning Performances: the characteristics of students who are at a particular Level of Achievement and reasoning about a particular practice, process, and principle.

Units of Analysis Learning Performances: the specific practices characteristic of students who are at a particular Level of Achievement and reasoning about a particular practice, process, and principle. Accounts of processes: Example: Explanation of matter during photosynthesis

Current “Structure-First” Learning Progression Level 1: Macroscopic Force-Dynamic Narratives about Actors and Events Level 4: Principled Accounts of Processes in a Hierarchy of Scales (successful constraints) Level 2: Hidden mechanisms about events Level 3: Detailed narratives with unsuccessful constraints

Desired “Principles-First” Learning Progression Level 1: Macroscopic Force-Dynamic Narratives about Actors and Events Level 4: Principled Accounts of Processes in a Hierarchy of Scales (successful constraints) Level 2: Hidden mechanisms about events Level 3: Detailed narratives with unsuccessful constraints Level 3: Principled accounts at molecular scale w/ few chemical details Level 2: Successful conservation at macroscopic scale

Aspects of Starting Knowledge Level 1 Visible Event Accomplished by Actors With Powers or Abilities Trying to achieve Purposes Needs or Enablers Results: Achieving Purpose

Aspects of Starting Knowledge Level 4 Process Occurs in Systems Hierarchically Organized by Scales Follows Principles: Conservation of matter Conservation of energy Energy Input Matter Input Matter Output Energy Output

Aspects of Starting Knowledge Characteristics from levels Level 1: Enablers that actors need to achieve their goals (include materials, energy forms, and conditions) Level 2: Gas-gas and solid-solid cycles; macroscopic energy forms (light, heat, motion) Level 3: Atoms, molecules, chemical change, cellular processes, etc

Using Starting Knowledge to Set Goals Enablers/InputsActors/SystemsPurpose/Products Level 1: Current Elementary Starting Point Needs or enablersAbilities or powers of actors; settings for events Achieving purpose or goals of actors New Level 2: Goal for Elementary Different kinds of enablers: solids, liquids, gases, energy forms, conditions Internal structure of actors Material and energy products (gas-gas cycles, body structure, etc) New Level 3: Goal for Middle Material inputs without all chemical identities; chemical energy Movement of materials at multiple scales Change matter and energy obeying conservation laws Level 4: Goal for High Material inputs with chemical identities; Energy inputs Movement of atoms in hierarchy of systems Material products, energy products, energy degradation

Tools for Reasoning: Principles Principles: Conservation of Matter (Atoms, Mass) Conservation of Energy Energy Degradation Hierarchy of Scales

Tools for Principles: Matter, Energy, & Scale Process Tool

Flames 0.1m

One flame 20mm

Parts of the flame 2mm

Molecules inside flame 50nm

Click pink square to see animation Atom re-arrangement in combustion