Introduction to the Tools for Reasoning Power point presentation given to teachers during professional development workshop, Alan Berkowitz 1, Brad Blank 2, Aubrey Cano 3, Bess Caplan 1, Beth Covitt 4, Katherine Emery 3, Kristin Gunckel 5, LaTisha Hammond 6, Bill Hoyt 7, Nicole LaDue 8, John Moore 2, Tamara Newcomer 1, Tom Noel 2, Lisa Pitot 2, Jen Schuttlefield 9, Sara Syswerda 8, Dave Swartz 2, Ray Tschillard 10, Andrew Warnock and Ali Whitmer 6. Cary Institute 1, Colorado State Univ. 2, U.C. Santa Barbara 3, Univ. Montana 4, Univ. of Arizona 5, Georgetown Univ. 6, Univ. Northern Colorado 7, Michigan State Univ. 8, Univ. Wisconsin 9, Poudre Learning Center 10 Culturally relevant ecology, learning progressions and environmental literacy Long Term Ecological Research Math Science Partnership May 2012 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.

Introduction to Water Tools for Reasoning

What Are Tools For Reasoning? Form similar to a graphic organizer Intended to scaffold development of scientific accounts Address specific LP-related challenges students encounter, e.g. … – Considering likelihood of multiple/diverse pathways of water – Attending to driving forces and constraining factors for moving water

Pathways Tool After Before

Pathways Tool Affordances Emphasizes… Multiple pathways (not just evap., cond., prec.) Conservation of matter --- water must come from somewhere and go somewhere Invisible pathways Connections between systems Scaffolds… Thinking across spans of time and space Social construction of understanding Opportunities for scientific argumentation

Pathways Tool Example After In Clark Fork River by Frenchtown In the atmosphere In Missoula Aquifer After In Clark Fork River near Superior In a fish in the Clark Fork In a Mountain Water Well in Missoula In a cloud above Turah After In a Mountain Water pipe heading to my house In my belly (I caught and ate the fish, but this is not very likely) Before Falling as rain in E. Missoula In groundwater near Milltown Running off over the ground in Clinton In Rattlesnake Creek Before In a cloud above Idaho In the groundwater Snow on ground in Anaconda Running off over the ground near Blackfoot River Before Instructional Context: Exploration (with maps handy) of where water in the river in our town comes from and goes to

Drivers And Constraints Tool Where does the water start? Where can the water go? What is the process? What drives or moves the water? How? What are the constraining factors, and how do they work?

Drivers & Constraints Tool Affordances Focuses students on scientific explanations for pathways, especially driving forces and constraining variables Supports developing awareness of system structures, pathways, and processes Scaffolds social construction of understanding Scaffolds students in scientific argumentation (e.g., debating processes/likelihoods of possible pathways)

Where does the water start? Where can the water go? What is the process? What drives or moves the water? How? What are the constraining factors, and how do they work? Drivers & Constraints Example Instructional Context: It hasn’t rained in Missoula in over a month. Why is there still water in the Clark Fork River?

Gravity Topography/elevation - water flows to lower areas. Floodgates --- opened or closed to manage flow Discharge Where does the water start? Where can the water go? What is the process? What drives or moves the water? How? What are the constraining factors, and how do they work? Gravity Topography and permeability – GW flow follows topography of impermeable layer. In river, water table is above ground. GW Discharge Gravity Temperature --- Water won’t runoff unless it first melts at temperature above 32°F. Topography – see above. Runoff Drivers & Constraints Example

Heat Energy Relative Humidity – Evaporation is slower in humid compared with arid conditions. Air movement – Evaporation is slower when there is less air movement compared with more. Evaporation Where does the water start? Where can the water go? What is the process? What drives or moves the water? How? What are the constraining factors, and how do they work? Pressure – Fluid moves from high to low pressure areas The well pump changes the pressure in well tube to draw water to top. Permeability of substrate material around well – Water will pump more slowly when drawing from less permeable material. Pumping Drivers & Constraints Example Atmosphere

How can you use the tools? For eliciting and responding to students’ ideas For supporting student-centered discussion and argumentation about water systems Drivers & Constraints Tool helps focus lessons on causal explanations (how & why)