1. Welcome! Please make a name tag
The Next Generation Science Standards Putting it into Practice Seminar 2: March 9, 2015
Welcome!
Please make a name tag

2. Agenda Welcome Warm-up Activity Implementing in the classroom
Sound Probe
Anchoring Event
Gathering Ideas Discussion
Sound Investigation
Making Meaning Discussion
BREAK
Modeling in the NGSS: Using & Developing Models

3. The Inquiry Learning Cycle
We talked earlier about why practices.
One idea is that it helps us with the multiple definitions of inquiry. It also extends and expands what we want students to engage in to develop understanding. Inquiry is one form of scientific practice and inquiry investigations can utilize many other science practices.
With that in mind, it is useful to have some instructional models for inquiry.
Here is one that many are familiar with (go through it)

4. The Purposes of the Four Stages of the Inquiry Learning Cycle
Engage: to provoke curiosity, questions, connections to prior experience, and ideas
Design and Conduct Investigations: to focus on a question, plan and implement investigations
Draw Conclusions: to analyze and synthesize data, make claims based on evidence, and explain
Communicate: to convey what has been done and learned to others

5. The Inquiry Learning Cycle
Gathering-Ideas Discussions Occur Here
The Inquiry Learning Cycle
Giving students opportunities to engage in carefully planned large and small group discussions is a key part of inquiry based instruction (and is often overlooked).
Gathering Ideas Discussions
Making Meaning
Making-Meaning Discussions Occur Here

6. Anchoring Event 3 Common Problems for students when learning science:
Series of seemingly unrelated lessons
Not clear on why doing the science activities.
Don’t see how relates to everyday lives or how can be used to learn science ideas.
Anchoring Events:
an event or process that is puzzling and also challenging to explain.
Has an underlying causal explanation
Windschitl (2012) Identifying Anchoring Events.
Without elements like group discussions and ways to connect ideas, promotes disjointed learning
three very common problems for students trying to learn science:
Students often experience instruction as a series of unrelated and isolated lessons, one after another. They don’t understand how readings or new concepts fit in with bigger science ideas
They don’t know why they are doing particular science activities—when asked they will say “Because the teacher wants me to.”
They don’t see how science relates to their everyday experiences or how their lived experiences can be used as resources to help them and others learn important science ideas. The root of all three of these problems is that there is nothing on the horizon for students to focus on. There is no genuine puzzlement, interest, or larger learning goal that they are aware of.
. So, another approach is that of Model Based Inquiry which includes much more than just the inquiry investigations that are reflected in the previous model.

7. Model Based Inquiry Big Idea and Anchoring Event
Eliciting and Utilizing Initial Ideas
Making Meaning and sense of activity
Developing evidence based explanations
Windschitl, et al 2012

8. Gathering Ideas Discussions
Model Based Inquiry
Big Idea and Anchoring Event
Eliciting and Utilizing Initial Ideas
Making Meaning and sense of activity
Developing evidence based explanations
Making Meaning Discussions
Gathering Ideas Discussions
Windschitl, et al 2012

9. Anchoring Event: Sound
Breaking Glass

10. Initial Model/Explanation
Draw your model of what they think is happening with the wine glass.
Consider using a Before, During, and After Model

11. Norms/Expectations
Listen respectfully
Take turns
Stay focused on the discussion topic
Respond to one another
Build on one another’s ideas
Challenge and disagree respectfully
Defend ideas

12. Gathering Ideas Discussion:
Why do you think sound is capable of breaking the glass and what kinds of sound might be able to do this?

13. Discussion Prompt: Gathering-Ideas Discussion
With a partner, discuss the following:
What do you think was the purpose of the discussion?
How did the facilitator support active participation and science reasoning?

14. Gathering-Ideas Discussions
Purposes
to elicit and activate prior knowledge
to generate and share experiences, ideas, questions, and wonderings
to provoke curiosity
to prepare for the investigation at hand
Key Characteristics
are open-ended
focus on a science topic or idea
begin with a statement or productive question

15. Investigation Question
What evidence can we find that sound travels through different forms of matter?
The Investigation Process do
observe
discuss
record

16. Drawing Conclusions: Some Definitions
Conclusion: Includes a claim with the supporting evidence, followed by a possible explanation, new question, speculation, and/or idea for next steps.
Claim: A brief concise statement about the phenomenon that can be supported by evidence from the collected data.
Evidence: Selected data that can support a claim.
Explanation: An investigator’s current thinking (may be very tentative) that explains why something might happen the way it does.
As a group: Bring a Claim, Evidence and Explanation to the Scientist Meeting.

17. Discussion Prompt: Making-Meaning Discussion
With a partner, discuss the following:
What do you think was the purpose of the discussion?
How did the facilitator support active participation and science reasoning?
How was this discussion different from the gathering-ideas discussion we had at the beginning of this investigation?

18. Making-Meaning Discussions
Purposes
Key Characteristics
focus on the investigation question
statements are supported by evidence
student-to-student debate
debate and argument based on evidence
emphasis on synthesis and making generalizations
to share claims based on evidence
to consider findings, claims, evidence, and explanations of others
to analyze, question, and debate ideas
to arrive at tentative conclusions
to raise new questions

19. Spectrum of Inquiry
Student Directed Teacher Directed
Who is choosing the topic or problem or sub problem and controlling the agenda?
Student Generated Teacher Generated
Who is generating the ideas?

20. Model Based Inquiry Big Idea and Anchoring Event
Eliciting and Utilizing Initial Ideas
Making Meaning and sense of activity
Developing evidence based explanations
Model based inquiry provides opportunities for students to do much of the generation of ideas with thoughtfully planned instruction to help support that generation.
Engage in many important practices in the NGSS:
Modeling
Developing explanations
Engaging in argument from evidence
Communicating ideas
Leads to next slide….
Windschitl, et al 2012

21. NGSS Conceptual Shifts and the Scientific and Engineering Practices

22. Scientific and 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. Developing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Emphasize that need to look at using and developing models

23. How do you use models?
What is the most common way that you and your students use models and modeling in your classrooms?
Write down on chart paper as a larger group...
If time, come back to it and think about if your ideas have changed

24. Questions we will address:
What counts as a scientific model?
How does modeling help my students learn?
What does the process of modeling look like in the classroom?
What is the difference between using models and developing models?
How does model based instruction differ from traditional instruction?
Jigsaw article
Share out findings from jigsaw
Look at our chart paper could we add or change anything we have on our list?

25. What is a Scientific Model?
An abstract, simplified representation of a system that makes its central features explicit and visible.
Can take the form of drawings, equations, simulations, physical replicas.
Is used to produce new understandings or to communicate understandings to others
Is meant to be dynamic
Can be used to generate predictions and explanations for natural phenomena
Mental (internal) and conceptual (expressed) models
Pose to group-what is a scientific model? What are some examples? How can they be used?
1 minute write and then TPS
Share out
Share this definition
From MUSE:
A scientific model is an idea or set of ideas that explains what causes a particular phenomenon in nature.
It is important to note that scientists use drawings, graphs, equations, three dimensional structures, or words to communicate their models (which are ideas and not physical objects) to others. However, the drawings, replicas or other tools are distinct from the underlying models they purport to explain
From windschitl:
A scientific model is a representation of a system (such as the human respiratory system, the solar system, a system of electrical circuits) or a phenomenon (such as the changing seasons, the oxidation of metal, or humans maintaining their body temperature).
These representations can take the form of drawings, diagrams, flow charts, equations, graphs, computer simulations, or even physical replicas (such as a tabletop model of a watershed). In an upcoming section, we describe why only a couple of these types of representations are appropriate for modeling in a classroom.
Scientific models are made to be dynamic.

26. Models don’t just represent…
They help…
Generate predictions
Explain observations
Show gaps in knowledge
Lead to questions for investigation
Serve as sources of evidence
Models can be used to produce new understandings or to communicate understandings to others—and are often used for both purposes at the same time.
From MUSE:
A scientific model is an idea or set of ideas that explains what causes a particular phenomenon in nature.
It is important to note that scientists use drawings, graphs, equations, three dimensional structures, or words to communicate their models (which are ideas and not physical objects) to others. However, the drawings, replicas or other tools are distinct from the underlying models they purport to explain

27. What ISN’T A Scientific Model or Scientific Modeling?
Scientific models AREN’T ART projects
– Art projects are great, but they serve a different purpose
– Constructing conceptual/physical models for the sake of constructing a model (e.g., jello models of the cell) or to reinforce ideas doesn’t allow students to advance their ideas and consider how the model works with respect to evidence and theory.
The model has to be useful for helping predict or explain a system. If the model is only descriptive and doesn’t help to answer a question about how, or why, then it isn’t a scientific model.
What ISN’T A Scientific Model
or Scientific Modeling•

28. Common Use of Models
Models are often used only to illustrate science ideas.
“Posterizing” science ideas (draw the water cycle)
Instead want students to:
Develop models
Use models to predict and explain
Evaluate models against evidence and theory
Revise models
Share some of the ways we came up with to use models with students.
More powerful if connected to knowledge building….
We often use narrowly
Simply illustrate science ideas
Props to point out features
Even when asked to draw own-disconnected from knowledge building
“using models”
But don’t support learning very well because…. they don’t require students to solve problems situated in everyday circumstances, to develop ideas or to make connections among ideas.
From windschitl:
Teachers frequently use models in the classroom, in fact textbooks are full of these representations.
Unfortunately models are used very narrowly by most teachers;
they are often employed simply to illustrate science ideas.
They are used as props to show, point out, or provide examples of a system or phenomenon.
Even when teachers ask students to draw out their own understandings in the forms of pictures or diagrams, such displays are disconnected from knowledge-building activities—students simply “posterize” (create posters of) science ideas that can already be found in textbooks, like the water cycle or the steps in mitosis. One could say this is “using models.”
But these experiences don't support learning very well, in part because they don’t require students to solve problems situated in everyday circumstances, to develop ideas or to make connections among ideas.
Modeling Practice Elements •Developing a model that embodies aspects of a theory and evidence •Evaluating that model against empirical evidence and theory •Using the model to illustrate, predict and explain •Revising that model

29. Roles of Models in Science Classrooms
Data Synthesis
Representations of Science Ideas
Substitutes for Natural Phenomena
Hypotheses or Claims (Causal Explanations)
NOTE: How the model is USED, not its format, determines the role.
-Brodsky and Falk (2013)
Brodsky and Falk (2013)
Found models serve four important roles in students’ learning science content and about the nature of science:
Data Synthesis- data tables and data graphs, color coded maps
Representations of Science Ideas-carbon cycle diagram, food webs, chemical reaction equations
Substitutes for Natural Phenomena-stream tables, pond jars, convection tanks
Hypothesis or claims- breaking glass example, explanations for diversity of life.
(Have them look at the chart and discuss with a table partner). _

30. Ways to incorporate models into instruction
Critique models
Use models as sources of evidence
Test models as hypotheses
Build models
Critiquing: helps them develop an initial understanding of the nature of models and gets them to look closely. (how does this and does not represent the real thing? What would be a good use for this model?)
Use as sources of evidence: from which to draw conclusions or make arguments. E.g convection tank, map, carbon cycle to explain
Test models as hypotheses: give them several models and have them choose which one best fits with the evidence. Plate tectonics example
Build models: not just representations, but ones that get at underlying ideas. Start with simple visual models of phenomena (e.g. perfume across the room)

31. Progression
Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system.
(NRC Framework, 2012, p. 58)

32. Modeling in the NGSS
2-ESS2-2 .Develop a model to represent the shapes and kinds of land and bodies of water in an area.
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

33. Time to Explore the NGSS
Read through the NGSS at your grade level.
Which PEs indicate modeling?
How might you use models to help students achieve the standards?
Also, review p. 6 from appendix F. What does modeling look like for your grade level?
Thoughts and questions?
Have them do this activity and be prepared to share to the larger group.

34. Developing Explanatory Models
We have discussed scientific models know we are going to discuss explanatory models

35. Developing Explanatory Models
The process (Developing) that scientists, teachers, and students go through to make sense of the world.
At any point in time, the model is our personal or shared explanation of observed or inferred phenomena.
Our explanatory models develop/change/revise as we incorporate more convincing evidence.
Private Universe
The video might help them to see the difference between scientific and explanatory models.

36. Explanatory Models Represent ideas or processes, not things.
Should be context rich.
Represent both observable and unobservable features.
Are revisable

37. Homework
“Trying it Out” – Anchoring Event and Gathering Ideas Discussion
Readings (will be on website):
Readings:
Falk, A. and Brodsky, L. (2013). Incorporating Models into Science Teaching to Meet the NGSS. Science Scope. September. Pp OR
Windschitl, M. (2013). Models and Modeling: An Introduction. Retrieved from
Sneider, C. (2012). Core Ideas of Engineering and Technology. The Science Teacher. January.
NGSS Appendix I
Suggested but not required: RSS Chapter 6.
Starting next class we will introduce the Instructional sequence and provide time for you to work on it.