1. Practice 2: Developing and Using Models Career and College Readiness Conferences Summer 2015

2. A Review of NGSS 2

3. 2011-2013 July 2011 Developing the Standards Instruction Curricula Assessments Professional Learning Pre-Service Education 3

4. A Framework for K-12 Science Education Three-Dimensions:  Scientific and Engineering Practices  Crosscutting Concepts  Disciplinary Core Ideas View free PDF form The National Academies Press at www.nap.edu 4

5. 5 A Framework for K-12 Science Education Not separate treatment of “content” and “practices” Curriculum materials, assessments and classroom instruction need to do more than present and assess scientific ideas Involve learners in using scientific practices to develop and apply scientific ideas

6. Scientific and Engineering Practices 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information 6

7. 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change Crosscutting Concepts 7

8. Life SciencePhysical Science LS1:From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3:Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Earth & Space ScienceEngineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 8 Disciplinary Core Ideas

9. Life ScienceEarth & Space SciencePhysical ScienceEngineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A:Structure and Function LS1.B:Growth and Development of Organisms LS1.C:Organization for Matter and Energy Flow in Organisms LS1.D:Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A:Interdependent Relationships in Ecosystems LS2.B:Cycles of Matter and Energy Transfer in Ecosystems LS2.C:Ecosystem Dynamics, Functioning, and Resilience LS2.D:Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A:Inheritance of Traits LS3.B:Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A:Evidence of Common Ancestry and Diversity LS4.B:Natural Selection LS4.C:Adaptation LS4.D:Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A:The Universe and Its Stars ESS1.B:Earth and the Solar System ESS1.C:The History of Planet Earth ESS2: Earth’s Systems ESS2.A:Earth Materials and Systems ESS2.B:Plate Tectonics and Large- Scale System Interactions ESS2.C:The Roles of Water in Earth’s Surface Processes ESS2.D:Weather and Climate ESS2.E:Biogeology ESS3: Earth and Human Activity ESS3.A:Natural Resources ESS3.B:Natural Hazards ESS3.C:Human Impacts on Earth Systems ESS3.D:Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B:Chemical Reactions PS1.C:Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B:Types of Interactions PS2.C:Stability and Instability in Physical Systems PS3: Energy PS3.A:Definitions of Energy PS3.B:Conservation of Energy and Energy Transfer PS3.C:Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B:Electromagnetic Radiation PS4.C:Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A:Defining and Delimiting an Engineering Problem ETS1.B:Developing Possible Solutions ETS1.C:Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A:Interdependence of Science, Engineering, and Technology ETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas Core and Component Ideas

10. Closer Look at a Performance Expectation 10 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

11. Closer Look at a Performance Expectation 11 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

12. Closer Look at a Performance Expectation 12 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

13. Closer Look at a Performance Expectation 13 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

14. 14 Instructional Shifts More …. Less ….

15. Using Models in the Classroom 15

16. Outcomes: Define the types of models used in science and engineering Determine the purpose of incorporating models in classroom instruction Develop strategies for incorporating models into instruction

17. Poll: How are models used? What is the most common way models and modeling are used in classrooms? A.To show students what some aspect of a physical phenomenon looks like B.To help students remember or reinforce ideas presented in class C.To assess students’ ideas D.To help students develop or reason with ideas

18. NGSS Definition Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. -NGSS Appendix F 18

19. Use of Models in NGSS GradePE with models as the SEP % of PEDCIPE with models as the SEP % of PE ES1215.4%PS1318.3% MS1627.1%LS1421.9% HS1521.1%ESS1423.7% ETS214.3% 19 Developing and using models 43 out of 208 PE use it (20.7%) Only Constructing Explanations and Solutions is used more (21.6%)

20. A System of Practices 20 Asking Questions and Defining Problems Developing and Using Models Obtaining, Evaluating, and Communicating Information Engaging in Argument From Evidence Constructing Explanations and Design Solutions Using Mathematical and Computational Thinking Analyzing and Interpreting Data Planning and Carrying Out Investigations

21. Explore a Model Participants will be randomly placed into one of three groups Explore the model assigned to the group. Using the PE provided, develop some ideas of how this model could be used by students to meet that PE. On a piece of chart paper, record your ideas. Be prepared to share. 21

22. Groups Group 1 – Boat on the Ocean – Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Group 2- Flashlight – Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Group 3 – Bending Light – Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 22

23. Building Complexity Look at the chart on page 6 of Appendix F (handout) How do the expectations of using models progress across the grade levels? Identify at least one piece of evidence from the chart to support the answer. 23

24. Mental and Conceptual Models Mental Models Internal, personal, idiosyncratic, incomplete, unstable, and essentially functional Being a tool for thinking with, making predictions, and making sense of experience Conceptual Models Explicit representations that are in some ways analogous to the phenomena they represent Used to better visualize and understand a phenomenon under investigation or develop a possible solution to a design problem 24

25. Roles of models 25

26. Roles of Models How can models, like the ones we just looked at, be used to facilitate student understanding in a science classroom?

27. Models Serve Four Important Roles 1.Data syntheses 2.Representations of science ideas 3.Substitutes for natural phenomena 4.Hypotheses or claims

28. Group Activity Review the roles of models in your groups (See handout). Go back to the chart paper and identify the role the models would play in the examples that were created. Record your responses on the chart paper. Be prepared to share.

29. Scientific Models: ARE NOT… just ART PROJECTS! to be constructed simply for the sake of constructing the model. to be EDIBLE, if it is, then it is probably not a model! simple tools, physical replicas of objects The model must be useful for helping predict or explain a system or natural phenomenon. 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. (Cynthia Passmore – NSTA webinair)

30. Evaluating Models Currently Being Used Ask the following questions: 1.What performance expectation would students be able to achieve when they use the model? 2.What are the core ideas that align with the model? 3.How does the model help students achieve/better understand the PE? 4.What is the role of the student and of the teacher when models are utilized? 30

31. Making Models a Part of the Classroom 31

32. Using Models in the Classroom “All models are approximations. Essentially, all models are wrong, but some are useful. However, the approximate nature of the model must always be borne in mind…” -George Edward Pelham Box If this statement is true, why use models in the science classroom at all?

33. Using Models in the Science Classroom Four broad categories for teaching students about models 1.Critiquing Models 2.Models as a Source of Evidence 3.Testing Models 4.Building Models

34. Incorporating Models in Science Instruction Look at the groups chart paper and identify which category the example the group provided would fit into. 1.Critiquing Models 2.Models as a Source of Evidence 3.Testing Models 4.Building Models – Think of a way to modify how the students interact with the model that might make it fit into another category? 34

35. Incorporating Models in Science Instruction Look at Appendix F and determine which bullets under each grade could go under each category. 1.Critiquing Models 2.Models as a Source of Evidence 3.Testing Models 4.Building Models 35

36. Critiquing models K-23-56-89-12 Compare models to identify common features and differences. Identify limitations of models. Evaluate limitations of a model for a proposed object or tool. Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria. Distinguish between a model and the actual object, process, and/or events the model represents. Design a test of a model to ascertain its reliability. 36

37. Models as a Source of Evidence K-23-56-89-12 Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena. Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems. Develop and/or use models to describe and/or predict phenomena. Develop and/or use a model to predict and/or describe phenomena. 37

38. Testing Models K-23-56-89-12 Develop a simple model based on evidence to represent a proposed object or tool. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system. Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. Develop a complex model that allows for manipulation and testing of a proposed process or system. 38

39. Building Models K-23-56-89-12 Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed. Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. Develop a simple model based on evidence to represent a proposed object or tool. Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Develop a model to describe unobservable mechanisms. 39

40. Reflection Identify which NGSS shifts are addressed when using models in the science classroom. Share with a partner.

41. 41 1.Using models to introduce facts and terminology while developing explanations and designing solutions supported by evidence-based arguments and reasoning. 2.Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned. 3.Students using models, conducting investigations, solving problems, and engaging in discussions with teachers’ guidance. 4.Students evaluating open-ended models and questions that focus on the strength of the evidence used to generate claims. 5.Students using models as a source of data and information. Students developing summaries of information learned from their experiences. 6.Multiple investigations (interactions with models) driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas. 7.Students drawing, developing, evaluating, and creating models, writing of journals, reports, posters, media presentations that explain and argue. 8.Providing supports so that all students can engage in interacting with various types of models and other science and engineering practices. The Shifts of NGSS – MORE…