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Published byHugh Webster Modified over 9 years ago
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March 7, 2013
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School Courses taught Interest in this topic A time when you defended a claim with evidence and reasoning
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Consider the range of scientific explanations Examine the MacNeill-Krajcik framework Determine how to use the framework Support each other’s implementation (Follow- up sessions)
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Why do we want students to write scientific explanations? What makes a good scientific explanation? What is the difference between a scientific explanation and an MSP conclusion? Which learning experiences lend themselves to scientific explanation? How do I support student construction of scientific explanations?
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Record your initial thoughts to this question. Review and sort the “purpose cards” and create a header for each set. Make meaning of data collected by scientists in the field Understand the nature of science
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What surprised you about the purpose cards? What did you know but now see in a different light? What questions do you have?
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Form groups of three ◦ Recorder ◦ Reporter ◦ Time keeper Report out ◦ Surprises ◦ Questions
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Create a list of elements http://youtu.be/JO0ZF85yUjs http://youtu.be/JO0ZF85yUjs
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Can plants think? An explanation from Alan Sage http://video.pbs.org/video/1881274276/
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Another perspective – Student Explanation Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.
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Revisit your initial thoughts on qualities of a student scientific explanation Consider the perspectives ◦ My Dad is an Alien ◦ Alan Sage ◦ Student writing sample
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Consider these three questions and record your thoughts on the open outline: 1.What surprised you? 1.What did you already know that you now see differently 1.What do you still want to understand? Add to or revise your initial thoughts about good student explanations
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Revise initial list and respond to questions: From groups of three, appoint a reporter Share out 1.What surprised you? 2.What did you know that you now see differently? 3.What questions do you have?
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Claims, Evidence and Reasoning Framework
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Claim ◦ A conclusion about a problem Evidence ◦ Scientific data that is appropriate and sufficient to support the claim Reasoning ◦ A justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles Rebuttal (We will explore at a follow-up session) ◦ Describes alternative explanations and provides counter evidence and reasoning for why the alternative is not appropriate
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Examine the rubric and apply the framework to this student response: Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.
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Apply the framework Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these properties are the same, 1 and 4 are the same substance.
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With a partner, examine student writing samples? Consider the feedback that you would give to this student (not a grade)
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Answer the Salmonberry question AS WRITTEN and share with a partner
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Review the Conclusion Scoring Guide ◦ ! An idea that you already knew ◦ * An idea that surprised you ◦ ? Something that you have a question about Examine the student samples and determine attributes and score points
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Compare the two point MSP “Salmonberry” conclusion example with the best “Properties” student explanation. 1.What is similar between the two? 1.What is different between the two? 2.Implications?
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Everyone read pgs 46 – 49 & 53-54 Count off by 4 1.Physics example (5 th grade) 2.Chemistry example (6 th grade) 3.Biology example (7 th grade) 4.Earth science example (8 th grade)
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Home group ◦ Share insights from your examples Application ◦ Review upcoming unit and identify opportunities for students to make scientific explanations
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In a group of three: Arrange cards in a sequence of learning activities; state why some activities should occur earlier or later in they year.
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Review your notes on a suitable upcoming learning opportunity Consider the video and the Teaching Strategies for Supporting Students Activity Describe your first three/next three steps to support student explanation writing
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Teaching students to construct scientific explanations ◦ Progression ◦ Teaching strategies ◦ Video examples ◦ Application to upcoming units Argumentation ◦ NGSS, CCSS-ELA & CCSS-Math Practices
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◦ Face-to-Face – March 19 or March 21 ◦ Online – April 2, 4 or 11 ◦ Face-to-Face – April 23, 25, 30 or May 2 ◦ Online – May 16 or 21
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3 – Learnings (or things you see differently) 2 - Ideas to take away 1 – The most important thing that we discuss during our follow-up events
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