Science Modeling and the NGSS: Day 2 Presented by: Daniella Duran - - PowerPoint PPT Presentation
Science Modeling and the NGSS: Day 2 Presented by: Daniella Duran and Matthew Medrano Your Feedback Counts! GOTS WANTS Importance of More planning time with phenomena in engaging grade level counterparts. and understanding More
Presented by: Daniella Duran and Matthew Medrano
❖Importance of phenomena in engaging and understanding science. ❖Investigable vs. Anchoring phenomena ❖Importance of framing and sequencing
❖More planning time with grade level counterparts. ❖More ideas and resources for creating storylines and finding phenomena. ❖Planning time!
Instructional Segment 5: Waves and Electromagnetic Radiation
Students obtain and communicate information about other interactions between waves and matter with a particular focus on electromagnetic waves. They
communicate information about health hazards associated with electromagnetic waves. They use models of wave behavior to explain information transfer.
Instructional Segment 1: Systems and Subsystems in Earth and Life Science
Students practice defining systems, recognizing their components, and describing how they interact using examples at a range of scales from cells to
Earth.
❖ Identify tools, strategies, and
structures to support modeling in the classroom.
❖ Identify phenomena that will
drive student learning during the school year.
❖ Develop storylines that
connect modeling to phenomena using 3D learning.
❖ Welcome/Inclusion ❖ Tanker Phenomenon
❖ Using Phenomena and
❖ Reflection & Feedback
Cluster 1 (Baldwin, Granada, Fremont, EP, Marguerita, SGHS) Cluster 2 (Ramona, Park, Northrup, Garfield, AHS) Cluster 3 (Ynez, Repetto, BW, MH, MKHS)
NGSS 101
August 7, 8
Cluster PD Day #1- Storyline Development
Oct 2 Sept 18
Sept 11 Collaboration Days- Research Lesson Development
3-4 sessions between October-December
Instructional Rounds
Jan 8-19
Proposed PD Road Map …for Secondary Science Teachers
Professional Development structure to efficiently and effectively support diverse group of teacher participants. Session Introduction: What pedagogical focus will frame
Adult learner Activity: What does this look and feel like in the classroom? Session Reflection: How did this experience impact our thinking about how we facilitate students learning science?
As you observe the phenomenon, record what you
Phenomena Based Question What We Did What We Learned Wondering/ Question We Have How This Might Work In Our Classroom
As a group: Test if your explanatory model accurately describes what was happening in the tanker by recreating the phenomenon on a smaller scale Approved proposals may obtain materials…
Time (25 Minutes) Water Paper Towels Hot Pot Ice Post-Its Aluminum Cans Pie Tins Beakers Food Coloring Time Piece Graphic Organizer Pens Markers Plastic Bottles Syringes
Must have a defined plan for approval: plan, materials, predictions, etc.
Informational Text
➢
Read the informational text on “Tire Pressure”.
➢
What can you add to or change about your model (in a different color)? Simulations
➢
Run one or more simulations from the Padlet with a partner.
➢
What can you add to or change about your model (in a different color)?
/
Students defend their additions/revisions to their explanatory models using evidence from sense-making activities. Students are able to connect the unobservable (causes) to the observable (effects) in their explanatory models. Students are able to use their explanatory model to make predictions about or explain how and why a phenomenon
Students are able to apply their learning to explain how and why a new, related phenomenon.
Science and Engineering Practices
Explanations
Communicate Evidence
Disciplinary Core Ideas Content
❖Don’t worry about detail. ❖All ideas are good to start with. ❖Leave no stone unturned. ❖Keep all ideas fluid. ❖Have fun!!!
❖Create a new circle map with your inquiry group based on a topic you hope to teach during the inquiry in Jan. ❖Anchoring Phenomena ❖Connects ideas throughout the unit to build coherent storylines ❖Revisited multiple times ❖Gives an authentic answer to "why are we doing this?"
Selected Anchoring Phenomena
Key Concept #2 Key Concept #1 Key Concept #4 Key Concept #3
What are they key science concepts students need to know to explain the anchoring phenomena?
Thermal Energy
Pressure
Particle Motion Matter Phase Change
What investigable phenomena will allow students to understand the key concepts you have selected?
Selected Anchoring Phenomena
Key Concept #2
Investigable Phenomena #1 Investigable Phenomena #2
Key Concept #1
Investigable Phenomena #3
Key Concept #4
Investigable Phenomena #4
Key Concept #3
Selected Anchoring Phenomena
Particle Motion
Color Tracks Bubble Burst
Pressure
Syringe Play
Thermal Energy
Model Testing
Matter Phase Change
Anchoring Phenomena Investigable Phenomena #1 Key Concept Focus Question Investigable Phenomena #2 Key Concept Focus Question Investigable Phenomena #3 Key Concept Focus Question Investigable Phenomena #4 Key Concept Focus Question
Identify the scope and sequence for the lessons. Which must come first? What should come last? Is the order important?
Rail Tanker Crush Bubble Burst Thermal Energy, Pressure, Particle Motion How does temperature affect particle motion? Color Tracks Thermal Energy, Particle Motion How can we visualize particle motion? Syringe Play Pressure What happens when air is pushed into a smaller space? Model Testing Thermal Energy, Particle Motion, Pressure, Phase Change How might we recreate the tanker collapse? Reading/Simulations Thermal Energy, Particle Motion, Pressure, Phase Change Why did the tanker collapse?
Tanker Storyline
Please use the Google Form Link provided to provide us with feedback! Much Appreciated!!!
Science Facilitator UCLA Science Project matthew.medrano@gmail.com 626-688-7934
Science Facilitator UCLA Science Project dduran@hartdistrict.org
https://www.youtube.com/watch?v=Zz95_VvTxZM https://www.youtube.com/watch?v=RrX2yTGJ6N0 https://www.youtube.com/watch?v=0hEPPKC4PpE https://www.youtube.com/watch?v=Wz4igVjNGq4 https://www.youtube.com/watch?v=JsoE4F2Pb20&t=8s