2012 SOL Science Institute

Middle School Science

Grade 6,, Life Science, Physical Science

Grade 6, Life Science, Physical Science

To develop teachers’ application of practices that build academic rigor through conceptual understanding; inquiry, discourse, and the use of symbols, models and tools



What’s your personal definition of “academic rigor”

What examples can you think of to illustrate what it looks and sounds like in middle school science? Share your thoughts with a shoulder

partner


Each participant has been given three articles on academic rigor

Read, and be prepared to discuss the articles

When everyone in the group is finished reading, use the Fan-N-Pick instructions to guide the discussion of the main ideas in the article


Form groups of FOURUse the Consensus Placemat

instructions to develop a definition that incorporates elements of “academic rigor” from the readings and which everyone at your table can agree upon

Be prepared to share the key ideas from your definition with the whole group


CONCEPTUAL UNDERSTANDINGCreativityHigher order thinking skills 21st Century Life Skills (creativity)Leadership and entrepreneurship

INQUIRYCuriosity and imaginationProblem solving21st Century Life Skills (collaboration, and critical thinking)

DISCOURSE21st Century Life Skills (communication)

USE OF SYMBOLS, TOOLS, AND MODELSAccess and analyze information Data analysis


To what extent do we see evidence of these key features of academic rigor in our VA Standards of Learning?

To what extent do we see evidence of academic rigor in the VA Science Curriculum Framework?


Another lens through which we might view the standards to assess rigor is to determine to what extent do they require the development of Conceptual Understanding

Conceptual understanding is developed through the use of inquiry, discourse, and the use of symbols, models, and tools

Grade 6,, Life Science, Physical Science 14



CONCEPTUAL KNOWLEDGE

Rich in relationships and understanding

Can be applied to new settings (transfer) within and across disciplines

Developed through thoughtful, reflective learning

PROCEDURAL KNOWLEDGE

Based on formal language, symbolic or visual representations

Used as an abstract tool to encode and decode meaning in a specific context

Proficiency developed through rote practice

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CONCEPTUAL KNOWLEDGE

Density Independent assortment Conservation in reactions Ecosystem relationships Atomic structure Conservation of Energy Acceleration Natural selection

PROCEDURAL KNOWLEDGE

d = m/v Punnet Square Balanced chemical

equation Food web diagram Electron cloud model Energy chain diagram a = vf – vi / time Graph of change in

frequency of allele in pop’n

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Developing conceptual knowledge is the main goal of education

Conceptual knowledge provides enduring understanding that can be applied to a variety of contexts

Procedural knowledge is a tool for making and sharing meaning within a discipline; it aids in the building and sharing of conceptual knowledge

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Inquiry refers to the activities of students in which they develop conceptual knowledge of scientific ideas

Inquiry in the classroom is structured around the 5 E Learning Cycle in which students– Engage in science-oriented questions– Explore possible answers through investigation– Formulate explanations based on data– Extend and apply understanding in a new context– Evaluate the validity of ideas and understandings

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Discourse relates to using written or spoken language to organize knowledge, ideas, or experiences about a topic

The use of symbols and tools facilitate discourse Inquiry facilitates discourse because it provides

the context for discussion Discourse should occur both with “self”

and “others”– Reading text while using a reading strategy– Watching a video with a purpose in mind– Discussing one’s answers to lab investigation

questions– Making links between concepts

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Symbols and tools include words, numbers, formulas, tables, charts, diagrams, 3-D models, simulations, etc.

Symbols and tools are used to encode and decode meaning in a given context

Correct use of symbols and tools do not, of themselves, indicate whether conceptual understanding has been attained

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Ensure that student experiences include all three foundational components in equal measure– Too often the goal devolves toward a measure of

procedural knowledge Provide scaffolding to facilitate students’ use of

each of the foundational components Assess conceptual and procedural

understanding– Use both selected response and constructed

response assessment methods (i.e., multiple choice, short answer, draw a diagram, performance task, etc.)

– Use questions that require analysis, synthesis, and evaluation

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To what degree are the SOL Assessment items assessing Conceptual Understanding and Procedural Knowledge?

In groups of FOUR, sort the items into two piles – one for Conceptual Understanding and one for Procedural Knowledge


What’s your new personal definition of “academic rigor”

What examples can you think of to illustrate what it looks and sounds like in middle school science? Share your thoughts with a shoulder

partner



Discuss in your group how you could use the materials provided to construct a 3-D model to show how inquiry, discourse, and the use of symbols, models, and tools help to build conceptual understanding

Design your model on paper Your group will build the model at

the end of the day




What adaptations would best enable an owl to survive within a specific ecosystem?

Which factors might increase or decrease an owl’s population’s size?

How do owls respond to daily, seasonal, and long-term changes in their environment?

How do environmental influences, as well as genetic variation, lead to diversity of within an owl population?

What are the possible relationships between mutation, adaptation, natural selection, and extinction in an owl population over time?


To what degree did this investigation – use questions to set the stage for inquiry use symbols, models, and tools to gather,

analyze, and report information call on students to communicate and

share ideas (i.e., discourse) build Conceptual Understanding of natural

selectionHow might each of these components

be improved?



To what degree did this investigation – use questions to set the stage for inquiry use symbols, models, and tools to gather,

analyze, and report information call on students to communicate and share

ideas (i.e., discourse) build Conceptual Understanding of speed,

velocity, and acceleration, etc. How might each of these components

be improved?


Take a moment and reflect on your experiences here today

Write the answers to the following questions and be prepared to share with your group What are the 3 most important things you have

learned today? What are 2 things you will keep in mind when

sharing this information with others (where have you had ah-ha’s today)

What is 1 question you have about academic rigor of Conceptual Understanding? Where will you look for answers?



Create a three-dimensional model to illustrate the connections between, and importance, of Conceptual Understanding, Inquiry, Discourse, and the use of Symbols, Models and Tools in science to provide academically “vigorous” learning experiences

Be prepared to share your model and explain to others your group’s thinking

Documents

2012 SOL Science Institute