Relationship between the NGSS Practices of Modeling ... · Relationship between the NGSS Practices of Modeling, Argumentation and Explanation ... practices of modeling, argumentation

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Relationship between the NGSS Practices of

Modeling, Argumentation and Explanation (adapted from the State NGSS Roll Out #2)

Alvord Unified School District

October 21, 20215

Yamileth Shimojyo,

Riverside County Office of Education

Alvord USD PL NGSS Oct. 2015

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Who is in the room?

Raise your hand… and describe a

success story with the implementation

of NGSS in the classroom.


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Goals of This Session

Experience phenomena that highlight the NGSS practices of modeling, argumentation and explanation.

Reflect on these experiences to understand the integration of the NGSS Science and Engineering Practices.

Explore instructional strategies that support the development of the NGSS Science and Engineering Practices.

Provide specific feedback regarding the UPO’s


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What do you know about…

The NGSS Practices on Developing and Using Models

Engaging in Argument from Evidence

Constructing Explanations

Quick-write on your own – place on corresponding Chart

Discuss in your table groups

Share


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Activate Prior Knowledge

Look at the following picture:

Based on your experience, what cause-effect phenomena can be explored?

• Quick write

• Discuss in your groups


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Model Development #1

Candle Burning Observation


7 C. Vargas, Oakland USD





Make a Prediction!

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Lets Review - Developing a Scientific

Model and Engaging in Argument

The model is a simplified representation of a system or phenomenon

Central features are made explicit and visible (including those that are not observable with eyes)

Appropriate labels are included to clarify the model’s components

The model allows opportunities to explain what we think is happening

Discussion of models or parts of the model allows for engagement in argument with evidence.


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Candle Burning Experiment

Draw and label observations at the beginning, during, and after a few minutes.

Generate a question about what you observed.

Why does the water rise in the jar ________?

Generate your preliminary answer to your question.

I think _________ because _________

Share ideas with your table group. Do you all have the same ideas? Discuss.

Be ready to debrief with whole group.


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Burning Candle Investigation

What happens when you place a jar over a

burning candle in 100 ml of water? Why?

Consider the Variables that can be explored.




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Burning Candle Investigation

What happens when you place a jar over a burning candle in 100 ml of water? Why? Consider Variables that can be explored.

Write a prediction in your space:

I predict ___ because___.


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Conduct the investigation, considering all variables

Observe what happens/ Data Collection

Draw and record your observations using the “before, during

and after” time frame

Generate a question about what you observed.

Generate your preliminary answer (explanation).

Share your ideas at your table (see next slide for

sentence frames)


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Sense Making: Group Talk

I think___, because___ .

I claim___. My evidence is ___ .

I think the cause of ______ is _____ .

I agree/ disagree with ___ .

What I’m hearing is . . .

Why do you think that?

Can you say more about that?

C. Vargas, Oakland USD


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Develop a Scientific Model

Based on your conversations and

experiments develop a scientific model

that explains the rise of the water.

Include:

Observable and unobservable features.

Making the invisible visible using symbols to

represent the invisible.

Connection to concepts .

Add new understandings that explain the

answer to the question.


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Claim and Evidence

Let’s formalize your initial explanation by

writing a claim and supporting your claim with

evidence.

I think___, because___ .

or

I claim___. My evidence is ___ .


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Further Investigations

How confident are you in your claim?

Strengthen your claim by collecting research.


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Inquiry into the Text Reading the text with a purpose:

What information in the text helps you explain

the phenomenon in the investigation?

* = Mark information that helps to answer the

question & why

! = Note interesting ideas & why

? = Write questions you have

Circle= unfamiliar words


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Sharing Ideas from the Text

Make silent eye contact with someone across

the room who you haven’t shared with today.

Take your article and share with them

questions you have and information in the text

that helps explain the phenomenon.


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Making a Group Model

1. In your table group, share your individual models.

2. Discuss what the group model might look like for the phenomenon by comparing and contrasting each other ideas.

3. Together come to a consensus on what your group model should include/exclude.

4. Develop your consensus model on chart paper.

5. Write a preliminary consensus explanation describing the phenomenon using evidence from your experiments and reasoning from your research


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Make Your Model Public

1. Exchange models with another group

2. Discuss the other group model at your table

3. Give feedback to the other group using sticky

notes feedback protocol

4. Return the other group model and review the

feedback you received on your group model.

5. What would you change/add?


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Feedback Protocol

Yellow – ask for clarification of ideas

• What do you mean _____ ?

• Can you elaborate on how the ______ supports the model?

• I respectfully disagree with ___ because___.

Blue – build on and add ideas

I want to add to your idea_____.

Orange – agree and praise ideas

• I agree with your thinking on _________.


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Revise your Group Model

Modify your model based on:

Feedback from other group

Discussion

Reading

Revise your explanation based on the

modification(s) to your model


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Arguing for your Model

Share your revised model and explanation with

your collaborating group.

Address the modifications and the response to

feedback.

We added _________ because_______.

We changed ________ because______.

We used to think _________ now we think____.

We agree/disagree with ___________ because ________.


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Debriefing the Process

Observing

Phenomena

Explanation

Argumentation

Evaluation

Critique

Develop/refine model

Plan/conduct investigations

and gather information

Ask questions

How does this

image represent

the process we

engaged in?


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Debrief #1 Progression of the Disciplinary Core Idea

Read the PS3 (energy) progression.

Discuss how the idea of thermal energy

transfer is developed throughout the grade

levels.


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Debrief #2 Analysis of the Practices

1. At your table, each person chooses one NGSS

practice (models, argumentation, explanation).

2. Look at the progression for your practice and

write on sticky notes when and how during the

investigation you experienced components of the

practices.

3. Share with the whole group.


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Characteristics of Scientific Models

1. Represents a system or a phenomenon

2. Context rich and specific

3. Pictorial (drawings and pictures) and

written (text, equations, etc.)

4. Observable and unobservable features

5. Revisable over time

6. Public

Sources:

Mark Windschitl and Jessica Thompson

•Ambitious Science Teaching website

•The Modeling Toolkit (NSTA, 2013)


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Component #1

•What causes the seasons?

•Why do planets and moons

maintain the orbits they have?

•Why are solar eclipses so rare?

Represents a phenomenon

for which we have questions Does not represent a thing

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Component #2

Not generic Context-rich: Specific to time, place,

conditions

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Component #3

Pictorial and written

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Component #4

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Component #5

Revisable

over time

based on

evidence

and ability

to predict

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Component #6

Needs to be public!

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Classroom Strategies for Modeling

and Engaging in Argumentation

1. Starting points: small group and individual work

2. Before-During-After drawings

3. Whole class consensus model

4. Peer feedback via sticky notes

5. Language scaffolds with sentence frames

6. Content checklists

Sources:

Mark Windschitl and Jessica Thompson

•Ambitious Science Teaching website

•The Modeling Toolkit (NSTA, 2013)


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Fostering Argumentation in

the Science Classroom

Establish classroom norms for productive interactions

between students

Create a culture of accountable talk

Make sure all students have equitable access to the conversation

Create a need for students to argue

Engage students in phenomenon that might elicit multiple responses

Make sure students consider alternative ideas

Encourage students to use criteria to evaluate the

processes, context and explanations of science

Encourage students to make their thinking visible

Make sure students have access to relevant data or evidence


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Now what do you think you

know about…

NGSS Practices

Developing and Using Modeling

Engaging in Argument from Evidence

Constructing Explanations

Discuss in your groups your revised ideas


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Thank you!


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Relationship between the NGSS Practices of Modeling ... · Relationship between the NGSS Practices of Modeling, Argumentation and Explanation ... practices of modeling, argumentation