STEM Pride Grant: Getting Our Start

May 19th, 2015

I. Part I: Framing the Project

A. Grant Activity Flow Chart

B. Identifying the Practices

C. Intersection of Practices

II. Part II: Asking Questions / Defining Problems

A. The Bozeman Science Video (http://www.bozemanscience.com/ngs-asking-questions-defining-problems/) 1. What distinguishes science from engineering? 2. From where do we generate scientific questions? 3. What is (are) different about scientific questions and nonscientific ones? 4. Bozemann science suggests that there is NOT one solution to engineering

problems; does that mean that there is not one answer to scientific questions? What do you think our students’ view on this is?

5. What are the kinds of questions engineering asks in order to define the problem most effectively?

6. Bozeman science suggests that there is a [learning] progression in asking questions that begins in elementary school …

a. What makes a good scientific question?

b. What would distinguish a good scientific question asked by an elementary school student from one asked by a middle school student from one asked by a high school student?

B. Wish Paper (https://www.youtube.com/watch?v=qKCmgICzlak) / Cat’s Meow (https://www.youtube.com/watch?v=Cot4fftqXiQ)

1. Observations

2. Questions

C. Features of a Good Scientific Question 1. Some suggestions …

a. Need to ________________________________________________________

b. Need to ________________________________________________________

c. Need to ________________________________________________________

d. Need to ________________________________________________________

2. Determine whether each of the 10 questions you have been given represent good scientific questions or not

a. Do excessively high temperatures cause people to behave immorally?

b. What is the function of spines on cacti?

c. What is the sequence of the human genome?

d. Does salt negatively affect the rate of radish seed germination?

e. How does light intensity affect invertebrate activity?

f. Why do birds fly to warmer regions during the winter months?

g. What is the relationship between smoking and lung cancer?

h. Does exposure to ultraviolet radiation cause increased risk of skin cancer?

i. Do enzymes increase the rate of hydrogen peroxide degeneration?

j. Is genetically modified corn safe to eat?

D. Asking Questions Progression

Adapted from Framework for K-12 Science Education, Practice 1: Asking Questions &

Defining Problems, pages 54-56. NGSS Appendix F, pages 4, 17 – 18

(http://www.nextgenscience.org/next-generation-science-standards)

Grade Level

Proficiency by Grade Level For Ask questions that lead to investigation

Kindergarten Asks one question based on observations about the world.

1st Grade

Asks questions based on observations to find more information about the natural or designed world(s). Identifies which simple questions can be answered by an investigation.

2nd Grade

Based on observations, asks descriptive questions which lead to investigation.

3rd Grade

Based on observations and prior knowledge, asks descriptive questions which lead to investigation.

4th Grade

Identifies and asks scientific (testable) and non-scientific (non-testable) questions. Identifies questions where one variable is changed.

5th Grade

Identifies and asks scientific (testable) and non-scientific (non-testable) questions. Asks questions about what would happen if a variable is changed and predict reasonable outcomes.

6th Grade

Ask questions based on observations, models, and scientific principles, to frame a

hypothesis for investigation.

Ask questions to clarify evidence.

Refine non-testable questions to generate testable questions.

7th Grade

Ask questions based on observations, models and scientific principles to determine relationships and further understand phenomena.

8th Grade

Ask questions that can be investigated, based on sufficient and appropriate empirical evidence. Clarify and/or refine a model, explanation or problem.

1st High School

Science Course

Use models to ask and refine questions that can be investigated, based on sufficient and appropriate empirical evidence. Challenge an argument or the interpretation of data.

2nd High School

Science Course

Use models or simulations to formulate and refine questions that can be investigated, based on sufficient and appropriate empirical evidence. Formulate questions to determine relationships between variables. Suggest additional relevant testable questions. Challenge an argument or the interpretation of data.

3rd High School

Science Course

Use models or simulations to formulate and/or evaluate probing questions that challenges the position of an argument, interpretation of a data set, or the suitability of an experimental design.

E. Grade-level Rubrics

Grade Level: 7th Grade

Criteria

Not Yet

Approaches Expectations

Meets Expectations Exceeds Expectations

1 1.5 2 2.5 3 3.5 4

Ask questions that lead to

investigation

Ask questions based on observations, models, scientific principles, and data to frame a hypothesis for investigation. Ask questions to clarify evidence. Refine non-testable questions to generate testable questions.

Ask questions based on observations, models scientific principles, and data to frame a hypothesis for investigation. Ask questions that clarify and challenge arguments and interpretation of data.

Ask questions based on observations, models and scientific principles to determine relationships and further understand phenomena.

Ask questions that clarify and challenge arguments and interpretation of data. Ask questions based on data to frame a hypothesis for investigation. Ask questions to clarify evidence or determine relationships between variables.

Grade Level: 8th Grade

Criteria

Not Yet

Approaches Expectations

Meets Expectations Exceeds Expectations

1 1.5 2 2.5 3 3.5 4

Ask questions that lead to

investigation

Ask questions based on observations, models and scientific principles to determine relationships and further understand phenomena.

Ask questions that clarify and challenge arguments and interpretation of data. Ask questions based on data to frame a hypothesis for investigation. Ask questions to clarify evidence or determine relationships between variables.

Ask questions that can be investigated, based on sufficient and appropriate empirical evidence. Clarify and/or refine a model, explanation or problem.

Ask questions that can be investigated, based on sufficient and appropriate empirical evidence. Clarify and/or refine a model, explanation or problem. Challenge an argument or the interpretation of data.

Grade Level: 1st HS Course

Criteria

Not Yet

Approaches Expectations

Meets Expectations Exceeds Expectations

1 1.5 2 2.5 3 3.5 4

Ask questions that lead to

investigation

Ask questions that can be investigated, based on sufficient and appropriate empirical evidence. Clarify and/or refine a model, explanation or problem.

Ask questions that can be investigated, based on sufficient and appropriate empirical evidence. Clarify and/or refine a model, explanation or problem. Challenge an argument or the interpretation of data.

Use models to ask and refine questions that can be investigated, based on sufficient and appropriate empirical evidence. Challenge an argument or the interpretation of data.

Use models to ask and refine questions that can be investigated, based on sufficient and appropriate empirical evidence. Challenge an argument or the interpretation of data Suggest additional relevant testable questions.

F. Attack of the Parasitic Plants: What scientific questions can we ask about this?

G. Some web links

1. http://nstahosted.org/pdfs/ngss/PracticesVennDiagram.pdf Venn Diagram

of the practices

2. http://www.bozemanscience.com/ngs-asking-questions-defining-problems/

Bozeman Science, Asking Questions

3. https://www.youtube.com/watch?v=Cot4fftqXiQ The Cat’s Meow

4. http://www.nsta.org/docs/ngss/201112_framework-bybee.pdf Bybee,

Scientific and Engineering Practices in K–12 Classrooms

5. http://www.centerforcommunicatingscience.org Alan Alda’s Center for

Communicating Science

6. http://www.iflscience.com/physics/top-10-unsolved-mysteries-science

7. http://www.npr.org/blogs/13.7/2013/09/10/221019045/the-10-most-

important-questions-in-science

8. http://news.nationalgeographic.com/news/2005/06/0630_050630_top25scie

nce.html

III. Part III: Engaging in Argument from Evidence

A. What is the relationship / difference between explanations and [scientific] arguments?

B. World’s 10 Best Inventions

[All images were pulled from the following web link: http://visual.ly/worlds-ten-best-inventions-all-times] C. CER Framework and How a Candle Burns

1. Obtain a candle and a pack of matches. Determine the mass of the candle,

remove it from the balance and then use a match to light it.

2. Experiment 1: What changes take place in the wick and wax as the candle

begins to burn? Allow the candle to burn undisturbed for a couple of minutes,

during which time you should make as many observations as possible about

the candle, changes in its physical appearance and the role of each of its

components in the combustion process.

3. Experiment 2: After the candle has been burning for a couple of minutes,

extinguish the flame, and place the candle on a balance without losing any of

the wax. Re-determine its mass and compare this value to the one obtained in

step 1.

4. Experiment 3: Re-light the candle. Bring an unlit match to within a couple of

centimeters of the top of the candle flame and hold it there for several seconds.

What happens?

5. Experiment 4: Drip some wax from the base of the candle flame onto your lab

station until you have a small pool of it. Observe the appearance of the candle

flame now that you have poured off this pool of wax compared to before you

poured it off. Next, light a wooden splint and use it to try to light the pool of

candle wax on your lab station. What happens?

6. Experiment 5: Break a toothpick in half and insert one of the halves into the

pool of wax you created in the last experiment. Use a match to light the

toothpick and compare how this improvised candle burns with respect to how

a regular candle burns.

7. Experiment 6: Place a piece of string about 4 cm. long on a watch glass or glass

square. Light it and observe how it burns compared to how a candle wick

burns. Next, take another piece of string and drip wax from your burning

candle onto it to coat the string completely. Use a wooden splint to light the

wax-coated string and compare how it burns to the string alone.

8. Experiment 7: Blow out the flame of your candle with a small, quick puff so as

not to create turbulent air currents. Notice a trail of smoke that continues to

rise from the wick until the last spark of ember dies out. Relight the candle

and have a burning wooden splint ready to go. Once again blow out the candle,

but this time place the burning splint in the smoke trail and observe what

happens. Repeat two or three times.

9. Experiment 8: Procure a solid metal spatula. Move it over the top of the

candle flame so that the bottom surface is perpendicular to the flame. Quickly

lower the spatula until it is just a centimeter or so above the wick. Leave it

there for several seconds. Pull it out of the flame, turn it over and examine the

pattern/appearance of the black residue. What information does this provide

about the processes going on inside the flame?

10. Experiment 9: Procure a wire-mesh square. Hold it over top of the candle

flame and slowly lower it down onto the flame. When you have lowered the

wire mesh to approximately the midway point of the candle’s height, hold it

there for several seconds and observe. Then, lower it until it is right on top of

the wick and the flame appears to go out. Hold it there for several seconds,

make observations, then lift it straight up and note what happens.

11. Experiment 10: (It will be better to have a short, narrow candle for this

procedure.) Obtain a 400-mL beaker and pour into it about 50 mL of 3%

hydrogen peroxide. Add one scoopula full of potassium permanganate to the

hydrogen peroxide and quickly note the sign(s) of a chemical reaction that will

ensue. While those chemical-change signposts are still evident, use a pair of

metal tongs to lower a candle into the beaker. Observe any differences in the

way the candle burns in this new atmosphere.

12. Experiment 11: Procure a 150- or 250-mL beaker (one that will completely

cover your candle). Obtain a glass crystallizing dish and fill it to about 1/4 its

depth with water. Place your candle in the middle of the water in your

crystallizing dish. After the candle holds a steady flame, cover it with the

beaker and observe. Repeat as necessary to more precisely determine the

sequence of events that occur in this insightful procedure.

13. Experiment 12: Procure a 125-mL Erlenmeyer flask and a solid [#5] stopper

to fit it. Invert the un-stoppered flask and lower it down onto the candle until

the opening is just above the tip of the flame. Keep it there for 30 seconds or

more, stopper it and set it right-side up. Pour a few milliliters of fresh

limewater solution into the flask and then quickly re-stopper it. Shake the

limewater in the flask and note any changes.

14. Conclusions:

a. What is your claim about this question?

b. What is the evidence for your claim about this question?

c. What is the reasoning you used to move from the data to your claim?

D. Science Writing Heuristic Template

Name: ___________________________________

What questions do I have? Tests…..What did I do?

Observations: What did I find? My Claim is: My Evidence is:

What do others say:

Internal Sources External Sources

Reflection: How have my ideas changed?

E. Arguing from Evidence Progression Adapted from Framework for K-12 Science Education, Practice 7: Engaging in Argumentation from Evidence, pages 71-74. NGSS Appendix F, pages 13-14, 29-30.

Grade Level

Proficiency by Grade Level For

Construct an argument supported by scientific evidence Kindergarten

Collaboratively constructs a simple argument using opinions and/or observations.

1st Grade

Collaboratively constructs a simple argument with evidence to support a claim. Collaboratively distinguishes between opinions and evidence in one’s own explanations.

2nd Grade

Independently constructs a simple argument with evidence to support a claim. Independently distinguishes between opinions and evidence in one’s own explanations.

3rd Grade

Collaboratively constructs a scientific argument with limited but relevant evidence. With support, refines arguments based on an evaluation of evidence or teacher critique.

4th Grade

Independently constructs and/or supports a scientific argument with limited but relevant evidence, data, and/or a model. With support, refines arguments based on an evaluation of evidence or peer and/or teacher critique.

5th Grade

Independently constructs and/or supports a scientific argument with relevant evidence, data, and/or a model. Independently refines arguments based on an evaluation of evidence or peer critique.

6th Grade

Construct, use and/or present a written or oral scientific argument supported by limited amounts of empirical evidence. Ask and respond to questions about the argument that provide limited nonscientific elaboration. Provide and receive critiques about explanations, procedures, models and questions with limited non-

scientific evidence.

7th Grade

Construct, use and/or present a written or oral scientific argument supported by sufficient empirical evidence and limited scientific reasoning. Ask and respond to questions regarding the argument that provide limited scientific elaboration. Cite a minimal amount of relevant evidence to respectfully provide and receive critiques about

explanations, procedures, models and questions.

8th Grade

Construct, use and/or present a written and oral scientific argument supported by multiple sources of empirical evidence and scientific reasoning. Ask and respond to questions regarding the argument that provide sufficient scientific elaboration and support. Cite sources of relevant empirical evidence to respectfully provide and receive critiques about explanations, procedures, models and questions.

1st High School

Using data and evidence, construct and respectfully compare and critique competing arguments or design solutions.

Science Course

Integrate currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and at least one relevant factor (e.g. economic, societal, environmental, ethical considerations).

2nd High School

Science Course

Using data and evidence construct and respectfully compare and critique diverse, competing arguments or design solutions. Integrate currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and two relevant factors (e.g. economic, societal, environmental, ethical considerations).

3rd High School

Science Course

Using data and evidence construct and respectfully compare and critique diverse, competing arguments or design solutions. Integrate currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and all relevant factors (e.g. economic, societal, environmental, ethical considerations).

F. Grade-level Rubrics

Grade Level: 7th Grade

Criteria Not Yet

Approaches Expectations

Meets Expectations Exceeds Expectations

1 1.5 2 2.5 3 3.5 4

Construct an argument

supported by scientific evidence

Construct, use and/or present a written or oral scientific argument supported by limited amounts of empirical evidence. Ask and respond to questions about the argument that provide limited nonscientific elaboration. Provide and receive critiques about explanations, procedures, models and questions with limited non-scientific evidence.

Construct, use and/or present a written or oral scientific argument supported by sufficient empirical evidence. Ask and respond to questions about the argument provide limited nonscientific elaboration and detail. Provide and receive critiques about explanations, procedures, models and questions with sufficient non-scientific evidence.

Construct, use and/or present a written or oral scientific argument supported by sufficient empirical evidence and limited scientific reasoning. Ask and respond to questions regarding the argument that provide limited scientific elaboration. Cite a minimal amount of relevant evidence to respectfully provide and receive critiques about explanations, procedures, models and questions.

Construct, use and/or present a written or oral scientific argument supported by sufficient empirical evidence and scientific reasoning. Ask and respond to questions regarding the argument that provide sufficient scientific elaboration. Cite a sufficient

amount of relevant

evidence to

respectfully provide

and receive critiques

about explanations,

procedures, models

and questions.

Grade Level: 8th Grade

Criteria

Not Yet

Approaches Expectations

Meets Expectations Exceeds Expectations

1 1.5 2 2.5 3 3.5 4

Construct an

argument supported

by scientific evidence

Construct, use and/or present a written or oral scientific argument supported by sufficient empirical evidence and limited scientific reasoning. Ask and respond to questions regarding the argument that provide limited scientific elaboration. Cite a minimal amount of relevant evidence to respectfully provide and receive critiques about explanations, procedures, models and questions.

Construct, use and/or present a written or oral scientific argument supported by sufficient empirical evidence and scientific reasoning. Ask and respond to questions regarding the argument that provide sufficient scientific elaboration. Cite a sufficient amount of relevant evidence to respectfully provide and receive critiques about explanations, procedures, models and questions.

Construct, use and/or present a written and oral scientific argument supported by multiple sources of empirical evidence and scientific reasoning. Ask and respond to questions regarding the argument that provide sufficient scientific elaboration and support. Cite sources of relevant empirical evidence to respectfully provide and receive critiques about explanations, procedures, models and questions.

Construct, use and/or present a written and oral scientific argument or counter argument supported by multiple sources of empirical evidence and scientific reasoning. Ask and respond to questions regarding the argument that provides abundant scientific elaboration and support. Cite sources of relevant empirical evidence to respectfully provide and receive critiques about explanations, procedures, models and questions. Determines additional information required to resolve contradictions.

Grade Level: 1st HS Course

Criteria Not Yet

Approaches Expectations

Meets Expectations Exceeds Expectations

1 1.5 2 2.5 3 3.5 4

Construct an

argument supported

by scientific evidence

Construct, use and/or present a written and oral scientific argument supported by multiple sources of empirical evidence and scientific reasoning. Ask and respond to questions regarding the argument that provide sufficient scientific elaboration and support. Cite sources of relevant empirical evidence to respectfully provide and receive critiques about explanations, procedures, models and questions.

Construct, use and/or present a written and oral scientific argument or counter argument supported by multiple sources of empirical evidence and scientific reasoning. Ask and respond to questions regarding the argument that provides abundant scientific elaboration and support. Cite sources of relevant empirical evidence to respectfully provide and receive critiques about explanations, procedures, models and questions. Determines additional information required to resolve contradictions.

Using data and evidence, construct and respectfully compare and critique competing arguments or design solutions. Integrate currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and at least one relevant factor (e.g. economic, societal, environmental, ethical considerations).

Using data and evidence, construct and respectfully compare and critique competing arguments or design solutions. Integrate currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and one relevant factors (e.g. economic, societal, environmental, ethical considerations) in depth.

G. Some web links

1. http://visual.ly/worlds-ten-best-inventions-all-times

2. http://www.greatachievements.org/default.aspx

3. http://www.bartleby.com/30/7.html The Chemical History of a Candle

4. https://www.teachingchannel.org/videos/support-claims-with-evidence-getty

5. http://laboutloud.com/2015/04/episode-127-claim-evidence-reasoning/

6. http://www.katherinelmcneill.com/teaching-resources.html Kate McNeil’s

web site (author of two books on constructing explanations and arguing from

evidence)

IV. The Closure – Conversations with Your University Partner

A. Can you formulate a timeline?

B. What research questions is s/he exploring?

C. How are explanations constructed in her/his lab?

D. How are ideas critiqued and improved?

V.