This session will focus on students making sense of scientific phenomena with a focus on Constructing Explanations. Participants who attend this session will reflect on their current strategies and practices in implementing SEP 6 in class instruction while engaging as a learner in the CCCR strategy as a model strategy. By the end of this session, participants will walk away with knowledge of what classroom instruction looks like when students engage in the Science and Engineering Practice of Constructing Explanations and Designing Solutions.
1. iZone Science Instructional Support Team
Making Sense of Science: Engaging
Students in the Practice of Constructing
Explanations
iZone Summer Science Retreat 2018-Afternoon Session
Presenters:
Precious Hallman (4th Grade Teacher-Douglass K-8)
Chrystal Tolbert (3-8 iZone Science Advisor)
2. iZone Science Instructional Support Team
KUD
Know-The new TN Science Standards are 3-dimensional which include the Science and
Engineering Practices as one of those dimensions.
Understand- When students construct explanations as a practice, they focus on a
phenomenon and explain the how and why of that scientific phenomenon. The core of an
explanation is showing how a scientific idea can lead to, or account for what we see in a
phenomenon.
Do- Engage as learners in a sense-making strategy using the practice of constructing
explanations to account for a scientific phenomena.
3. iZone Science Instructional Support Team
How do you currently
engage students in
constructing explanations
in your classroom?
4. iZone Science Instructional Support Team
“Explanations need to bring scientific ideas to make sense of a phenomenon. The
core of explanation is showing how a scientific idea can lead to, or account for
what we see in the phenomenon.”
-Helping Students Make Sense of the World Using Next Generation Science and
Engineering Practices
5. iZone Science Instructional Support Team
8.PS2.4 Plan and conduct an investigation to provide evidence
that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
7. iZone Science Instructional Support Team
Golf Ball vs. Steel Ball -What do you notice?
1. Drop the golf ball and steel ball from the same height (top
of the meter stick) at the same time onto the floor. Record
observations.
1. Drop the golf ball and the steel ball from the same height
at the same time into the pitcher of water. Record
observations.
1. Repeat step 2 two more times. (Total of 3 trials)
What do you notice? Discuss your noticings with your group.
8. iZone Science Instructional Support Team
Golf Ball vs. Steel Ball
Phenomenon:
When a golf ball and a steel ball are
dropped at the same time in air they fall at
the same rate, but when dropped in water,
the balls fall at different rates with the
steel ball falling faster than the golf ball.
9. iZone Science Instructional Support Team
Consider
What causes differences in the rate of movement of the two balls
through water?
● Think about this question individually and write down your best ideas.
● If you are using words to record your answer, write in complete sentences.
● If you are using sketches or drawings to record your answer, make a clear sketch
that includes labels.
13. iZone Science Instructional Support Team
Share Out!
■ What was your initial response to the question
about the phenomenon?
■ Did you revise your answer? Why or why not?
14. iZone Science Instructional Support Team
8.PS2.4 Plan and conduct an investigation to provide evidence
that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
15. iZone Science Instructional Support Team
What is CCCR?
Consider-Contribute-Consult-Revise
This strategy is a way to help students make sense of what they are learning.
It can help them to improve their answers to questions or the ideas that they
are developing. It also gives each partner a chance to get feedback on their
ideas. Students then have a chance to revise their answers to make it as
complete and clear as they can. The goal is for students to have the best
answer they can, which includes all the information they know about a question
or topic.
17. iZone Science Instructional Support Team
Student Work Samples of CCCR
Question:
Explain why sunlight
is essential for the
survival and growth of
a plant.
18. iZone Science Instructional Support Team
Student Work Samples of CCCR
Question:
Explain why sunlight
is essential for the
survival and growth
of a plant.
20. iZone Science Instructional Support Team
Sense-Making through Constructing Explanations and
Designing Solutions
Turn and
Talk
Think-Pair-Share CCCR
Promotes student talk through discussion.
Provides opportunity for all students to share ideas.
Provides opportunities for students to evaluate ideas to reach the
best explanation.
Requires students to use primary or secondary scientific evidence
and models to support or refute an explanatory account of a
phenomenon
Encourages students to identify gaps or weaknesses in
explanatory accounts (their own or those of others).
21. iZone Science Instructional Support Team
Key Takeaways
▪ Explanations should address a question about an investigative
event/occurrence.
▪ Using scaffolds can help students understand the components of an
explanation.
▪ Explanations are based on evidence; therefore teachers need to provide
students with multiple opportunities to obtain evidence.
▪ Students should be encouraged to develop explanations of what they observe
when conducting their own investigations and to evaluate their own and
others’ explanations for consistency with the evidence.
22. iZone Science Instructional Support Team
Questions? Comments? Other?
Contact one of your iZone
Instructional Support Advisors:
Chrystal Tolbert
tolbertc@scsk12.org
Jessica Henderson
hendersonj1@scsk12.org
Tonya Parham
parhamtd@scsk12.org
8 minutes
Participants will share and discuss how they currently engage students in constructing explanations in their classrooms and share out in a discussion. (Either in a Chalk Talk or let each group make a bulleted list. Either way...set the responses to the side and come back to them at the end of the session.)
1 minute
10 minutes
Note: Insert the height drop for the balls when dropped. Use the meter sticks instead of the rulers. (5-6 sticks)
4 minutes
Discuss to come to a consensus observation or pattern that each group observed as they explored the steel and golf ball drop. Afterwards, transition to the next slide, by starting a “share out” asking “What specific question can we ask about this phenomenon?”
5 minutes of private think time to respond to the Consider Question.
1 minute rounds for each partner to contribute.
Total Est. Time: 2 minute
2-3 minutes for each partner to consult.
Total Est Time: 6 minutes
5 minutes
Note: You(your students) do not have to take all of the feedback your partner gives. Sometimes you may feel that your answer is better without making a revision. In those cases, simply write (have students write) a note that explains why you (they) did not take one or more pieces of advice.
Share article related to the phenomena and aligns to the standard.
5 minutes
Use these questions to facilitate a brief discussion on the CCCR strategy.
Note: Explain to participants that in SEP 6 not only explain or account for a phenomena, but also evaluate other explanations for accuracy, clarity and validity. Students use the knowledge of their peers in discussion, research and other forms of evidence to construct the BEST explanation for the phenomena they experience or observe. This is different from the traditional strategies that we are used to such as “Turn and Talk” because it moves students past just “sharing ideas” to evaluating the ideas of their partner, giving feedback and vice versa. By doing this students generate new ideas that help them further make sense of the phenomena past their initial ideas which doesn’t occur with a “Turn and Talk” or “Think-Pair-Share.”
If “ChalkTalk” strategy is done at the beginning when participants self reflect on their current strategies to engage students in SEP 6, have them look back at their responses and use the BSCS Practices Variation Tool to gage where they currently are in the scale. Are they more Teacher Directed when engaging students in their SEP 6 or is their current practice more Learner Self-Directed. Reassure the participants that this is not a right or wrong, nor a gotcha, but a reflective tool to evaluate where we are currently in order to set personal goals for ourselves as far as where we are with engaging our students in this practice and where we want/need to be by the end of this year; end of next year and so on. If you are in A, that’s fine as long as we don’t stay there. As we become more intentional with planning to engage students in these practices, we should see our students moving from the A square to at least the B square by mid-year. It’s about moving the needle to increase student engagement in these practices so that they can make sense of scientific phenomena. Lastly, have the participants discuss where they think we were today as we engaged in the CCCR strategy. Were we in A, B, C or D? The middle of two? Gather a few responses to facilitate a discussion around today’s strategy.