Web & Social Media Analytics Previous Year Question Paper.pdf
Engaging Students in Mathematics and Computational Thinking in the Classroom
1. iZone Science Instructional Support Team
Engaging Students in Mathematics and
Computational Thinking in the Classroom
Presented by:
Patrece Morrow-7th Science Lab Teacher Sherwood Middle
James Johnson-6th Grade Science Teacher Chickasaw Middle
2. iZone Science Instructional Support Team
KUD
Know: The new TN Science Standards are three dimensional and require a shift
toward three dimensional instruction, including the engagement of students in the
Science and Engineering Practices.
Understand: The use of predictive graphing as a sensemaking strategy can act as a
scaffold for engaging students in SEP 5: Using Mathematics and Computational
Thinking.
Do: Engage as learners to utilize the Predictive Graphing strategy and reflect on how
its use enables students to display the indicators of SEP 5: Using Mathematics and
Computational Thinking.
3. Participants will explore how to
integrate instruction with tasks
that engage students in grade
appropriate indicators of using
mathematics and computational
thinking.
4. The last time you went to the doctor
for a sinus infection, the doctor
prescribed antibiotics and you felt
much better later that week. Now
you have another infection and are
taking the same antibiotics, but you
aren’t feeling any better…
What might explain why the
antibiotics aren’t working this
time?
Biological Change: Unity and
Diversity
5. ● Two variations of the same
genes, Variant X and Variant Y
● Both have been exposed to an
antibiotic called streptomycin
● Use the frequency chart on your
table to create a scatter plot
illustrating the change in
frequency of each strand over
time (26 generations)
Consider this...
6. ● Discuss whether the data can be described by any
function features (linear/nonlinear,
increasing/decreasing, etc.)
● Describe any proportional relationships/trends, if
any, within the data.
● Discuss the probability that one of the variants
may have a resistance to the antibiotic
streptomycin.
Tape your
scatterplot to
your group’s
chart paper
and complete
the posted
items.
7. Consider what would happen if streptomycin
is no longer used and a new antibiotic
(tetracycline) is introduced to the
environment.
Tetracycline kills bacteria with Variant X,
but Varient Y is not affected.
What would happen if the environment changes?
8. How does natural selection
result in a change in
frequency of various traits
within populations?
9. ● Sketch on your scatter plot and continue your original
frequency data for another 50 generations under the
new conditions. Include a caption that summarizes.
● Use the text to explain why you would expect the
populations of each variant to change in the way
represented by your scatterplot.
Tetracycline kills bacteria with Variant X, but Variant Y is not
affected.
How does the introduction of tetracycline to the environment impact the
bacterial population?
Think back to our initial question about your sinus infection. Why might the
antibiotics that worked last time not work again? Use evidence from your data
and text to support your answer.
10.
11.
12. If students can create predictive
graphs, what does that tell you as the
teacher about their understanding?
13. Standard Review
5.LS4.2 Use evidence to construct
an explanation for how variations
in characteristics among
individuals within the same
species may provide advantages to
these individuals in their survival
and reproduction.
8.LS4.4 Develop a scientific
explanation of how natural
selection plays a role in
determining the survival of a
species in a changing
environment.
14. iZone Science Instructional Support Team
Instructional strategies for Mathematics & Computational Thinking:
Predictive Graphing
● Strategy to help students to begin to think
quantitatively
● Representing their predictions in graphs
● Identify relationships between independent and
dependent variables.
● Before students collect and graph their actual
data
● Students are to predict what their data would
look like or expect to be
● Sketch a graph of their prediction
● Later compare with graph of actual data
http://www.nsta.org/publications/news/story.aspx?id=53247
15. iZone Science Instructional Support Team
Instructional strategies for Mathematics & Computational Thinking:
Predictive Graphing
Teaching Students to Graph Prediction
● First time work through it together as a class or
you will hear “How can I sketch a graph, if I
don’t have any data?”
● Students select their independent and dependent
variables
● Students are to write their predictions
● Students try to represent their predictions
graphically
● Teacher can draw graphs for students to select
from if needed
● Lastly, student explain their predictive graph
http://www.nsta.org/publications/news/story.aspx?id=53247
16. iZone Science Instructional Support Team
Instructional strategies for Mathematics & Computational Thinking:
Predictive Graphing
http://www.nsta.org/publications/news/story.aspx?id=53247
17. Key Takeaways
The focus SEPs of today’s session are:
SEP 5: Using Mathematics and
Computational Thinking
Review the SEP progressions for 3-5
and 6-8 with your group. Which
indicator(s) of the SEP did you
engage in throughout today’s
session?
18. Key Takeaways
● Students should engage in the practice
of using mathematics and computational
thinking in order to represent physical
variables and their relationships.
● Teachers can provide scaffolded
support for students to engage in the
science and engineering practices by
using various strategies and
frameworks.
● By utilizing resources such as the SEP
progression, teachers can ensure that
tasks are truly engaging students in the
science and engineering practice.
Read the KUD: focusing on SEP 5
Know: Read exactly
Understand: Read exactly
Do: Read exactly
2 min
1 min
We will Engage as learners, we are focusing on DCI or our Disciplinary Core Idea: Biological Change: Unity and Diversity. Remember engage as learners (smile)
Read the scenario. Have participants jot down their answer on a post-it note and ask for a couple of volunteers to share out. “Great ideas! So what we do today should really help us collect some evidence we can use to answer that question.” I want you to consider this…. (next slide)
3 min
Consider this...two variations of the same genes, Variant X and Variant Y, have been exposed to an antibiotic called streptomycin. On your table is a frequency chart, showing the frequency of Variant X and Variant Y in a population, throughout 26 generations. Both strands of the bacteria have been exposed to streptomycin. Using the information in the frequency chart, create a scatter plot to illustrate the change in frequency of each strand of bacteria over time. For sake of time, we will plot every 5 generation for Variant X and Variant Y.
10 min (plotting)
Read the slide bullet points exactly, when you finish reading slide. (Ask for someone to tell what the bold word “resistance” means before all participants discuss), Before we discuss, Can someone tell me, what does the word resistance means? (After response, state last of directions)
After discussion, tape your scatterplot to your group’s chart paper
5-6 min (discuss, describe, and post)
Tetracycline kills bacteria with Variant X, but Variant Y is not affected. Discuss with partner what you think would happen when the new antibiotic is introduced.
(3 min) discuss with a partner
No Sharing out
Introduce text and have participants/students read through with the purpose of finding information to answer the question…
Highlighters- highlight any info that would help to answer the question
10 min.
Explanation can go on chart paper
* The scatterplot can be drawn on graph paper and taped to chart paper.* Allow participants to share out before showing answer
10 min
10 min.
Graph of the frequency chart of streptomycin. Compare their graph
1 min
This is the predictive graph for the next 50 years with tetracycline. If students are able to do this predictive graph, what information does this tell you as teachers? This leads us into this strategy of “click next slide”
1 min
Jessica
3 min.
Read each statement of the strategy
●This strategy help students to begin to think quantitatively because most students usually use more qualitative data than quantitative data in class.
●Representing their predictions in graphs by identifying the relationship between independent and dependent variables.
●BEFORE students collect and graph their actual data – So the students are predicting “what their data would look like” or expect to be”-
●Which is similar to when we ask them to hypothesize about a phenomena
●Students will sketch a graph of their prediction and later compare with graph of actual data
●So, how do I get my students to do those things
2-3 min
What to do to help students to start using predictive graphing.
As with any strategy, work through it together as a class, if not you will hear “how can I create a graph without data “
Read bullet points as is, but slow enough so teachers will nod and understand the steps.
Students select their independent and dependent variables (which maybe difficult for some or many students)
If you Think back to the activity today, what was our Independent Variable? (answer - antibiotics used )
Students are to write their predictions and try to represent their predictions graphically. (I like the writing of predictions because everyone can participate, if they can
If this is extremely challenging starting off, you as the teacher can draw variations of the graph for students to select from if needed
Lastly, students explain their predictive graph. (Allowing them to write their explanation will help with their lab report.
2-3 min
Predictive vs actual graph, which is another example which is similar to your activity done today. This allow students to review their predictions, with actual data. Which is a good strategy to help debrief an investigation. What academic concepts could this predictive graphing strategy be used for?
1min
Have teachers look at their grade-specific progression. Ask teachers “Which indicator of SEP 5 did you engage in today as you did the predictive graphing activity?”. Have one elementary and one middle school teacher share out. Summarize by stating, “This shows that when students are engaged in the predictive graphing strategy they are actually engaged in one or more of the indicators of SEP 5!”. Also, when you see analyze and interpret data, you might can use that data with mathematical and computational thinking.
2-3 min.
