This document discusses the differences between explanations and arguments in science. Explanations link scientific theories to specific observations or phenomena through claims supported by evidence and reasoning. Arguments are comprised of justified claims based on deductions, inductive generalizations, or inferences about the best explanation. The document provides definitions of explanations and arguments according to the Next Generation Science Standards. It also discusses how students can support arguments by articulating a claim, providing evidence from observations or data, and explaining how the evidence supports the claim. Examples of phenomena that could be used to engage students in developing explanations and arguments are also provided.
This ppt was used as part of Dr. Darci Harland's WIP-5 grant workshop. Topics discussed this day were tips for developing a unit and lesson plan for R&D, difference between descriptive and inferential statistics, helping students interpret the data. The ADDIE model of curriculum design was described.
How to plan and conduct hypotheis based science projects for A/L school project.
The project can be presented to National Science and Engineering Fair or to Google Science fair projects
This ppt was used as part of Dr. Darci Harland's WIP-5 grant workshop. Topics discussed this day were tips for developing a unit and lesson plan for R&D, difference between descriptive and inferential statistics, helping students interpret the data. The ADDIE model of curriculum design was described.
How to plan and conduct hypotheis based science projects for A/L school project.
The project can be presented to National Science and Engineering Fair or to Google Science fair projects
Building academic language in science-based subjectsDogberry Messina
Academic language in the sciences, its features and associated thinking and how to embed academic (complex) language skills in science based subjects at Palmer's College. The hand-outs are mostly not on this presentation.
Write a one-sentence research question relevant to your work or interests.
What data would be required?
What disciplines? Types of knowledge?
What research approach would be appropriate? What specific methods?
Learn how the 2009 revision of the Minn. Science Standards strengthen and focus learning for students, explore the connections
to new environmental and engineering concepts, and presentation offers ways they can be implemented in classrooms and informal settings. New environmental initiatives at the Dept. of Education is also discussed.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Science and Engineering
Practices
1. Asking questions (for science) and defining problems
(for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing
solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
4. Explanations vs. Arguments
Science educators disagree on definitions!
We will refer to A Framework for K-12 Science
Education and Tools for Ambitious Science
Teaching for our definitions
5. Explanations
According to NGSS, explanations are:
Accounts that link scientific theory with specific
observations or phenomena
Explain observed relationship between variables
Describe the mechanisms that support cause & effect
Typically describe an event, process, or structure with seen
and unseen components
Composed of…
Multiple Claims + Data + Reasons
Thus, claims are small parts of larger explanations
May be stated as hypotheses, which are:
Plausible explanations for an observed phenomena
Predictions for what will happen
6. Arguments
According to NGSS, arguments:
Are comprised of justified claims
Are based on…
Deductions from premises
Inductive generalizations of existing patterns
Inferences about the best possible explanation
Take place…
In lab meetings and symposia (informally)
In peer review (formally)
Are needed to resolve
New theories
Proposed explanations of phenomena
Novel solutions to technological problems
Fresh interpretations of old data
Optimal experimental design
Appropriate data analysis techniques
Interpretation of data
7. Argument from Evidence as in
NGSS
Comparing and evaluating competing arguments or design solutions
Evaluating the claims, evidence, and/or reasoning behind currently
accepted explanations or solutions to determine the merits of
arguments.
Respectfully providing and/or receiving critiques on scientific
arguments
Constructing, using, and/or presenting an oral and written argument or
counter-arguments based on data and evidence
Making and defending a claim based on evidence about the natural
world or the effectiveness of a design solution that reflects scientific
knowledge and/or student-generated evidence
Evaluating competing design solutions to a real-world problem based
on scientific ideas and principles, empirical evidences, and/or logical
arguments regarding relevant factors (e.g., economic, societal,
environmental, ethical considerations)
8. Supporting Student Arguments
Students must:
1. Articulate the claim or explanation
2. Describe the data or observations and the
conditions under which they are gathered
3. Describe why that data (now evidence!)
support the explanation or claim
10. Phenomena
Ice Melting Blocks
https://www.youtube.com/watch?v=rrYAmEpt
MLQ
Is It Alive?
https://www.youtube.com/watch?v=IPDsRjyuP
jw
11.
12. Your Claim?
I believe that _______ is caused by______
I believe that ______ has a role in how
______ happens.
13. Evidence
How could you (your students) investigate this
phenomenon? Where or how can they gather
additional data?
14. Expectations
By December break create and implement
1 VTS Lesson
1 science phenomenon lesson
Communicate with mentor teachers
Allow time for them to give feedback on your pre-
lesson doc
Revise your plan
Finalize the lesson description after teaching
Respond to the Post-Lesson E-log after teaching
Editor's Notes
The 8 Science and Engineering Practices described in the Framework and NGSS may be considered within the three spheres of activity for scientists and engineers. In which spheres would you expect explanations and arguments to be used? [Figure from the Framework]
“Scientific explanations attempt to answer three questions: what we know (the ontological question), why it happens (the causal question), and how we know (the epistemic question)” [p. 631, Osborne and Patterson, 2010 citing Ogborn, 1988]. We will not be focusing on providing explanations for how we know something is what it is, for example whether a fish tank is filled with fresh water or salt water. We will focus on explanations that are built from claims about a phenomenon. This better represents how real science takes place.
What questions do you have about explanations?
We will not be focusing on arguments that are position statements about social values in science (e.g., why we should use more alternative energy sources). We will focus on claims help explain specific phenomena.
What questions do you have about arguments?
Recall I shared this slide at the institute – just a review of the ways in which argument appears in NGSS
Claim – Evidence – Reasoning!
Claim – Evidence – Reasoning!
Thanks to participant Kimberly Beedle for the Is it Alive? link!
Relevant NGSS standards:
MS-PS1-4 Matter and its Interactions
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
MS-PS3-1 Energy
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS1-4 Matter and its Interactions
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Respond via chat!
Think back to what counts as argument from evidence according to NGSS. Also refer to Claims-and-Evidence PDF (ambitiousscienceteaching.org/wp-content/uploads/2014/.../Claims-and-Evidence.pdf) from Ambitious Science for strategies to generate data for evidence. A tool to help students create an argument was shared at the institute in June and is available here: http://ambitiousscienceteaching.org/wp-content/uploads/2014/06/Claim-evidence-TANKER-chart-NEW1.pdf.
Once students have refined their claim and gathered evidence, they will be ready to use reasoning to support their claim (i.e., make an argument with evidence-based reasoning.)
Respond via chat!
By science phenomenon lesson, I mean a lesson that involves an anchoring phenomenon and requires students to use the claim-evidence-reasoning approach to build explanations.
Also, Marilyn sent a list of readings that further explore explanations and arguments. Review these prior to our September meeting.
Your VTS lesson and your science phenomenon lesson could be interwoven in the same unit.
Questions?
