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CCCR SEP 6 Presentation
- 1. iZone Science InstructionalSupport 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 InstructionalSupport 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 InstructionalSupport Team How do you currently engage students in constructing explanations in your classroom?
- 4. iZone Science InstructionalSupport 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 InstructionalSupport 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.
- 6. iZone Science InstructionalSupport Team
- 7. iZone Science InstructionalSupport 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 InstructionalSupport 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 InstructionalSupport 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.
- 10. iZone Science InstructionalSupport Team Contribute Your Ideas To A Partner Partner A Partner B ● Contribute your ideas to a discussion with your partner by doing the following: ○ If you used words to record your ideas, read the sentences aloud, word for word. Do not add any additional explanation. ○ If you used sketches to record your ideas, explain the sketches carefully, including the labels. ● Answer any questions your partner might have. ● Watch your partner for signs of confusion. ● Take turns so that each partner has an opportunity to contribute. ● Listen quietly as your partner reads or explains his or her work. ● Ask any questions that would help you understand your partner’s work. ● Think about the feedback you could give your partner. If you are having trouble thinking of feedback, ask yourself the following questions: ○ “Was everything correct?” ○ “Was everything clear in the answer?” ○ “Would an example help?” Colorado Champions for STEM Education Leadership Academy Copyright © 2013 BSCS
- 11. iZone Science InstructionalSupport Team Consult Your Partner Partner A Partner B ● Consult your partner to get feedback on your answer. ● Listen to the feedback from your partner. ● Ask questions that would help you understand your partner’s feedback. ● Carefully consider the feedback that your partner gives. ● Take turns so that each partner has an opportunity to receive feedback. ● Offer advice to your partner to help improve his or her work. ● Answer any questions your partner might have. Colorado Champions for STEM Education Leadership Academy Copyright © 2013 BSCS
- 12. iZone Science InstructionalSupport Team Revise ● This is an individual step. ● Work quietly. ● Revise your work based on any problems you discovered on your own during the contribute and consult steps. ● Decide which advice is useful and would improve your answer. Include any ideas that your partner had that you thought were good. ● Use a different-colored pen or pencil for your revisions. ● For any feedback that did not lead to a revision, describe why you chose not to make any changes. Colorado Champions for STEM Education Leadership Academy Copyright © 2013 BSCS
- 13. iZone Science InstructionalSupport 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 InstructionalSupport 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 InstructionalSupport 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.
- 16. iZone Science InstructionalSupport Team CCCR Reflection and Debrief ■ How will this strategy help students make sense of what they are learning? ■ How will this strategy help teachers know if their students are making sense of what they are learning? Colorado Champions for STEM Education Leadership Academy Copyright © 2013 BSCS
- 17. iZone Science InstructionalSupport Team Student Work Samples of CCCR Question: Explain why sunlight is essential for the survival and growth of a plant.
- 18. iZone Science InstructionalSupport Team Student Work Samples of CCCR Question: Explain why sunlight is essential for the survival and growth of a plant.
- 19. iZone Science InstructionalSupport Team SEP 6 Reflection and Debrief Science and Engineering Practice Description and Variations in the Classroom Colorado Champions for STEM Education Leadership Academy Copyright © 2013 BSCS
- 20. iZone Science InstructionalSupport 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 InstructionalSupport 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 InstructionalSupport 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
- 23. iZone Science InstructionalSupport Team Thanks for your participation!
Editor's Notes
- #3 1 minute
- #4 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.)
- #5 1 minute
- #8 10 minutes Note: Insert the height drop for the balls when dropped. Use the meter sticks instead of the rulers. (5-6 sticks)
- #9 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?”
- #10 5 minutes of private think time to respond to the Consider Question.
- #11 1 minute rounds for each partner to contribute. Total Est. Time: 2 minute
- #12 2-3 minutes for each partner to consult. Total Est Time: 6 minutes
- #13 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.
- #15 Share article related to the phenomena and aligns to the standard.
- #17 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.”
- #20 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.