“Modeling allows students to see new science ideas, to ......your initial ideas. Your sketch...

Do You See What I See? Making Student Thinking Visible

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“Modelingallowsstudentstoseenewscienceideas,toreasonabouthowtheyarerelated,toarguefrom

evidenceandtomonitortheirownthinkingalongtheway”

Session Outcomes � To engage in the NGSS Science and

Engineering Practice of modeling

� Identify the features of an NGSS model

� Create a variety of different models

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Rules of Engagement

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•  Equal air time •  Sticking together – no side conversations no side work •  Inviting others into the conversation •  No one teaches, everyone facilitates •  Leaning in - Working in the center of the table •  No one knows everything, everyone knows

something •  Don’t steal aha’s

Who Are We?

Jim Clark Samantha Johnson

San Lorenzo Unified School District

San Lorenzo, CA

Next Gen Science Innovations

@Sci_Innovations

Models… • Are a simplified representation of a system or phenomena that makes its central features explicit and visible. It often includes labels and arrows.

• Can be used to generate predictions and explanations for natural phenomena. • They should be made public.

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Familiar?

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Scientific Modeling and the NGSS

•  Modeling begins in the earliest grades.

•  24% of the

middle school PE’s have modeling as the key practice.

•  21% of the high

school PE’s have modeling as the key practice. 7

Performance Expectations Associated with SEP2: Developing and Using Models

Source: ngss.sdcoe.net J

So, lets jump in… HS­ESS1­5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

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So, lets jump in… HS­ESS1­5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

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Thinking about How Land Can Move

1. Watch the animations. Focus on Africa and South America

2.  Think for a minute about how and why that might happen

3. Make a sketch (diagrams and words) that captures your initial ideas. Your sketch should include WHY such movement might occur

4.  Share your sketch with a partner. 10

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Source: Tanya Atwater 11

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Source: Tanya Atwater

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Thinking about How Land Can Move

1. Watch the animations. Focus on Africa and South America

2.  Think for a minute about how and why that might happen

3. Make a sketch (diagrams and words) that captures your initial ideas. Your sketch should include WHY such movement might occur

4.  Share your sketch with a partner. 13

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Models Should Reveal Three Things:

From the NGSS evidence statements: 1. Components of the model 2. Relationships 3. Connections

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Components of a model a.  Students define and clearly label

all of the essential variables or factors (components) within the system being modeled.

b.  When appropriate, students

describe the boundaries and limitations of the model.

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Relationships in a model Students describe the relationships among the components of the model.

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Connections in a model

Students connect the model to phenomena, and then then use their model to describe or predict something new.

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Next Steps

1. Phenomena: Tanya Attwater animations 2. Initial model: how can you currently describe the movement of plates? 3. Lab or activity: The Sweet Taste of Tectonics 4. Additional information from direct instruction or animations 5. Revision of initial model using a different color!!

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✔ ✔

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Source: Tanya Atwater

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Source: Tanya Atwater 20

Revise your initial model � Use a different color than your original

model, in order to make the changes in your thinking visible.

� When you’re done revising, share with your partner.

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Grab bag modeling

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“The paperclip represents the Joules, and how much each trophic level has.”

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Now you try… �  Lay the contents of one of your grab bags on your

fake white boards.

� Model plate tectonics using your grab bags. Be sure to use the paper to add arrows and captions to make your models as unambiguous as possible.

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Peer Feedback

�  Constructive Feedback

� Modify your model based on any feedback you received.

� Write a short paragraph that describes what is happening in your model. Be sure to include why the earth had changed.

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Planning Tool for Developing

and Using Models Step 1: Find approprite phenomea to engage students with the content. (Engage) Step 2: Determine the Observable Features from a Performance Expectation (Evaluate) Step 3: Identify Possible Student Final Product (Evaluate) Step 4: Identify Possible Student Initial and Revised Models (Explore, Explain, Elaborate) 27 J

Where to use models in an instructional sequence…

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Return to Outcomes � To engage in the NGSS Science and

Engineering Practice of modeling

� Identify the features of an NGSS model

� Create a variety of different models

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Thank you for participating!

www.nextgenscienceinnovations.wordpress.com

Jim Clark: ngsiteam1@gmail.com

Samantha Johnson: smjohnson@slzusd.org

@Sci_innovations

Next Sessions

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NGSS in Yosemite

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