Presenters:

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Leslie Silbernagel; SECO Executive Director

Holly Lavender; SECO President

Lisa Borgerding, Ph.D.; Kent State University

Lydia Hunter, Ohio Department of Education and Workforce

Lyndsey Manzo; Westerville City Schools

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Getting students

(and teachers) to do real science!

Phenomena in 3D: Using Phenomena to Support Student Discourse

Virtual Series

• Asking questions
• Defining problems
• Modeling
• Planning & Conducting investigations
• Using data
• Mathematical thinking
• Explanations & argumentation

Rachael Lancor and Sarah Adumat

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Using Phenomena to Support Student Discourse

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Example of a Simple Phenomenon…

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Question Formulation Technique

https://rightquestion.org/what-is-the-qft/

Classroom example from a participating teacher

Ambitious Science Teaching (grant project)

An example of Modeling in a Secondary Classroom

AST - Modeling

AST - Modeling

What’s Next?

• AST “2”
• “Bookless” networking and support group for current AST cohort
• In-person options

Ambitious Science Teaching in Preservice Science Teacher Education

LISA BORGERDING, PH.D.

PROFESSOR OF SCIENCE EDUCATION

This Presentation

• Overview of AST in KSU Science Teacher Preparation
• 2 Model AST Lessons
• Examples of Preservice Teachers’ Work
• Challenges & Future Directions

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Overview of AST & KSU ADED Program

Ambitious Science Teaching & Preservice Science Teacher Education

AST Emphases

• Using real-world phenomena as anchoring events for instruction
• Eliciting, building on, and responding to students’ ideas
• Allowing students build and refine conceptual models based on evidence gathered through investigations and research
• Prompting students to develop, communicate, and critique evidence-based explanations for phenomena

NSTA Preservice Science Teacher (Secondary) Standards

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1. Content Knowledge
2. Content Pedagogy
3. Learning Environments
4. Safety
5. Impact on Student Learning
6. Professional Knowledge & Skills

KSU ADED Program

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1. General Ed Coursework
2. Content Coursework (65-69 science hrs)
3. Professional Education Coursework (24 hrs)
4. Science Methods Coursework Field Experiences (30 + 96)
5. Student Teaching
6. Professional Engagement

KSU ADED Science Education Coursework

Science Methods 1

ST Inquiry

Science Practicum

(96-hour field experience)

Science Methods 2

Student Teaching

(13 weeks, full T schedule)

Spring (Junior)

Spring (Senior)

Fall (Senior)

AST in KSU ADED Science Ed Courses

Science Methods 1

ST Inquiry

Science Practicum

(96-hour field experience)

Science Methods 2

Student Teaching

(13 weeks, full T schedule)

Spring (Junior)

Spring (Senior)

Fall (Senior)

• Phenomenon/Discrepant Event Model Lesson
• Phenomenon/Discrepant Event Microteaching
• Anchoring Event/Phenomenon Readings
• AST Model Mini-Unit (Eliciting Ideas)
• AST Mini-Unit, Microteaching, & Reflection
• Argumentation/SSI Model Lesson
• Argumentation/SSI LP, Microteaching, & Reflection
• Portfolio Assessment 1

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• Storyline, Summary Table Readings
• AST PBL Model Unit
• Student-centered classroom discourse
• Design 2-week unit

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• Teach 2-week unit in field
• Gather and present evidence of impact on student learning
• Portfolio Assessment 2

• Gather and present evidence of impact on student learning
• More teaching tools
• Conference (SECO/NSTA) participation

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• Teach K-STEP in field (performance assessment)
• Portfolio Assessment 3

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First Model AST Lesson

WHAT ARE ANCHORING EVENTS?

• Anchoring phenomenon is a complex phenomenon for which students can develop models & explanations over a unit.
• Can be EVENTS, PROCESSES, and PHENOMENA
• Motivate students to try to figure out & explain.
• Students use evidence from multiple investigations on wide range of science concepts to make explanations.
• Students use these experiences to develop models that make their thinking visible.
• An anchoring event and its essential question drive a unit of instruction.

WHY USE ANCHORING EVENTS?

• Anchoring events drive a unit, and they make a unit of instruction coherent to the learner (not just the teacher).
• They provide a reason for students to learn more traditional content
• They are geared toward some authentic product or outcome

HOW TO USE ANCHORING EVENTS TO DRIVE INQUIRY

1. Identify the Big Ideas
1. Find big ideas from standards, curriculum materials
2. Prioritize the most important ideas to focus a unit on - the ones that have the power to EXPLAIN real-world phenomena

2. Select an Anchoring Event & Essential Question

• Select an anchoring phenomenon that’s interesting & requires the big ideas to explain.

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• Write an essential Q that require students to explain the anchoring event

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3. Sequence Learning Activities

• Select & arrange learning activities that help students learn the big ideas
• Cycles of explorations & Explanations

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Will a 14-lb bowling ball float in the Dead Sea?

• Watch 20-seconds of this video: https://www.youtube.com/watch?v=ZhL68D9BPiw

(1:35)

FIRST IDEAS

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• Goal for Your Team Today
• Create an initial model of how this bowling ball feels heavy and then light
• The model is just to get your first ideas out on paper; we don’t need to have correct answers today.
• We’ll make our models better as we learn more.
• There are MANY different ways to show your ideas.

How does the bowling ball feel heavy and then light?

Launch into Density Learning Cycle

1. Bowling Ball in Dead Sea Anchoring Event
2. First Ideas Modeling
3. Floating Candle Predict-Observe-Explain
4. Mass & Volume of Stuff Exploration
5. Density Mini-Lecture & Calculations
6. Density Cubes Application
7. Revisiting the Models
8. Make This Carrot Float Design Challenge
9. Summary Table Reflection

What’s up with my candle? DE

Predict

Observe

What do you predict will happen when I put this candle in this beaker of liquid?

What do you OBSERVE when I put this candle in this beaker of liquid?

Explain

Did your observations match your predictions?

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What science ideas help explain these observations?

What’s this got to do with a 14-lb bowling ball floating in the Dead Sea?

Chat with your table-group.

Reflect…Summary Table

Summary Table – a tool that records the main observations and findings from each activity and how it helps them understand the phenomenon

Mass and Volume of Stuff

• Get your “stuff”
• For each unit of your “stuff”, obtain the mass and volume of the “stuff”
• Record your mass & volume for each unit.

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Also record if your “stuff” FLOATS in water.

Then, plot your mass x volume data.

What’s this got to do with a 14-lb bowling ball floating in the Dead Sea?

Chat with your table-group.

Density Defined

• Density is a property of matter.
• Density is an INTENSIVE property.
• Density is defined as mass per unit volume and calculated density=mass/volume

Density Calculations Practice

1. What is the density of an object that has a mass of 680 g and a volume of 50 cm³?
2. You have a block of wood that takes up a volume of 25 cm³. The density of that wood is 0.6 g/cm³. What is the mass of your block of wood?
3. The density of diamond is 3.51 g/cm³. You have a 1 carat diamond in a ring. 1 carat = 0.200 g. What is the volume of your diamond in cm³?
4. The volume of 50 g of a substance is 20 cm³. If the density of water is 1 g/ cm³, will the substance float or sink?
5. What mass of copper (density 8.9 g/cm³) when added to a graduated cylinder containing 10.5 mL of water will result in a final volume of 13.4 mL?

Solve for D

Solve for m

Solve for V

Solve for D, compare to water

Manipulate, Solve for m

REVISIT OUR MODELS

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• Goal for Your Team Today
• Examine your original model – what should you add? Eliminate?
• Re-draw your model. Add it the Zoom pictures for what’s happening at a molecular level.

How does the bowling ball feel heavy and then light?

Density Cubes Application

• You are going to be given 3 cubes of the same material.
• Calculate the average density of your material & put it in the datasheet
• Determine if your material sinks or floats

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Based on this empirical data, what can you conclude about the density of water?  What evidence supports your conclusion?

What’s this got to do with a 14-lb bowling ball floating in the Dead Sea?

Chat with your table-group.

Make this Carrot Float Challenge

• Given what you know about the density of carrots and water, how much sugar/salt would you have to add to a beaker of 100 mL of water to make a carrot float?

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• Talk it over with a partner.
• Calculate on paper first.
• Diagram your procedure
• Try it and see.
• Make Zoom-level images of substances involved.
• Share your findings with the class.

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Things you may need to know…

• Density, mass, volume of water
• Density, mass, volume of sugar
• Density, mass, volume of a carrot stick

So, will a 14-lb bowling ball float in the Dead Sea?

• Watch rest of this video: https://www.youtube.com/watch?v=ZhL68D9BPiw

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Givens:

• A 14-lb bowling ball has a diameter of 16 cm
• The Dead Sea has a salinity of 34.2%

1. Do the calculations to make an argument about whether or not a 14-lb bowling ball will float in the Dead Sea.
2. Present your argument (3 minutes)

Reflect on this Experience

1. Bowling Ball in Dead Sea Anchoring Event
2. First Ideas Modeling
3. Floating Candle Predict-Observe-Explain
4. Mass & Volume of Stuff Exploration
5. Density Mini-Lecture & Calculations
6. Density Cubes Application
7. Revisiting the Models
8. Make This Carrot Float Design Challenge
9. Summary Table Reflection

Make an LP for this mini-unit

• Driving question
• Standards
• Objectives
• Materials
• Learning Sequence

Ambitious Science Teaching

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• Using real-world phenomena as anchoring events for instruction
• Eliciting, building on, and responding to students’ ideas
• Allowing students build and refine conceptual models based on evidence gathered through investigations and research
• Prompting students to develop, communicate, and critique evidence-based explanations for phenomena

What will I be doing for the Ambitious Science Teaching Lesson Plan?

• Select one of the real-world science examples (ANCHORING EVENTS) for your lesson.
• Find standards that describe the concept behind this phenomenon.
• Research ways to teach this real-world science (demos, investigations, videos, etc.)
• Write a 2-3 day LP using ambitious science teaching strategies to teach this concept.

Ambitious Science

Teaching

Model AST Unit in the Fall

WHO WAS RUBE GOLDBERG?

• Rube Goldberg (1883-1970) was an American engineer who loved to draw cartoons.
• He quit his job as an engineer to work for a San Francisco newspaper
• Eventually, he started to make cartoons for the newspaper.
• Goldberg became famous for the complicated, funny contraptions in his cartoons.
• These contraptions were complicated chain reactions used to accomplish a simple task.

In his drawings, he labeled each step in the chain reaction with a letter

RUBE GOLDBERG MACHINES

• Rube Goldberg Machine (RGM) - device that is made to do a simple task in a very complicated way
• Usually uses a chain reaction
• Videos:
• Rube Goldberg Video!
• PBS 34-step

OBSERVE THIS RGM

Video

WHAT DO WE NEED TO KNOW?

• What do we need to know in order to do this?
• What words do we need to understand?
• What steps would you take to do this?

Chat with your team and write down your ideas

How does energy make the Rube Goldberg Machine work?

FIRST IDEAS

• Goal for Your Team Today
• Create an initial model of how energy makes this Rube Goldberg Machine work.
• The model is just to get your first ideas out on paper; we don’t need to have correct answers today.
• We’ll make our models better as we learn more.
• There are MANY different ways to show your ideas.

How does energy make the Rube Goldberg Machine work?

• Label each step with a letter
• Label where the energy is (E)
• Use arrows to show how energy makes the parts of the Rube Goldberg Machine work

OVER THE NEXT WEEK: RGM

Your Challenge: Design a Rube Goldberg Machine that fits on a moveable tray, lifts a cat toy 10 cm from a reference point, has at least 2 energy transformations, and ends in a marble running down a 1-meter track to the floor. You can only touch your contraption once, at the beginning.

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You have to BUY your materials (starting $ is $10)

You’ll calculate the G.P.E. & K.E. of your marble & the work done on the toy

You’ll present your final RGM in class & at a school-wide event

A LEARNING SEQUENCE WITH THIS ANCHORING EVENT

Examples of PST AST Work

CHEMISTRY ANCHORING EVENT

1. Big Ideas
1. Ohio’s Learning Standards for Science

-PS.M.5: Reactions of Matter

-CP.M.3: Chemical Bonding

• NGSS - HS-PS1: Matter and its Interactions
• Exothermic & Endothermic Reactions and their bonding

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2. Anchoring Event & Essential Question

How can chemical reactions alter the temperature of their surroundings?

EVENT: Students set up an MRE (meal ready to eat). They follow package directions to set up the flameless heater. They watch water react with the heater and cook their food packet within seconds. Then, students eat!

3. Sequence Learning Activities

After the anchoring event…

1. Expose the terms exothermic/endothermic.
2. Discuss bond forming (endo) vs bond breaking reactions (exo).
3. Write out the MRE reaction equation and discuss the reactants/products.
4. Introduce stoichiometry by balancing the equation.
5. Discuss how Conservation of Energy principles are proven through the MRE reaction/equation.

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PHYSICS ANCHORING EVENTS

Big Idea

Sound Waves

Important Concepts

• Frequency & Amplitude
• Constructive Interference
• Destructive Interference

Essential Questions:

• What exactly is a wave
• How does sound demonstrate the properties of waves?

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Anchoring Event

The students will be shown a demo of two speakers facing one another. The speakers will play a consistent frequency towards one another to make a louder sound. Second reverse the audio cables of one speaker to cause the sounds to be out of phase. Students will investigate and try to make sense volume difference they are hearing. Throughout the unit, they will investigate the effects of wave phase on sound. This anchoring event challenges students to visualize sound as waves and therefore, study the ways waves interact and behave in real-life scenarios.

AST MINI-UNIT: CHEMICAL REACTIONS

Big Idea

Chemical Reactions

Important Concepts

• Reactants/Products
• Types of Reactions
• Acid/Base Reactions

Essential Question:

Why do baked goods rise?

Anchoring Event

Better & Worse Cupcakes

Cupcake Chemistry

What is happening to the batter?

Which of these would you rather have?

Modeling : What do you think happens in the cupcake through the baking process?

Objectives

1. SSBAT identify acids and bases

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1. SSBAT recognize a standard acid-base reaction

Recipe Reactions

• Work with your table to combine different ingredients and record what happens!
• Mix a small amount of the solid into the liquid listed and record your observations, then determine if you think a chemical reaction occurred.

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• Combinations:
• Water & Baking Soda
• Water & Baking Powder
• Water & Salt
• Vinegar* & Baking Soda

*Vinegar is a skin irritant, so be careful

Double Replacement Reactions

• 2 ionic compounds that exchange anions and cations
• Standard Reaction:

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• Example:

HF (aq) + NaOH (aq) → H₂O + NaF (aq)

AB + CD → AD + CB

• Common types are precipitation reactions or neutralization reactions also known as acid base reactions

Neutralization Reactions

• An acid is a chemical substance which contains hydrogen and can react with other substances to form a salt
• Examples of Acids: lemon, vinegar, tomato
• A base is a chemical substance that can neutralize an acid by reacting with hydrogen ions
• Examples of Bases: bleach, baking soda, ammonia
• The reaction between an acid and a base produces a salt and water (an ionic solution)
• The acidity or alkalinity of something can be determined by the pH

Acid + Base → Salt + Water

pH Scale

• Logarithmic scale calculated based on the concentration of H+ or hydronium ions (H₃O)

Model Revisions: update the model you drew before!

AST MINI-UNIT: KINETIC MOLECULAR THEORY & GAS LAWS

Big Idea

Kinetic molecular theory & Gas laws

Important Concepts

• Air pressure
• Kinetic molecular theory
• Gas laws

Essential Question:

Why does the can collapse?

Anchoring Event

Collapsing Can

Kinetic-Molecular Theory and Gas Laws

Unit Objectives

• TSSBAT determine the pressure, temperature, or volume using Gas Law equations.
• TSSBAT identify the standard units of pressure, temperature, volume, and concentration respectively.
• TSSBAT differentiate between the different Gas Laws discussed in the lesson.

Soda Can Lab

Predict what happened to the can/train car on your worksheets

Discussion

• What is happening to the can?
• What forces are acting on the can?
• Why did the can crush once added to the cold water?
• What happens to the water inside the can when it is heated?
• What happens to the air inside the can when the water becomes steam?
• Why does the can get crushed when it is quickly cooled?

Model Your Thinking

Kinetic-Molecular Theory

The theory that a gas consists of molecules in constant, random motion

States of Matter

Solid

Liquid

Gas

Plasma

Molecules are closely packed together in a structurally rigid shape

Nearly incompressible fluid that conforms to the shape of its container

The form of matter that is an easily compressed fluid that conforms to the shape of its container

Electrons wander freely among the nuclei of the atoms

Factors Affecting Gases

Pressure(P)

Temperature(T)

Volume(V)

Quantity(n)

The force exerted per unit area of surface

Units: Atmosphere (atm), Pascals (Pa), Millimeters of Mercury (mmHg)

The degree of intensity of heat of an object or substance

Units: Fahrenheit (F), Celsius (C), Kelvin (K)

The amount of space an object takes up

Units: Liters(L)

The amount of a substance

Units: Moles(mol)

Gas Laws

Boyle’s Law

Combined Gas Law

Charles’ Law

Ideal Gas Law

Avogadro’s Law

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Gay-Lussac’s Law

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Boyle’s Law

• Robert Boyle 1662
• The volume of a sample of gas at a given temperature varies inversely with the applied pressure
• As pressure increases, volume decreases
• As pressure decreases, volume increases
• At constant temperature

Boyle’s Law Example

A container has a pressure of 2.0 atms and volume of 6.0 L. The pressure is then increased to 4.0 atms. What is the new volume?

P₁V₁=P₂V₂

P₁= 2.0 atms

V₁= 6.0 L

P₂= 4.0 atms

V₂= ?

(2.0 atms)(6.0 L)=(4.0 atms)V₂

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(2.0 atms)(6.0 L)=V₂

(4.0 atms)

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V₂=3.0 L

Gas Laws Lab & Practice

• Work in groups with your partner to complete the GAS TASKS
• Then, complete your Kinetic Molecular Theory/Gas Worksheet

Revisit Your Model

Challenges & Future Directions

Challenges

• Ambitious Science Teaching is demanding
• So many skills to develop!
• Limited experiences with inquiry as learners
• No field experience with first AST exploration
• Occasional mismatch between field placements & AST approaches
• Limited high-quality pre-made instructional materials to adopt/critique

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• What’s the right bite-size for an AST unit or lesson?
• How many activities/explorations are sufficient?
• What’s the balance between discovery & explication?
• How to respond when students make their thinking visible in different ways?
• How to manage classrooms in high levels of student autonomy?

Future Directions

• Adjustments made based on our assessment data
• Anchoring events & phenomena
• Eliciting students’ ideas (models)
• Variety/sufficiency of learning activities
• Supporting discourse
• Evidence-based argumentation
• Use newly published research-based tools to support AST
• More opportunities to partner with districts to see AST in action

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Ambitious Science

Teaching

Teaching Teachers to Turn Students into Scientists

May 10, 2024

Lyndsey Manzo (manzol@wcsoh.org) & Heather Griffith (griffith@wcsoh.org)

Westerville City Schools

Why?

What?

Now what?

How?

So what?

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Today’s Goal:

Share a model of professional learning we are using to help K-12 teachers shift instructional practice from “learning about” to “figuring out”

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Why did we choose this topic?

• In the throes of a paradigm shift in science instruction
• Science and Engineering Practices are ubiquitous and represent what it means to be a scientist and do science “How have you been a scientist or engineer today?”
• Large body of research supporting constructivism over instructivism (5 E, EbE, ABC)
• HQSD - using formative assessment to inform instruction
• K-5 recently adopted Mystery Science, NGSS-aligned curriculum → 6-8 adoption is in the near future

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Why did we choose this topic?

Wow! From the student issued paperback science lab book with the publisher labs already built in so a monkey could supervise the lab, to now for me anyway, all custom (not necessarily unique that I alone created) but some unique to me and modified for my use, but probably not reproducible as it for anyone else. To now we do introductory investigations ahead of instruction rather than strict proof and confirmation of material. Not to mention for me, no more beeping filmstrips, no more film winding on the movie projector! Yes! But the advances of technology for teaching such as computers (yes I began on an Apple IIe with a floppy disc) and the internet capabilities to show up to date images and video clips is amazing, not to mention the presentation and organization of experimental data by students for presentation. Science has become more student exploratory centered.

Science instruction today differs from instruction 10 - 20 years ago in that . . .

What did we develop?

• Offer a hybrid, 10-week course; open to k-12 science teachers for 2 graduate semester hours (AU)
• Integrate pedagogy and content
• Frame learning around Science and Engineering Practices, instructional sequence, and formative assessment tools
• Practice what we preach → use best practices in professional learning, constantly model strategies, differentiate to meet teachers’ needs
• Ensure practical and immediate use

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Why is the sequence of components critical when designing lessons?

How do we help students shift from "learning about" to "figuring out" science?

How can you help students become scientists in the classroom every day?

How can uncovering students' misconceptions inform what and how you teach?

How did we do this?

Synchronous Learning

Behind the Scenes

Asynchronous

Learning

Getting Started with Three Dimensional Science Instructions - NKU CINSAM

Best Practices in

Professional Learning - Synchronous

Meeting 1: SEPs

• Brainstorm & Sort
• SEP Circus
• Functions (I, S, C)

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CA Academy of Science

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“figuring out,

not just learning about”

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Best Practices in

Professional Learning - Synchronous

Meeting 2: Learning About vs Figuring Out

• Moon Phases Vignettes (sorting statements)
• NGSS Dominoes
• Dissecting a Standard

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“figuring out, not just learning about”

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Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Best Practices in

Professional Learning - Synchronous

Meeting 3: Uncovering Students’ Misconceptions

• Exploring Formative Assessment Probes
• Planning implementation with partner

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“figuring out, not just learning about”

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Best Practices in

Professional Learning - Synchronous

Meeting 4: Building the Network

• During PD Day session → Bring a friend
• FA Probe (form) - Penny Challenge - FA Probe
• Course overview & panel discussion with participants

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“figuring out, not just learning about”

Best Practices in

Professional Learning - Synchronous

• Gallery Walks
• What do you notice? What do you wonder?
• Which __ are you? check in
• Pickerwheel
• Think - Share
• List-group-label → sorts
• Formative Assessment Probes
• Mentimeter for ranking & word clouds
• Activity Before Content (ABC learning)

Best Practices in

Professional Learning - Asynchronous

Readings & Videos

• Instructional Sequence Matters
• How to use the 5E Instructional Model with NGSS
• Don’t Lead with Science Vocabulary - Start with Conceptual Meaning
• MGH Formative Assessment Probes
• Promoting Learning for All Through Explore-Before-Explain
• Linking Probes to the EbE Instructional Sequence
• Science: What it is, how it works, and why it matters
• Changes in Science Education Over the Last 50 Years and the Focus on Phenomena

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Best Practices in

Professional Learning - Asynchronous

Modeling through Questions

• Over the next few weeks, which consideration (1-6) will you commit to focusing on while planning upcoming lessons? Why?
• You meet with your TBT and want to share what you’ve read, learned and done around eliciting students’ understanding. What THREE points are the most important to share with them? What TWO suggestions would you make about how your team can go about using this information? What ONE probe would like them to try in the near future?
• This article illustrates the intersection of the driving and guiding questions of this course. Describe three pieces of evidence (and provide your reasoning) to support that statement.
• How did what you just did (activity followed by reading) emulate the 5 E Learning Cycle? What aspects of the 5E model were represented here? How did this intentional instructional sequence help you understand the 5 E model?
• Compass Points:

1. E = Excited - What excites you about this idea or propositions? What’s the upside?

2. W = Worrisome - What do you find worrisome about this idea or proposition? What’s the downside?

3. N = Need to Know - What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

4. S = Stance or Suggestion for Moving Forward - What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

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Behind the Scenes - Planning

Master Planning Document

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Interactive Agenda

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Behind the Scenes - Planning

Master Planning Document

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Interactive Agenda

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• Facilitators
• One-stop-shop for joint planning
• Living document
• Quick links at the top
• Linking EVERYTHING
• Planned and logged, color-coded communication

• Participants
• One-stop-shop for syllabus
• Living document
• Quick links at the top
• Linking EVERYTHING
• Structure and color-coding

Behind the Scenes - Planning

Collaborative Integration Plan

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Behind the Scenes - Planning

Collaborative Integration Plan

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Behind the Scenes - Planning

Collaborative Integration Plan

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• Participants AND Facilitators
• One-stop-shop for reflection, articulation, collaboration, and communication
• Living document
• Quick links and bookmarks
• Linking EVERYTHING
• Structure and color-coding

• Intentional grouping - provides a springboard for application
• Facilitator discussion via comments
• Compilation of synchronous and asynchronous learning
• Scheduled but flexible
• “Graded” work

Behind the Scenes - Planning

Timeline

Jan 25

April 8

Jan 25

E: Ch. 1-3

S: Ch. 1-2

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Feb 12

E: Ch. 4-5

S: Ch. 3-4

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Mar 4

E: Ch. 14

S: Ch. 10

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E: Ch. 6-13 S: Ch. 5-9

So what did they think?

I loved the energy I received from this class. The instructors work hard to walk the walk. The hands-on activities really helped to see how important the doing process in the start of the lesson helps spark the thinking and make connections to concepts.

The course was well organized and very useful. I learned a lot that I can actually put into practice in the classroom.

I really appreciated how applicable this course was to my classroom and professional development. I felt like I always walked away with something I could use in my classroom and a better understanding of the content. I appreciated the online and in person format.

I feel this course was very reasonable. The time spent reading, taking notes, meeting, and discussing allowed me to really think about 5E and the necessity to allow students to figure it out instead of dictating it to them. This course was meaningful, beneficial, and applicable to my current teaching. Thanks!

Thank you for putting together a course that is applicable and relevant to my work in the classroom. I am interested in doing more of this kind of work

I would love to explore this more in a part 2 if it is offered!

Lyndsey and Heather walked the walk from our very first get together! Our first circus event was a great hook to get us engaged. Realizing that exploring before explain was a great flip and made a huge difference. You get students engaged right away and then they start to make connections. You can identify misconceptions early and adjust to help build a stronger understanding.

So what did they think?

I love the idea of the SEP wheel or poster.

We have the ability to guide students in one of those practices everyday and to help them realize that all of these practices are part of "doing science."

I thought this was really beneficial when a large group of the same subject/department took it together. We can continue working and building on what we know. Please do part two!!!

Thank you for this opportunity. I know I need to practice and incorporate more of these strategies into my teaching. I feel that if we get more of our science staff to "buy in" to this, it would make it easier for us to implement because we could share ideas and create lessons together.

I would really like to dig into creating units of study with my grade level content that I could use and take back to my team. I want to create valuable activities and try them out to really apply what I am learning in this course.

I love open ended exploratory investigations within the curriculum and steering them toward their own investigations of interest to bring back to class and share.

I enjoyed learning all of the new techniques used to help students actively learn science. The instructors provided us with hands-on lessons that we could implement in our classroom right away with little modifications. Also the tools were provided so that we could adjust our current curriculum to incorporate Engage before Explore.

Now what comes next?

24-25: Turning Students into

Scientists 1.0 & 2.0

TSS 2.0: Ambitious Science Teaching

Core Practices 2 & 3

• How does eliciting students’ prior knowledge inform learning progressions?
• How do we help students make their thinking visible?
• How does the sequence of learning activities support sensemaking?

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QUestions?

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Lyndsey Manzo

manzol@wcsoh.org

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Heather Griffith

griffith@wcsoh.org

DEPARTMENT PRIORITIES

• Literacy
• Workforce Development
• Accelerating Learning
• Student Wellness

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KEY ASPECTS FOR SCIENCE

• Scientific and Engineering Practices
• Investigating Phenomena
• Vertical Alignment

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SCIENCE RUBRICS

• Scientific and Engineering Practices
• Investigating Phenomena
• Vertical Alignment

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DIVERSE INSTRUCTIONAL METHODS

• STEM
• PBL
• Place/event-based learning
• Eye on integration

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CURRICULUM-BASED PROFESSIONAL LEARNING

• Specific to curriculum being used with students
• Uses “student hat”
• Ongoing and participatory

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Interdisciplinary collaboration is KEY to

Ambitious Science Teaching!

SECO Membership is FREE

For Pre-Service Teachers!

Support: SECO’s membership of more than 1,000 Science Teachers across the State of Ohio share one aim: to help one another be the best we can be.

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Experiences: Through workshops, conferences and networks at the local and state level, we provide an array of ways for teachers to connect and engage.

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Collaborations: SECO maintains alliances with a wide network of educational stakeholders at the local, state, and federal level. We serve as a liaison and advocate for issues of importance to our members.

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Outreach:We proudly extend opportunities to recognize and honor excellence in Science Learning for the benefit of students and professionals.

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http://bit.ly/JoinSECO

Science Education Council of Ohio

@ThrivewithSECO

Professional Development Opportunities

Go to the SECO Website to view www.secoonline.org

SAVE THE DATE!

2025 SECO Science Symposium

January 27-28, 2025

Nationwide Hotel and Conference Center

Lewis Center, OH

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Go to the SECO Website to view www.secoonline.org