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Review Wednesday’s Topics

What we heard from you:

Requesting information
Choosing which graph
Help helping our students make graphs

Any lingering questions about yesterday’s topics?

Check-in preparations for showcase

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“Communicating Your Initial Results”

Mini-proposals
Process of Using Evidence to Form Explanations
Investigation Share-out (3 mins per group)
Sci-I Project 2016 Logistic, Evaluation, & Implementation

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Book Resources & Data Visualization

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Sci-I Student Investigations

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Level of inquiry	Problems	Procedures	Conclusions
0	Given	Given	Given
1	Given	Given	Open
2	Given	Open	Open
3	Open	Open	Open

Aiming for level of inquiry 1 - 3

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	Traditional, structured, laboratory activities	Inquiry-based science investigations
Basis of learning	Behaviorist	Constructivist
Curricular goals	Product-oriented	Process-oriented
Role of students	Following directions	Problem solver / arguer
Student participation	Passive / receptive	Active
Student ownership of project	Lower	Higher
Student involvement	Lower responsibility	Higher responsibility
Role of teacher	Director / transmitter	Guide / facilitators
Time required	Lower	Higher

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Open-ended investigations

Problem is ill-defined
Allows students to experience uncertainties and ambiguities when drawing conclusions
Starts at current knowledge state of students
Requires students to talk to each other about their project work both during and after
Offers opportunity for students to draw on expertise of others or suitable resource

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Benefits & Challenges

Overcoming challenges to using data...
Peer review
Sketch potential graphs
Teacher flexibility
Show models
Critique - use doc camera
Build time in for these strategies & multiple opportunities to look at data

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Benefits & Challenges

Good science depends upon evidence
Analyzing data provides evidence
Shows the evidence that supports science
Students need to find relationships, connection between variables
Students are able to communicate their understanding of the data
Models can help to understand the data and/or relationships
Citizens need to understand the data and/or relationships
Citizens need to understand evidence → Data Literacy
Units are important as so many units exist
Recognizing pseudo data vs. real data is important

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Argumentation with Evidence

Constructing Explanations

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Student Mini-Proposal Activity

9:15-9:45am Sci-I Mini-proposal Logistics & Activity (Pat, Carolyn) -

Facilitate teachers in activity and discussion about how to help their students develop successful mini-proposals by reviewing samples of actual student mini-proposals to draft feedback forms. Then teachers compare against scientist feedback forms to understand kinds of feedback we provide.

Notes - Printouts of student samples and extra feedback forms. ** Use a range of student examples (not exemplars) from 6-9th grade

etter the process of science and be successful in the tasks you are asking them to do.

Narrowing a question about a topic area down to a question that can actually be investigated and answered using data is a huge accomplishment and challenge (for scientists too). Questions that are investigated by scientists are called testable.

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Student Mini-proposals

As a group review and discuss student mini-proposal
Talk through feedback form
Think about what to front load with students

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Conversations with Polar Scientists: Making Conclusions

9:45-10:30 Explanations and evidence conversation Panel (Kristin) -

Scientists will talk about how they develop their explanations from the data to make conclusions. Especially helpful to talk about failures, helpful to talk about how to tell a story not interpret/analyze.

The process of piecing it all together can often be a challenging part for our students when they are engaging in the process of science, so I’ve asked Nicole, Filipa, and Josh to each talk bit about their process of developing explanations from the data to make their conclusions.

Can you explain a bit about your process of synthesizing your data to draw conclusions about it with regards to your question?
What types of scientific claims do you make from your observations?
How do you build upon your claims to develop the next question OR next iteration of looking at the data?
What kinds of evidence are needed to support scientific ideas?

Teachers asked questions about the scientists research, not broader topic.

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Break!

Make sure slides are uploaded and ready to go!

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Sharing our Data Visualizations

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How does the yearly average of Sea Ice near the Western Antarctic Peninsula (WAP) in the month of January from 2009-2015 affect the quantity of Euphausia spp. and Thysanoessa ssp.?

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How does the monthly average temperature change from 1989 to 2014 at Palmer Station?

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Testable Question: How does the air temperature at Palmer Station affect the Sea Ice Coverage from 1989 to 2014 on the Western Antarctic Peninsula?

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Testable Question: How does the phytoplankton population, as measured by the presence of chlorophyll, correlate with sea ice coverage, on the Western Antarctic Peninsula.

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What is the relationship between the abundance of bacteria and the concentration of chlorophyll off of the Western Antarctic Peninsula in January of 2004?

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What is the relationship between the average concentration of chlorophyll at 0-10 meters near Palmer Station across the 1992, 2002, and 2012 Summer Seasons?

Figure 1. The graph shows the chlorophyll concentration of phytoplankton at a depth of 0-10m near Palmer Station, Antarctica from January - March in 1992, 2002, and 2012.

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What is the relationship between the total number of Adelie Chicks on the five western Antarctic islands ( Humble, Litchfield, Torgersen, Christine and Cormorant)in January and the average annual sea ice coverage from 1993 to 2013?

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Discussion: Presenting

Initial impressions about presenting your own data visualization?

Why do we have our students present their research?

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Lunch

Be back at 12:45

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Turn and Talk about models…

•What is a scientific model?

•Can you think of a few examples of scientific models you have heard of or that you think you use in your everyday life?

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https://vimeo.com/214279246

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Video debrief

What surprised you about this video?
What did you notice or find interesting?
Why are models such an important part of doing science?

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Can this actually work?

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Sci-I Expectations & Logistics (on going)

Active communication with the Sci-I Project team
Completion of evaluation instruments (more to come :))
Incorporate the work from the June Educator Workshop into your classes

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Sci-I Expectations & Logistics (early)

Assist students in:

Designing open-ended, polar-related investigations
Writing & submitting mini-proposals
Reviewing mini-proposal feedback
Conducting investigations
Interpreting and analyzing data
Developing and presenting science posters
Selecting representative posters at your school

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For your students…

No more than 4 students to a group
Topics must use polar data

PAL-LTER
OR any other online polar data portal

Develop testable question, design investigation, conduct it, analyze data, compile results into science poster
Submit mini-proposal to Sci-I Project team for review

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Mini-proposals

No more than 2-pages

Due dates coming next...

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Sci-I Expectations & Logistics (later)

Submit head count, bus numbers, Poster Entry Forms

Attend Student Polar Research Symposium (SPRS) with 50-60 students and 3-6 posters per school:

Dates coming soon...

You provide: transportation and lunches

We provide: scientists :-) and space to display posters

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Scientific Posters for SPRS

Tri-folds
Top three posters (at least) will be reviewed by scientists and education team, with students presenting it
Three additional posters can be brought to be set up for others to see
Investigation Rubric

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https://www.youtube.com/watch?v=t5R3weetHNU&feature=youtu.be

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Polar-ICE

How are we doing?

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Program Evaluation vs Performance Evaluation

Program evaluation is a systematic method for collecting and analyzing data to answer questions about a program, policy or practice.

Performance evaluation or appraisal seeks to answer questions about the performance of an individual in his or her job (or course, etc)

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What questions?

How have teachers’ (and students’) understandings of the process of science changed over the course of the project?
How have the confidence levels of teachers (and students) change with regard to designing, conducting, and presenting science investigations?
Do teachers (and students) have an increased awareness of what it means to be a scientist?
In what ways do teachers’ (and students’) identify as a scientist as a result of the project?

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How will we answer these questions?

Teacher pre and post workshop surveys (pre-surveys are complete)
Post project survey
Student observations (TBD)
Student pre/post surveys

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Informed Consent

Teachers sign informed consent
Teachers ask parents to sign an informed consent for participation
Students sign an assent form for participation

Something to note: these forms are required to satisfy our IRB requirements for evaluation participants
Question for teachers: do you need the form in other languages? Which languages? How many?

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Anonymity vs Confidentiality

Anonymity- no identifying information is associated with individual surveys and assessments

Confidentiality- identifying information is known only by the researcher/evaluator. Results are reported in summary.

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Pam Van Dyk, Ph.D.

Evaluation Resources, LLC

�evaluationresources@msn.com

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Ice cream sundaes

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Action Plan for Sci-I Implementation

Action Plan: chance for you to draft a set of goals and/or a timeline for bringing your students into the Sci-I project.

1:45-2:30pm Pulling it all together - Action Planning & Discussion (Carolyn, Pat) -

Build Action Plans with key dates. Pick 3 strategies and determine when/where integrate into teaching. Revisit Wednesday’s Action Plan. Teachers participate in a discussion about how to pull it all together, how to bring the students into the Sci-I Project, and how to bring pieces of the Sci-I Project into their classroom outside of Sci-I components throughout the year.

Have teachers work in school teams to come up with action/implementation plans together and then share with another school.

BLANK PAPER OR EXTRA SCI-I NOTE PAPER FOR THEM TO DRAFT THEIR PLAN?

Teachers participate in a discussion about how to pull it all together, how to bring the students into the Sci-I Project, and how to bring pieces of the Sci-I Project into their classroom outside of Sci-I components throughout the year.

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Dates!

Important Dates During the Year	Missouri	New Jersey	Ohio	Other
Submit mini-proposals to Sci-I Project Team for review, feedback, and approval	Dec 21		Jan 4	Working with Sci-I
Receive mini-proposals with feedback from Sci-I Project Team	Jan 18		Jan 25
Email Kristin with: Rough head count (students, teachers, and other chaperones) Estimate of number of cars and buses attending Total number of posters bringing SPRS	Feb 8		Feb 15
Complete SPRS Information Google Form with titles and student names for each poster brining to SPRS	Feb 26		March 5
Student Polar Research Symposium event (9:45am-1:15pm)	March 1		March 8

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Action Plan Suggestions (make it your own)

1) What three strategies discussed over this workshop are you most excited to use with your students?

2) Timeline: Working backwards from Student Research Symposium and Mini-Proposal deadlines, create a timeline for conducting your science investigation.

– Consider introducing polar topics, developing questions, engaging with data, processing data, creating data visualizations.

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Sci-I Next Steps After the Workshop

Utilize Google folder/document to share ideas, approaches, activities to:

Integrate authentic process of science into the classroom
Translate the start-to-end process of an open-ended investigation for students (components of which they went through at the workshop)
Help kids be successful at finding and using online data
Incorporate scientist’s personal stories/pathways and perspectives on the process of science into the classroom
Integrate these NGSS Science & Engineering Practices into classroom throughout year
Adding reflection and application time into each step of teaching

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Thank you !