claims, evidence & reasoning
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Claims, Evidence & Reasoning. March 7, 2013. Welcome. School Courses taught Interest in this topic A time when you defended a claim with evidence and reasoning. Goals. Consider the range of scientific explanations Examine the MacNeill-Krajcik framework - PowerPoint PPT PresentationTRANSCRIPT
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Claims, Evidence & Reasoning
March 7, 2013
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School Courses taught Interest in this topic A time when you
defended a claim with evidence and reasoning
Welcome
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Consider the range of scientific explanations Examine the MacNeill-Krajcik framework Determine how to use the framework Support each other’s implementation
(Follow-up sessions)
Goals
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Why do we want students to write scientific explanations?
What makes a good scientific explanation?
What is the difference between a scientific explanation and an MSP conclusion?
Which learning experiences lend themselves to scientific explanation?
How do I support student construction of scientific explanations?
Agenda
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Record your initial thoughts to this question.
Review and sort the “purpose cards” and create a header for each set.
Why do we want students to write scientific explanations?
Make meaning of data
collected by scientists in
the field
Understand the nature of science
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What surprised you about the purpose cards?
What did you know but now see in a different light?
What questions do you have?
Reflect & Review
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Form groups of three◦ Recorder◦ Reporter◦ Time keeper
Report out◦ Surprises◦ Questions
Revise
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What makes a good scientific explanation?
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What makes a good scientific explanation? Create a list of elements
http://youtu.be/JO0ZF85yUjs
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Can plants think?An explanation from Alan Sagehttp://video.pbs.org/video/1881274276/
What makes a good scientific explanation?
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Another perspective – Student Explanation
Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.
What makes a good scientific explanation?
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Revisit your initial thoughts on qualities of a student scientific explanation
Consider the perspectives◦ My Dad is an Alien◦ Alan Sage◦ Student writing sample
How do we support student science explanations?
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Consider these three questions and record your thoughts on the open outline:1. What surprised you?
2. What did you already know that you now see differently
3. What do you still want to understand?
Add to or revise your initial thoughts about good student explanations
How do we support student science explanations?
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Revise initial list and respond to questions:
From groups of three, appoint a reporter
Share out
What makes a good scientific explanation?
1. What surprised you?
2. What did you know that you now see differently?
3. What questions do you have?
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How do we support student science explanations?
Claims, Evidence and Reasoning Framework
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Claim◦ A conclusion about a problem
Evidence◦ Scientific data that is appropriate and sufficient to support
the claim Reasoning
◦ A justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles
Rebuttal (We will explore at a follow-up session)◦ Describes alternative explanations and provides counter
evidence and reasoning for why the alternative is not appropriate
CER Framework
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Advanced Framework
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Examine the rubric and apply the framework to this student response:
Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.
How do we support student science explanations?
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Apply the frameworkLiquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these properties are the same, 1 and 4 are the same substance.
How do we support student science explanations?
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With a partner, examine student writing samples?
What makes a good scientific explanation?
Consider the feedback that you would give to this student (not a grade)
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What is the difference between a scientific explanation and an MSP conclusion?
Answer the Salmonberry question AS WRITTEN and share with a partner
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Review the Conclusion Scoring Guide◦! An idea that you already knew
◦* An idea that surprised you
◦? Something that you have a question about
Examine the student samples and determine attributes and score points
What is the difference between a scientific explanation and an MSP conclusion?
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Compare the two point MSP “Salmonberry” conclusion example with the best “Properties” student explanation.
1. What is similar between the two?
2. What is different between the two?
3. Implications?
What is the difference between a scientific explanation and an MSP conclusion?
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Everyone read pgs 46 – 49 & 53-54
Count off by 41. Physics example (5th grade)2. Chemistry example (6th grade)3. Biology example (7th grade)4. Earth science example (8th grade)
Which learning experiences lend themselves to scientific explanation?
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Home group◦ Share insights from your examples
Application◦ Review upcoming unit and identify opportunities
for students to make scientific explanations
Which learning experiences lend themselves to scientific explanation?
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How do I support student construction of scientific explanations?
In a group of three: Arrange cards in a sequence of learning activities;
state why some activities should occur earlier or later in they year.
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Review your notes on a suitable upcoming learning opportunity
Consider the video and the Teaching Strategies for Supporting Students Activity
Describe your first three/next three steps to support student explanation writing
What is the first thing you will do to support student construction of scientific explanations?
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Teaching students to construct scientific explanations◦ Progression◦ Teaching strategies◦ Video examples◦ Application to upcoming units
Argumentation◦ NGSS, CCSS-ELA & CCSS-Math Practices
Follow-up Sessions
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◦ Face-to-Face – March 19 or March 21
◦ Online – April 2, 4 or 11
◦ Face-to-Face – April 23, 25, 30 or May 2
◦ Online – May 16 or 21
Follow-up Session Dates?
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3 – Learnings (or things you see differently)
2 - Ideas to take away
1 – The most important thing that we discuss during our follow-up events
Evaluation