PROM/SE Science AssociatesWelcome Back!

Please sit at tables by grade bands

K-2, 3-5, 6-8, 9-12

What causes the phases of the Moon?What causes the phases of the Moon?

Individually, on a sticky note, write a brief response to the question above.

(Do not include your name.)

3 Levels of Learning:3 Levels of Learning:

1.1. As an adult learner- for As an adult learner- for personal understandingpersonal understanding

2.2. As a teacher of K-12 As a teacher of K-12 studentsstudents

3.3. As a teacher leader, As a teacher leader, representing your school representing your school and/or districtand/or district

Show What You Know!

• Take 10 minutes and mark answers to the questions on your quiz.

• Be prepared to enter your responses with a “clicker.”

It is important that you answer the questions individually; please do not share!

(Quiz is anonymous.)

Quiz: Sun, Earth, Moon System

Goals• Think about important concepts in science & how to

promote conceptual understanding• Deepen understanding of a specific scientific concept

Earth and Earth’s moon are in regularand predictable motion in the solarsystem. Those motions in relation tothe position of the sun explain suchphenomena as phases of the moonand eclipses.

• Relate the research on learning to understanding a specific “big idea” in science

• Associate models in science with understanding the concept

• Connect the research findings to Analyzing Instructional Materials (AIM) for learning important science concepts

3 Levels of Learning:3 Levels of Learning:

1.1. As an adult learner- for As an adult learner- for personal understandingpersonal understanding

2.2. As a teacher of K-12 As a teacher of K-12 studentsstudents

3.3. As a teacher leader, As a teacher leader, representing your school representing your school and/or district.and/or district.

Imagine that your head is Earth and that you are standing on the tip of your nose (Mount Nasal). Position the Moon (ball) so that you see a full moon from Mount Nasal.

Using your model,

illustrate the 8 phases as shown here.

Why did we choose this topic?Why did we choose this topic?

DATA- from PROM/SE tests and surveysDATA- from PROM/SE tests and surveys

DATA- from state testsDATA- from state tests

DATA- from national studiesDATA- from national studies

DATA- from PROM/SE tests and surveysDATA- from PROM/SE tests and surveys

DATA- from state testsDATA- from state tests

DATA- from national studiesDATA- from national studies

Earth & the Universe

• Students in grades 3-5, 6-8, 9-12 all scored below 50% on the PROM/SE questions in this area.

• MI and OH tests show students perform poorly in this area.

• National tests and reports show students score below basic understanding in this topic.

• Adult surveys show many adults do not understand the Earth, Sun, Moon system well.

• Earth, Sun, Moon system is a common topic in school; the Moon and Sun are readily observable.

• The concept promotes understanding of systems and models.

“Scientifically Limited” Conceptions of Phases of the Moon

• Clouds cover part of the Moon.

• Planets cast a shadow on the Moon.

• Shadow of the Sun falls on the Moon.

• Shadow of Earth falls on the Moon.

Source: Driver, R., Squire, A., Rushworth, P. & Wood-Robinson, V. 1994. Making Sense of Secondary Science: Research into Children’s Ideas. New York: Routledge.

Findings and Implications

Key Findings Implications for Teaching

1. PreconceptionsTeachers must draw out and work with the preexisting understandings that their students bring with them.

2. Facts, Concepts, and Retrieval

Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.

3. MetacognitionThe teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.

Based on How People Learn, National Research Council, 2000

How People LearnFinding 1- Addressing Preconceptions

Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

How People LearnFinding 2 - Knowledge of what it means to learn science concepts

To develop competence in an area of inquiry,

students must:

(a) have a deep foundation of factual knowledge,

(b) understand facts and ideas in the context of a conceptual framework, and

(c) organize knowledge in ways that facilitate retrieval and application.

How People LearnFinding 3- Metacognition

A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

“Metacognitive” Table Discussion

1.What, if any, of your own “scientifically limited” conceptions have surfaced during the evening so far?

2.What factual knowledge are you bringing to the exploration of the Sun/Earth/Moon model? How are you connecting this to the larger concept?

3.How are you learning about the S/E/M/ relationship in this workshop?

Standards and Learning

1. What do your state standards say that students should know about the Sun, Moon, and Earth system?

2. When should they know it?

3. What are you (or your colleagues)

teaching and how does this relate

to developing these concepts over time?

Reflective Pause

1. What did you learn?

2. How did you learn it?

Have a good evening.

See you tomorrow at 8 a.m.

Moon Phase Quickwrite…Draw a diagram and write a description of the position of the Sun, Moon, and Earth for each of the following phases.

Find Moon Phase Partners

• Share and compare your diagrams and descriptions.

• Using the yellow sheet, draw and write what you and your partners think are the best image and description of the positions of the Sun, Moon, and Earth that explain each phase.

• Use your S/E/M model if you need it.

Sun, Moon, and Earth Jigsaw

• Organize into District Home Groups of no more than 6 people.

• Each Home Group member will become an Expert in one of these areas.– Group 1: Moon Phases (Room 1)– Group 2: Eclipses (Room 2)– Group 3: Moon’s Motion (Room 3)

Sun, Moon, and Earth Jigsaw

Sun, Moon, and Earth Jigsaw (continued)

• Expert Groups (limit: 6 people per group)– Read and discuss your focus question.– Make sure that everyone fully understands the

answer to your question. – Be prepared to teach your Home Group so

they fully understand the answer to your question (you will have about 10 minutes).

Focus Questions…Group 1: Why do we see different phases of the

Moon? (Everyone should be prepared to explain and illustrate at least 4 phases.)

Group 2: What is the pattern of solar and lunar eclipses? What is happening in the system to create this predictable pattern?

Group 3: How does the Moon’s motion explain what we see from Earth (Moon’s surface and direction)?

Back to Your Home Group…

• Teach your Home Group so they fully understand the answer to your question. (Take approximately 10 minutes per question.)

• Everyone should be prepared to answer each of the questions.

Explanatory ModelExplanatory Model• Develop a model that explains the Sun,

Moon, and Earth system.

• Include the following– Moon Phases

– Eclipses

– Moon’s Motion

• Develop a model that explains the Sun, Moon, and Earth system.

• Include the following– Moon Phases

– Eclipses

– Moon’s Motion

Gallery Walk of Models

• Visit other team models.

• Write questions or comments on sticky notes and leave them with the model.

• Which models do you think are the most powerful? Why?

Post-Quiz & Review

What have you learned?

Quiz: Sun, Earth, Moon System

A Private Universe

Think about…

• What preconceptions would you expect students to hold about Moon Phases?

• How might you challenge student’s preconceptions so they understand the scientific principles?

Application Back Home

How do your experiences in this workshop apply to learning and teaching?

What can you do as a PROM/SE Associate?

Essential Features of Classroom Inquiry

1. Learner engages in scientifically oriented questions

A. Learner engages in question provided by teacher, materials, or other source

B. Learner sharpens or clarifies question provided by teacher, materials, or other source

C. Learner selects among questions, poses new questions

D. Learner poses a question

2. Learner gives priority to evidence in responding to questions

A. Learner given data and told how to analyze

B. Learner given data and asked to analyze

C. Learner directed to collect certain data

D. Learner determines what constitutes evidence and collects it

3. Learner formulates explanations from evidence

A. Learner provided with evidence

B. Learner given possible ways to use evidence to formulate explanation

C. Learner guided in process of formulating explanations from evidence

D. Learner formulates explanation after summarizing evidence

4. Learner connects explanations to scientific knowledge

A. Learner given all connections

B. Learner given possible connections

C. Learner directed toward areas and sources of scientific knowledge

D. Learner independently examines other resources and forms the links to explanations

5. Learner communicates and justifies explanations

A. Learner given steps and procedures for communication

B. Learner provided broad guidelines to use sharpen communication

C. Learner coached in development of communication

D. Learner forms reasonable and logical argument to communicate explanations

Less…………………..Learner Self-Direction……………..MoreMore……..…Direction from Teacher or Material…………..Less

Essential Features of Classroom Inquiry

1. Learner engages in scientifically oriented questions

2. Learner gives priority to evidence in responding to questions

3. Learner formulates explanations from evidence

4. Learner connects explanations to scientific knowledge

5. Learner communicates and justifies explanations

Wrap up and Reflection

1. What did you learn?

2. How did you learn it?

Reflective Pause Day 2