teaching and assessing systems in the science classroom
DESCRIPTION
Teaching and Assessing Systems in the Science Classroom. Jeff Ryan Regional Science Coordinator Olympic Educational Service District 114. Session Sections. What is a System? (Session #1) Teaching Systems in the Science Classroom (Session #2) Classroom Assessment and Systems (Session #3) - PowerPoint PPT PresentationTRANSCRIPT
Teaching and Assessing Systems in the Science Classroom
Jeff RyanRegional Science Coordinator Olympic Educational Service District 114
Session Sections
• What is a System? (Session #1)
• Teaching Systems in the Science Classroom (Session #2)
• Classroom Assessment and Systems (Session #3)
Professional Learning Clock Hours
Module Outcomes
• Deepen understanding of EALR: 1 Systems• Use “Systems Thinking Framework” to support
planning for classroom instruction• Deepen understanding of the Washington
State MSP- Systems Scenarios• Create a System Scenario to use in your
classroom
Professional Learning Possibilities
• Individual, teacher team, leadership• Professional Learning Clock Hours• Online Learning Community
What you will need?
• WA State Systems Standards at a Glance Handout
• Notebook/ Paper/ Pen• Habits of a Systems Thinker Handout
Systems
Science Standards Glossary
Systems. An assemblage of interrelated parts or conditions through which matter, energy and information flow.
What is a System?Two or more parts interacting to function as a whole within some boundary. The elements and processes of a system interact and affect one another, often in ways we cannot see. And in systems, the relationship among the parts matters. If elements or parts of a system are added or taken away, the behavior of the system changes.
Why Systems Thinking?
• Complexity in many science fields has increased
• These complex problems and phenomena require systems thinking.
• Systems thinking habits must be taught beginning in primary grades
• Issues that face our society require a citizenry that understand complex behaviors and cause and effect relationships
Support Students Developing Causal Explanations of Complex Phenomena
• Focusing on a defined system allows teachers and students to consider complex phenomena within the defined boundaries of that system
• Explore the flow of matter and energy in a system
• Promote classroom discourse and evidence-based explanations through system modeling
Self Reflection
• Focusing on your grade level and the Systems Standards for your grade level:
– What two ways in which you can bring systems thinking into your classroom?
– How do you use system thinking in your everyday life. (hint: reference the Habits of a Systems Thinker handout)
What materials will you need?
• Systems Thinking Framework • Samples of Completed Systems Thinking
Frameworks• Energy Transfer Diagram Introductions• Energy Transfer Diagram template• Washington State Science Standards- 2009• Notebook/ Paper/ Pen
Uncovering Teacher Ideas about the Science MSP
• How Much of the MSP is :– Systems– Inquiry– Application– Life Science– Earth Science– Physical Science
• Make a Pie Graph
Systems Thinking Framework for identifying and describing relevant systems in your science kits.
• Identify a system
• Complete framework
• Consider instruction and assessment implications
Stored Chemical Energy(Arm) Rubber Band Car
Decrease in Chemical
Energy
Increase in Stored Elastic
Energy
Energy Transfer Diagram (Rubber Band Car System)
Mechanical Energy Transfer
Source Receiver
*Note: A Heat Convection interaction implicitly includes a gravitational interaction. When you draw a heat convection interaction diagram, you do not need to separately specify the mechanical energy transfer or resulting change in motion energy.
INTERACTION TYPE
Contact Gravitational MagneticElectric Charge
ElectricCircuit
HeatConduction
Infrared Visible Light
Chemical
Applied
Elastic
Friction
hastypes
touching objects
that push or pull on each other
objects near
each other
magnet nearferro-
magneticobject orsecond magnet
charged object near
another charged
object or an uncharged
object
MechanicalEnergyTransfer
requires requires requires requires
source of electricalenergy
connectedto a
device
warmerand cooler
objectstouching
high Tobject and
transparent medium
source ofvisible lightilluminating
object
chemical bonds being
formed orbroken
ElectricalEnergyTransfer
HeatEnergyTransfer
ChemicalEnergyTransfer
Change inKinetic Energy
requires requires requires requires
Change inThermal Energy
results in results in results in results in results in
alwayscauses
sometimescauses
alwayscauses
alwayscauses
when energy is absorbed in object,
always causes
alwayscauses
when energycaptured by
photo-syntheticorganism,
always causes
alwayscauses
sometimescauses
Change inChemical Energy
LightEnergyTransfer
*Heat Convection
requiresrequires
gravity,heat frombelow,
and flowingmaterial
ENERGY TRANSFER CHART
maycause
Change inPotential Energy
Diagram the Energy Transfers
Use the provided template to illustrate the energy transfers in your identified system.
Self Reflection
1. How will you use the Systems Thinking Framework and the Energy Transfer Diagrams to inform your classroom instruction?
A Word About Assessment
• Formative Assessment – Day by day, minute by minute (planned process)– Information on progress for both teacher and student– Feedback to support learning
• Summative Assessment– To report a grade
• Our focus today- State MSP System Scenarios aligned to your instructional materials (could serve either purpose)
Science MSP Test and Item Specifications
http://www.k12.wa.us/Science/TestItemSpec.aspx
Science MSP Test and Item Specifications
http://www.k12.wa.us/Science/TestItemSpec.aspx
Systems Scenarios5th
Systems, Subsystems, inputs, outputs
• Identify systems and subsystems
• Describe inputs and outputs
• Predict how inputs effect outputs
• Predict the effect of a defective subsystem
Page 9 of Test
and Item
Specifications
Item Writing
• Test and Item Specifications (pg. 8 & 23) 5th
• Template (need to hunt for system diagram)• Scenario Writing Guidelines Handout
Does not need to be an entire scenario!One or two well written MC, CP, or SA items can provide you great data!
Analyzing Student Work
• Independent Study- Clock Hours• Share anonymous student work with region• Embedded Professional Learning