Teaching Experiments and a Carbon Cycle Learning Progression2009 AERA Presentation Written by: Lindsey Mohan and Andy Anderson (Michigan State University)Culturally relevant ecology, learning progressions and environmental literacyLong Term Ecological Research Math Science PartnershipApril 2009Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Teaching Experiments and a Carbon Cycle Learning Progression2009 AERA Presentation Written by: Lindsey Mohan and Andy Anderson (Michigan State University)Culturally relevant ecology, learning progressions and environmental literacyLong Term Ecological Research Math Science PartnershipApril 2009Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Teaching Experiments and a Carbon Cycle Learning ProgressionTeaching Experiments and a Carbon Cycle Learning Progression

Lindsey Mohan & Andy AndersonMichigan State UniversityLindsey Mohan & Andy AndersonMichigan State University

Carbon

Cycle LP

Practice

Knowledge

Discourse

Carbon Cycle Learning Progression Framework

Carbon

Cycle LP

Practice

Knowledge

Discourse

Carbon Cycle Learning Progression Framework

Level 1: Force-Dynamic

Level 4: Principles

Carbon

Cycle LP

Practice

Knowledge

Discourse

Carbon Cycle Learning Progression Framework

Level 1: Actors and events

Level 4: Processes that generate, transform, and oxidize organic carbon

Lower and Upper Anchor KnowledgeLower and Upper Anchor Knowledge

Carbon

Cycle LP

Practice

Knowledge

Discourse

Carbon Cycle Learning Progression Framework

Inquiry: Investigating

Accounts: Explaining, Predicting

Citizenship: Decision-Making

Units of AnalysisUnits of Analysis

Learning Performances: the characteristics of students who are at a particular Level of Achievement and reasoning about a particular practice, process, and principle.

Units of AnalysisUnits of Analysis

Learning Performances: the specific practices characteristic of students who are at a particular Level of Achievement and reasoning about a particular practice, process, and principle.

Accounts of processes:

Example: Explanation of matter during photosynthesis

Current “Structure-First” Learning ProgressionCurrent “Structure-First” Learning Progression

Level 1: Macroscopic Force-Dynamic Narratives about Actors and Events

Level 4: Principled Accounts of Processes in a Hierarchy of Scales (successful constraints)

Level 2: Hidden mechanisms about events

Level 3: Detailed narratives with unsuccessful constraints

Desired “Principles-First” Learning ProgressionDesired “Principles-First” Learning Progression

Level 1: Macroscopic Force-Dynamic Narratives about Actors and Events

Level 4: Principled Accounts of Processes in a Hierarchy of Scales (successful constraints)

Level 2: Hidden mechanisms about events

Level 3: Detailed narratives with unsuccessful constraints

Level 3: Principled accounts at molecular scale w/ few chemical details

Level 2: Successful conservation at macroscopic scale

Aspects of Starting KnowledgeAspects of Starting Knowledge

Level 1

Visible Event

Accomplished by Actors

With Powers or Abilities

Trying to achieve PurposesNeeds or Enablers

Results: Achieving Purpose

Aspects of Starting KnowledgeAspects of Starting Knowledge

Level 4

Process

Occurs in Systems

Hierarchically Organized by Scales

Follows Principles:•Conservation of matter•Conservation of energy

Energy Input

Matter InputMatter Output

Energy Output

Aspects of Starting KnowledgeAspects of Starting Knowledge

Characteristics from levels

• Level 1: Enablers that actors need to achieve their goals (include materials, energy forms, and conditions)

• Level 2: Gas-gas and solid-solid cycles; macroscopic energy forms (light, heat, motion)

• Level 3: Atoms, molecules, chemical change, cellular processes, etc

Using Starting Knowledge to Set GoalsUsing Starting Knowledge to Set Goals

Enablers/Inputs Actors/Systems Purpose/Products

Level 1:

Current Elementary Starting Point

Needs or enablers Abilities or powers of actors; settings for events

Achieving purpose or goals of actors

New Level 2:

Goal for Elementary

Different kinds of enablers: solids, liquids, gases, energy forms, conditions

Internal structure of actors

Material and energy products (gas-gas cycles, body structure, etc)

New Level 3:

Goal for Middle

Material inputs without all chemical identities; chemical energy

Movement of materials at multiple scales

Change matter and energy obeying conservation laws

Level 4:

Goal for High

Material inputs with chemical identities; Energy inputs

Movement of atoms in hierarchy of systems

Material products, energy products, energy degradation

Tools for Reasoning: Principles

Principles:

• Conservation of Matter (Atoms, Mass)

• Conservation of Energy

• Energy Degradation

• Hierarchy of Scales

Tools for Principles: Matter, Energy, & Scale

Process Tool

Flames

0.1m

One flame

20mm

Parts of the flame

2mm

Molecules inside flame

50nm

Click pink square to see animation

Atom re-arrangement in combustion

http://edr1.educ.msu.edu/EnvironmentalLit/index.htmhttp://edr1.educ.msu.edu/EnvironmentalLit/index.htm