Let Me Tell You My Idea About That! Empowering Students’ to Make Their Thinking Visible (A), 4/8/2020
- Shared screen with speaker view
Liliia Khmarskaia
01:13:09
Hello from Berlin MD!
Holly Cheshire
01:13:10
Hello from Huntington, WV. Just had our first case of Covid-19 here in Wayne county. :(
Eva Young
01:13:13
Hello from Newark, Delaware!
Ms. Sanders
01:13:15
Hello Everyone
tracy
01:13:48
Hello from Newark, NJ
Randi.Kottler
01:13:49
How many of these webinars are available?
Diane Johnson
01:13:55
This webinar is a continuation of last week’s. We're going to look back to look forward
Natalie Amores
01:14:07
hello from north new jersey
Ms. Sanders
01:14:22
Hello from Irvington, NJ
Diane Johnson
01:14:33
There are 3 webinars in this series. You can access last weeks recording in the learning center.
rachel amescua
01:14:46
Hello from Nashville, TN!
Kat O'Malley
01:14:49
when is the next one in the series?
Kat O'Malley
01:14:57
can we still register for it?
gmcneil
01:15:09
Hello from Irvington, NJ
Brittani Coutard
01:15:09
Hello from Naples
Randi.Kottler
01:15:16
Who is talking?
Ryan
01:15:22
Hello from Cali, Colombia!
Diane Johnson
01:15:23
Next Webinar will be next Wednesday at noon and repeated at 7 pm EST
Diane Johnson
01:15:37
Kate Soriano is talking.
Jan Duncan
01:15:38
E
Cintia Guevara-Corea
01:15:40
Hi, from Florida International University
Anastasia Jin
01:15:40
A
samanthachinique
01:15:41
A and E
Randi.Kottler
01:15:43
E
Heidi Vasel
01:15:44
DE
Kamal Preet
01:15:46
B
Katy White
01:15:46
b
mark.iwasaki
01:15:48
E
Marcie Murphy
01:15:49
b
Jenniffer Stetler
01:15:55
B
Trish Shelton
01:15:56
Here is the page with all of our upcoming seminars and registrations. https://learningcenter.nsta.org/webseminars/
Lauren McAnany
01:16:01
B
Natalie Amores
01:16:04
c
Peyton Reynolds
01:16:07
A
Dianne Nowd
01:16:08
5th grade...in a middle school
Judie Beccaro
01:16:09
E
Jennifer Derby
01:16:10
E
gmcneil
01:16:11
A
Diane Johnson
01:16:12
You can still register for next week’s webinar.
Randi.Kottler
01:16:12
A & E
james j
01:16:12
a
Jennifer Catone
01:16:12
a
cadeyayers
01:16:13
A,E
Dylan
01:16:13
A
Anne
01:16:13
I teach prek tk
Trish Shelton
01:16:15
The next one in this series is April 15 and then again on April 29
Jared McGovern
01:16:15
Informal Education
Kathleen Miller
01:16:21
6th grade scienc
JC
01:16:25
B
Anjana Tihaiya
01:16:28
A and E
AM Genco
01:16:38
I'm a tutor in STEM subjects for K-12.
Kathy Wenzel
01:16:44
Pre-school-3rd grade pre-service teachers
Brittani Coutard
01:16:46
b
Greta Nelson
01:16:47
Informal education for mostly elementary ages!
Claryed Rasmusen
01:16:55
it kept glitching on my end- A- 1st
Suzanne MMWD
01:16:57
Informal Education
E. Sadıkoğlu
01:18:33
Informal Education for four year college level
Daniel McElroy
01:19:37
HI Everyone
Megan Doty
01:19:48
Collection link: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
amanda robin
01:20:30
I have no sound
Megan Doty
01:20:33
The handout is number 2 in the collection
Katherine Deitrick
01:20:41
How do we obtain a handout?
Megan Doty
01:20:55
Handouts and slides are in this collection: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Katherine Deitrick
01:21:41
Thank you, Megan!
E015269
01:24:18
Is the webinar she is referring to from last week available as a recording?
amanda robin
01:24:19
No sound still :/
Megan Doty
01:24:37
Last week's recording can be found here: https://zoom.us/rec/share/9MhxBJvNrmVLQKvW1mqGYKknHZWmX6a8gSMYr_IPnUt1IhH-t75XA-Ub4MkNuvZu?startTime=1585756819000
Diane Johnson
01:24:39
Yes, go to the learning center for the recording.
E015269
01:24:46
Thank you!!!
Ms. Sanders
01:24:53
Amanda check the sound on your computer or bluetooth device
Diane Johnson
01:25:07
Amanda, you may need to sign out and back in.
Megan Doty
01:26:14
Collections: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
skoppendrayer@csionline.org
01:26:25
Can you let us know where we can get the other 2 webinars in this series?
Megan Doty
01:26:35
https://learningcenter.nsta.org/webseminars/
Tarun Choubisa
01:26:47
How can we construct the knowledge by students in virtual classroom?
rachel amescua
01:26:52
I am an EL Sheltered Biology Teacher. I am interested in learning more about accessibility to the NGSS.
skoppendrayer@csionline.org
01:27:05
Thank you!!
Ms. Sanders
01:27:10
Thank you!
Randi.Kottler
01:27:12
Where can I find activities for K-5 focused on Earth Science that are NOT tech. dependent?
samanthachinique
01:27:49
I kind of got lost in exactly what is sense making. Is it when we try to get the students to understand and make sense of something to be able to explain it in their own words
Katherine Deitrick
01:27:52
Maybe try TeachEngineering.com for more hands-on, at-home activities to conduct physical learning for earth and science.
Katherine Deitrick
01:28:22
It has activities for every science discipline!
Becca Pindzia
01:28:37
Thank you Katherine!
Diane Johnson
01:29:15
Randi, go to NGSS.NSTA for a curated collection of activities organized by grade bands and disciplines.
Rae McEntyre
01:29:19
Samantha--what she's describing now is further description of sense making. It's the utilization of the three-dimensions, together, in order to understand phenomena.
Vanessa
01:29:31
If you search the database on betterlesson, there are some good ones too
Diane Johnson
01:30:02
nextgenstorylines.com has a nice storyline for 5th grade.
Ashlyn Johnson
01:30:05
hi Dustin 🤩
amanda robin
01:30:25
Yay, I have sound now. Had to restart my computer…ugh
Don Boonstra
01:31:13
Great, Amanda. This is being recorded so you can get what you missed later.
samanthachinique
01:31:17
Thank you Rae
Anne
01:31:48
Randi - I do a lot with non tech earth science for the younger kids. email me if you want alowrynews1@yahoo.com
Diane Johnson
01:32:13
Terrain, go to nsta.org and check out the Daily Do. There are terrific examples of lessons designed for online and/or at home learning.
dgooch
01:33:03
Good Afternoon Ashlyn!
Diane Johnson
01:33:06
Terun not Terrain. Didn’t know there was spell check in chat!
Randi.Kottler
01:33:19
Thanks everyone!
Pam Cadena
01:33:25
Rachel A--The NGSS standards and this idea of sensemaking provides all students including ELs access to science.
Wendy Binder
01:33:45
There is an NSTA webinar next Tuesday on Online/Du\Distance Learning
Randi.Kottler
01:34:17
FOSSweb is now accessible to all now too. They have free Home/School Connection activities across grade bands and disciplines. www.fossweb.com
Kathleen Miller
01:34:25
Thanks, I really need help with this!
Pam Cadena
01:34:40
Thanks, Randi!
Randi.Kottler
01:34:42
Thanks for sharing everyone!
Willow Alston-Socha
01:34:51
Love how this supports students’ metacognitive processing
Arlene Jurewicz-Leighton
01:34:56
I like this chart
Anne
01:34:56
Thank you!
Dr. Ollie Bogdon
01:35:05
LOve it
Wendy Binder
01:35:05
Kathleen- sign up for our Teacher Tips Tuesday webinar next Tuesday!
E015269
01:35:07
Love this!
Randi.Kottler
01:35:45
Can you go back one slide for a second
Greta Nelson
01:36:10
Randi- the slides are available in the collection
Megan Doty
01:36:16
Slides can be found here, labeled number one: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Randi.Kottler
01:36:20
I would like to see the KLEWS chart again
bbearre
01:36:27
Yeah, I'd love to see the KLEWS chart again as well.
Katherine Deitrick
01:36:51
https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Katherine Deitrick
01:37:07
Here's where you can find all of the resources from this webinar!
Katherine Deitrick
01:37:23
Someone else kindly shared this link with me in the chat above.
bbearre
01:37:25
Thank you!
Kamal Preet
01:37:39
inclusive
Willow Alston-Socha
01:37:41
KLEWS isn’t on the collection but you can find it if you google it!
Wendy Binder
01:37:50
https://www.nsta.org/publications/news/story.aspx?id=51519--- on Klews chart
Kamal Preet
01:37:51
how diff abled people exp the world
Rachel Vliek
01:37:56
I can type it out and copy and paste it
Katherine Deitrick
01:38:03
The KLEWS chart is in the slides posted. :-)
S
01:38:10
If I were an elementary student I would wonder how using feet enable one to hear music.
Megan Doty
01:38:14
Chart is in the slides: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Amy Schauer
01:38:35
Children would wonder how her feet help her hear.
S
01:38:55
Sorry, I don't know how to change my name. I'm Stacy.
MR. G
01:38:57
I'm pretty sure I'm related to her... hmmm
Rachel Vliek
01:39:10
KLEWS ChartK-What do we think we knowL-What are we learningE-Evidence from the dataW-WonderingsS-Science concepts and words
Ashley Klaiss
01:39:48
the vibrations of the instruments
cadeyayers
01:39:50
Vibrations maybe?
Blake Alexander
01:39:51
the vibrations
khughes
01:39:51
Vibrations
Briana Mateo
01:39:52
vibrations
skoppendrayer@csionline.org
01:39:54
vibrations
Rachel Vliek
01:39:54
Vibrations
Jennifer Martinez
01:39:55
Through vibrations
AM Genco
01:39:55
Evelyn feels the vibrations in her feet.
Amber
01:39:56
vibrations
Mariana Gonzalez
01:39:56
vibrations
Kent
01:39:57
Vibrations of the music through the ground
hafeym@uncw.edu
01:39:57
Vibrations
Gregg Robinson
01:39:57
Vibrations
jossy cubillo
01:39:58
vibrations
Elizabeth
01:39:58
She feels sound vibrations with her feet. :)
Ms. Sanders
01:39:58
She hears herself through feeling through her feet and hands.
KGBowling
01:39:59
Feels the vibrations
samanthachinique
01:40:00
Through the vibrations of the music that goes through her feet
Anna Radef [Cashman MS]
01:40:01
Does she hear by feeling the vibrations?
Pam Cadena
01:40:01
feels the vibrations
Elizabeth Barrett-Zahn
01:40:02
Vibrations through her feet
Laura
01:40:02
vibrations
Sue Huffman
01:40:02
Vibrations from the instruments can be felt by her skin not just her ears
Carolina Yebra
01:40:03
She feels the vibrations
Alexandra DiRaimo
01:40:04
She feels the rumble in the floor
Luz Rodriguez
01:40:04
she can feel vibrations
Peyton Reynolds
01:40:04
Evelyn hears with vibrations
Carolina Salinas
01:40:05
vibrations in the feet
Stacy
01:40:06
The ground move.
Kris Grymonpre
01:40:06
I think we can sometimes feel sounds--when a car thumps its stereo I can feel it
Katherine Deitrick
01:40:08
From an elementary student: "booms" in the ground
Sangeeta Gulati
01:40:08
ears
Mrs. Ebbing
01:40:08
through the vibrations or feeling her feet
Tarun Choubisa
01:40:09
Sensation
rachel amescua
01:40:10
Her feet feel the drums move!
Heidi Vasel
01:40:10
feel it in my chest
Ryan
01:40:10
feeling the vibrations in the floor
Holly Cheshire
01:40:11
sound waves
Evelyn Joya
01:40:11
sound waves
Gregg Robinson
01:40:12
Movement
Christine Goonan
01:40:12
Evelyn might use here eyes like she did with Oscar reading lips?
cadeyayers
01:40:13
She can feel the sound waves
gerac
01:40:13
she can feel the vibrations
jossy cubillo
01:40:14
movement
Carolina Salinas
01:40:14
the sound waves and movement
Anna Radef [Cashman MS]
01:40:14
Movement
Laura
01:40:15
the buzzing feeling you feel when something moves fast
Yolanda Sawyer
01:40:15
vibration
Yvette Rosario
01:40:16
feel it
cami
01:40:16
sound waves carried through the floor
mark.iwasaki
01:40:16
I was wondering if she planted her feet on the legs of the drum.
JC
01:40:17
The floor must move
Erin Bejarano
01:40:18
movement
Vanessa Pena
01:40:18
The sound waves of the music.
Elizabeth Barrett-Zahn
01:40:18
vibrations are wiggly movements
Anne
01:40:18
the buzzy bit ust like I feel when my hand on my throat when I talk
Cassandra Bello
01:40:19
she can hear vibrations on her feet she can feel it in her body
Amy Schauer
01:40:19
waves
Daniel McElroy
01:40:19
How is she feeling the sound
Anastasia Jin
01:40:20
Can you feel the sound with your skin?
skoppendrayer@csionline.org
01:40:20
shaking, moving of floor, movement
Peyton Reynolds
01:40:20
she can feel the music and sound
Jen
01:40:20
the vibrations (moving back and forth of sound waves) from the instruments travel
Elizabeth
01:40:20
Vibration means the matter shaking after being hit with the sound waves
LH
01:40:21
my students would want to try using their feet to figure it out
gmcneil
01:40:21
Vibrations from the sound waves
Melissa Miller
01:40:22
She feels the beats in their feet
Pragya
01:40:23
when something moves back and forth really fast
amanda robin
01:40:25
Would she feel something moving under her feet.
Dianne Nowd
01:40:26
sound waves
E.J. Lyons
01:40:26
She feels the vibrations of sound through her feet
Arlene Jurewicz-Leighton
01:40:26
You can feel a vibration in your body
meganb
01:40:27
why was Evelyn not wearing shoes?
Kris Grymonpre
01:40:27
like how an opera singer can shatter a glass?
Pam Cadena
01:40:28
It is like when you feel close to a speaker. You feel it move in your body.
Mrs. Ebbing
01:40:28
feeling in her bones of her feet
Kathleen Miller
01:40:30
The drums make the vibration when she hits it
Becca Pindzia
01:40:30
Feeling the movement. Muscle memory from playing for a long time
AM Genco
01:40:30
I bet the different instruments touch her feet in different ways.
Anne
01:40:31
or when the salt moves on the drum
Amber
01:40:33
feet can feel the movements
Elizabeth
01:40:34
The floorboards
rachel amescua
01:40:37
The drum is buzzing!
John Dugan
01:40:37
The beat
jossy cubillo
01:40:40
the floor
Elizabeth
01:40:40
the floorboards are moving
Jennifer Crane
01:40:42
feel the sound vibrations
Stacy
01:40:43
And then, how does that movement travel through my body?
Brittani Coutard
01:40:44
the beat
Christine Goonan
01:40:44
bumps in the air?
Angela B.
01:40:45
The drum sits on the ground and the sound makes the ground move.
Kathleen Miller
01:40:45
She has to hit it to make the vibrations
Gregg Robinson
01:40:49
beats in the ground
Nathan Ditterline
01:40:51
she feels matter moving and vibrating through her feet
james j
01:40:51
MUsic is about vibrations she feels the vibrations with her feet. Beethoven was deaf could not hear towards the end of his lifs and as he was composing music
Pragya
01:40:52
floor
Daniel McElroy
01:40:52
What are sound waves and how can we feel them
Kathleen Miller
01:40:57
The vibrations transfer to the ground
Raazia Syeda
01:41:00
rhythm felt on the ground
dgooch
01:41:05
Her feet can feel the vibrations
Ms. Sanders
01:41:24
She may not hear the other musicians but she reads the music sheet and sees the directors hands
Judie Beccaro
01:41:30
Here is a link to a KLEWS Bulletin Board Hearders https://drive.google.com/file/d/13RZ9x1isO8NvIP8Vwq5bH8XcEksuScDH/view?usp=sharing
amanda robin
01:41:53
Her feet, something moving, touching
madisonhadley
01:41:59
drums, air, feet, body
Kristy Phillip
01:42:25
When you speak of science as a process, part of the process is students gaining the traditional knowledge (the down arrow), but in sense making is it that you want to engage students in greater inquiry based learning? So now we go into these higher order thinking processes. And is it that teachers also have to make sure to incorporate scaffolding techniques as part of their role as a Guide to assist in sense making?
Christine Goonan
01:42:31
drawing lines up and down for big sounds and little sounds?
Elizabeth
01:42:32
Model picture: drum, arrows showing waves of sound, arrows go towards floor and feet,
7th Science NW Coast USA
01:42:33
NSTA Science and Children Feb 2015 content/uploads/2019/03/KLEWS-science.pdf
Kathleen Miller
01:42:37
Some type of energy (wave) moving from the drum to her feet as she hits the drum
Greta Nelson
01:42:55
Drum, drumsticks, sound, vibrations, feet, brain. arrows from drum down to her feet, then up her body to her brain.
Tarun Choubisa
01:43:02
Like something is touching the ferry and going away. Like an oscillation
skoppendrayer@csionline.org
01:43:05
foot,floor,air, arrows from sound location to the foot
Ryan
01:43:12
also vibrations travelling through her fingers and hands to her arms and up
Raazia Syeda
01:43:14
instrument touching the ground, sound energy in the form of vibrations and feet
Christine Goonan
01:43:20
like invisable waves or movements of air?
Aleja
01:43:20
drumstick, drum, stand, floor and foot all connected through movement of waves
Leigh Anne Kraemer-Naser
01:43:26
I'm wondering if any group of children will trying talking to the feet by putting their faces right up to someone's feet!
Deondre Gaines
01:43:28
Vibrations
Anastasia Jin
01:43:33
a person surrounded with some kind of waves (like wifi symbol)
Kris Grymonpre
01:43:34
What do we think kids who don't know what vibrations are would draw though?
Greta Paith
01:43:35
She needs a "slicky floor to feel"
Tarun Choubisa
01:43:39
Feet, brain
james j
01:43:39
the vibration of the musical instruments first and then those vibration going through the floor to her feet and then she makes her own vibrations by hitting her instruments and causing vibrations to be sent out and mix with the other vibrations creating music
E.J. Lyons
01:43:46
Drum, floor, stand, and feet
Deondre Gaines
01:43:53
Each one has a different sound
Kamal Preet
01:43:59
energy transfer, drum, medium, vibration, feet, pattern
Brittany Meeks
01:43:59
But at this point does it matter if the models are wrong?
AM Genco
01:44:12
Draw the scene from above, as though you were a bird looking down.
heatherwilliams
01:44:16
I think of cartoon thought bubbles coming from the floor
Ms. Sanders
01:44:16
EJ so true, that's basically my model!
Kathleen Miller
01:44:17
Instead of waves they might just draw lines like you would see in a cartoon
Randi.Kottler
01:44:23
Draw arrows between parts to show flow of vibrations
Alison Brown
01:44:24
motion lines
Anna Radef [Cashman MS]
01:44:31
waves
rachel amescua
01:44:35
vibrations and squiggly lines traveling down the drum and up the feet.
Ms. Sanders
01:44:35
the drum stand
Elizabeth Barrett-Zahn
01:44:36
The original sound coming from the instrument and her feet
Amy Schauer
01:44:39
showing "loud" and "soft" and rhythm
amanda robin
01:44:39
Her feet feeling the movements of the floor.
Christine Goonan
01:44:41
Drum sounds the air moving air molecules and bumping into her feet.
Becca Pindzia
01:44:42
I drew wifi-like waves coming from all of the places around the drum
Pragya
01:44:46
waves moving from instrument to floor in different ways
amanda robin
01:44:47
waves
Tarun Choubisa
01:44:47
Something is going from one part to another
Briana Garcia
01:44:47
Feeling the vibrations on the floor
Elizabeth
01:44:48
arrows
heatherwilliams
01:44:49
Floor giving sound and feet receiving the sound
Cassandra Bello
01:44:50
arrows pointing to the feet and as the person played the drum the feet felt a vibration
Kathleen Miller
01:44:51
curved line going outward
Jen
01:44:51
xylophone, mallets, stand, floor, feet, nerves, brain, sound waves, arrows showing direction of movement from
Alison Brown
01:44:51
kind of like quotes around her feet
Pragya
01:44:52
lines
Stacy
01:44:53
Evelyn was watching Oscar and anticipating movement, at the same time was feeling with her feet. The arrows show movement up her leg to her head.
E015269
01:44:56
We saw a lot of percussion instruments in the videos. I think students that do not have an understanding of sound vibrations will have an initial misconception that she feels the sound from the impact with the instruments
Elizabeth
01:44:58
Arrows represent soundmoving
Kamal Preet
01:45:00
transfer of energy
heatherwilliams
01:45:00
Show movement of sound
Kathleen Miller
01:45:02
The movement of the sound
amanda robin
01:45:03
Show the direction of the sound traveling
Sangeeta Gulati
01:45:03
Energy
Pragya
01:45:04
lots of small lines
Greta Nelson
01:45:05
the movement of the sound
Jen
01:45:05
arrows show the vibrational movement
Rachel Vliek
01:45:06
Parenthesis
Raazia Syeda
01:45:07
sound energy
AM Genco
01:45:08
concentric circles , ever larger
Elizabeth Barrett-Zahn
01:45:09
In between the instrument and her feet I have wavy lines
Pragya
01:45:10
lines
Stacy
01:45:12
The arrows show a line from Oscar to her eyes.
Stephanie Espinosa’s iPhone
01:45:13
waves
Cliff
01:45:15
arrows up and down showing movement of waves
Randi.Kottler
01:45:15
energy
Anastasia Jin
01:45:20
waves like wifi symbol
meganb
01:45:27
Person striking the drum, squiggly line from the drum down to ground to feet with arrows showing path, squiggly lines with arrows to the molecules of air in all dirctions.
Tarun Choubisa
01:45:31
By arrow, may be by colour change
Kathleen Miller
01:45:36
starts with drum ends at feet
Kris Grymonpre
01:45:42
I think the idea is to find the beginning of good Science ideas that we can build on--not to have the perfect model.
E.J. Lyons
01:45:43
showing how the vibrations travel down the drum stand to the floor to the feet. using the symbol for sound waves
meganb
01:45:53
Gotta have it checklist for model?
John Boniello
01:45:57
Arrows in different directions from the instruments to the objects around
Wendy Binder
01:45:58
good comment Kris
Kris Grymonpre
01:45:59
This is very similar to the OpenSciEd sound unit, which is an amazing curriculum
Wendy Binder
01:46:14
yes its aligned with openscied
Katherine Deitrick
01:46:16
Yes, and since their models aren't perfect, it is still a reflection of authentic scientific models because they too are not perfect!
Kamal Preet
01:46:43
kinetic energy of hand transferred to drumstick, air under drum starts vibrating, energy moves to ground from where it is transferred to feet
Katherine Deitrick
01:46:45
Can teach them science is tentative and always developing and growing like us as students
Wendy Binder
01:46:59
agreed Katherine and then class consensus modeling is so powerful
JC
01:47:03
Great question, sometimes getting started is the hardest part for my 6th graders.
Kathleen Miller
01:48:07
Yes JC it’s hard not to give them too much or too little information
Randi.Kottler
01:48:41
May need to use gradual release method if they haven't had much experience with making models
Tarun Choubisa
01:48:42
Showing some wave kind of things like)))))
Kathleen Miller
01:49:09
That’s exactly what I used!
Rachel Vliek
01:49:28
KLEWS ChartK-What do we think we knowL-What are we learningE-Evidence from the dataW-WonderingsS-Science concepts and words
E. Sadıkoğlu
01:49:34
The principal is very simple – any sound can be approximated by adding other sounds (or waveforms) together. The more sounds you add together, the more complex and (if the individual sounds/waveforms are correct) realistic is the final result.
Tarun Choubisa
01:49:47
Because there was oscillation on the speaker so new representation like )))))
Jen
01:50:26
How do you suggest we deal with misconceptions that children want to put on the K(know section) of the chart?
Pam Cadena
01:51:09
It is completely okay if their initial models are not accurate. Notice that the students will keep revisiting their models and revising them as they gain knowledge and most important, understanding of the concept.
Brittany Meeks
01:51:20
I would say with misconceptions to write them in, and as the students are learning, cross them off or change them.
Katherine Deitrick
01:51:54
Yes, good idea, Brittany. At the end of the activity, as an informal summative assessment, have students alter their K section.
Jenniffer Stetler
01:52:03
I was cut off from the webinar for few minutes due to power outage and where can I find the recording?
Kathleen Miller
01:52:04
Having them write down their misconceptions can be huge for changing them
Wendy Binder
01:52:11
nice comment Brittany
Rae McEntyre
01:52:21
Jen, I would suggest that students don't have misconceptions, but incomplete understandings. It's through sense-making, continuing to answer questions and the further investigations provides deeper understanding and the "misconceptions" are clarified.
Megan Doty
01:52:31
The recording will be emailed out to everyone who is registered in the next few days
Jenniffer Stetler
01:52:39
thank you
Jen
01:52:54
Do we add these misconception to the chart and come back to revise later?
JC
01:52:58
This lesson is awesome and I think I can use it in 6th grade as well.
Katherine Deitrick
01:53:06
Jen, yes
Wendy Binder
01:53:30
Look at OpenSciEd unit on Sound - its a free downloadable unit
Anne
01:53:34
I like the phrase incomplete understandings, especially for my crew
Brittany Meeks
01:53:36
It is always better for the students to "correct" their own misconceptions rather than the teacher just correcting them at the beginning.
Tarun Choubisa
01:53:36
When there are many misconceptions in class, how should those be handled in classroom which has 50 students?
Geoff Barrett
01:53:37
Great question
Stacy
01:53:42
I love all of these ideas, and I suspect I know the answer to my question. What would you do if your classroom format was 28 kids, once per week for 45 minutes (elementary Science Lab)?
Katherine Deitrick
01:53:43
Allow all thoughts from all students to be contributed
Arlene Jurewicz-Leighton
01:54:02
@ Rae. Page Keeley has an article about that thought about misconceptions
Katherine Deitrick
01:54:07
Tarun, a lot of students will end up sharing the same misconceptions
Kathleen Miller
01:54:09
Wow, Tarun where do you teach?
rachel amescua
01:54:31
Modeling will be great for my EL classroom!
Tarun Choubisa
01:54:37
@Kathleen thanks India
Becca Pindzia
01:54:45
Arlene—Do you have a link to that article?
Katherine Deitrick
01:54:53
At that point, if there are 50 misconceptions, have students in flexible grouping to allow students to learn from one another as they work through the activity
Kathleen Miller
01:54:55
That is a big class. I don’t feel so bad now with only 30.
Trish Shelton
01:55:06
Stacy I think you could still do this, but incorporate a looking back looking forward routine between lessons— what did we wonder about last week? What did we figure out? What are we still wondering about— then launch into today’s lesson
Daniel McElroy
01:55:20
You can always look to investigate the misconception
Katherine Deitrick
01:55:40
Very true, Daniel! Use it as a learning opp for a research project of sorts
Brittany Meeks
01:55:42
With each unit I have my students complete a summary. where they are looking at their essential question, but writing what they learned and how it relates to the question. That is huge, because we eventually go over it and it allows students to have the correct information and usually automatically addresses any misinformation.
Kathleen Miller
01:55:44
Having a discrepant event demo can help with incomplete understandings.
Kathleen Miller
01:56:24
There are lots of lists of these in every discipline, short things that students will usually make predictions in the wrong direction then have to correct themselves
Wendy Binder
01:56:38
Brittany that's great and also powerful to do a class wall chart to track the learning and build
Tarun Choubisa
01:56:44
@Kathleen thanks but still if there are 10 Misconceptions then also it is very difficult to handle when there is a time constraint. How should we handle that?
Mrinal
01:59:26
How do we deal with misconceptions for which gathering evidence/ investigation is not so straight forward (it is not a observable phenomenon)
Randi.Kottler
01:59:34
What is AAAS?
Elizabeth Barrett-Zahn
01:59:49
AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE
Jen
02:00:03
Thanks for everyone's insights into misconceptions!
Kathleen Miller
02:00:29
Tarun you may need to question those 10 separately to help them with understandings
Tarun Choubisa
02:00:50
@Trish Thanks, KLEWS idea is good atleast to capture
rachel amescua
02:00:52
Is there a pdf of this slide (phen-driven instr) or a planning document?
Megan Doty
02:01:13
All slides as a PDF are in the collection: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
rachel amescua
02:01:26
thx!
Daniel McElroy
02:01:40
I find that the QFT process is a great way to have the students make questions
Kristy Phillip
02:02:20
What is QFT?
james j
02:02:23
I have to leave soon is there a link to the survey. I have enjoyed the webinar and would like to share my feelings about the webinar.
Daniel McElroy
02:02:34
Question Formation technique
Megan Doty
02:02:49
James - please send an email to learningcenterhelp@nsta.org for help with the survey
Kathleen Miller
02:02:54
Yes, QFT is a great way to introduce phenomena
Tammy Fay
02:03:09
I agree Kathleen.
Karen Clemente
02:03:19
Question Formulation Technique
Zoubeida Dagher
02:03:32
See https://rightquestion.org/what-is-the-qft/
Kristy Phillip
02:03:33
Is there any particular article on QFT for teachers that you would recommend?
Mrinal
02:03:38
would like to know more about QFT
meganb
02:03:49
https://rightquestion.org/what-is-the-qft/
Kathleen Miller
02:03:57
There is a ton of stuff on the internet
Anna Radef [Cashman MS]
02:03:58
Would that be like using a driving question board?
Kathleen Miller
02:04:07
More structured
Katherine Deitrick
02:04:10
Also, a great book for more details about visible learning for science is "Visible Learning for Science" by Almarode, Fisher, Frey, & Hattie. Read it for my methods class for my M.Ed. program.
Becca Pindzia
02:04:11
Thanks @meganb
meganb
02:04:29
https://rightquestion.org/education/
Daniel McElroy
02:04:36
https://rightquestion.org/what-is-the-qft/
Kristy Phillip
02:05:23
Thank you. :)
Cliff
02:05:32
I use QFT at the beginning of a unit after showing phenomena. Students put their questions on anchor charts. Then we revisit during the unit..especially when we review unit test.
iPhone
02:05:49
one thing I always start with is “what do you notice?” and this lets ELL students or students at a lower learning level say just a color or a shape
Daniel McElroy
02:05:57
Yeah its great
Zoubeida Dagher
02:07:20
A
Anastasia Jin
02:07:21
A
Dianne Nowd
02:07:23
A
Ms. Sanders
02:07:25
A
JC
02:07:29
a
Jennifer Catone
02:07:30
a
Brittani Coutard
02:07:33
A
Jenniffer Stetler
02:07:36
A
Stacy
02:07:43
A.
MR. G
02:07:49
A
Adenike Ibiyemi-Aluko
02:07:52
b
Lauren McAnany
02:07:58
A
Carolina Salinas
02:08:01
A
Randi.Kottler
02:08:03
I really don't know
Kate Soriano
02:09:29
Tarun, the lesson sequence can provide opportunities for students to analyze data (that they've collected or from another source) to find evidence relevant to their claim. If they can't find it, that is the beginnings of students letting go of ideas they are holding tightly to, or shifting their thinking (building on partial understandings).
mariapiascotto
02:09:48
Sorry, which was the correct answer?
Jeannine Proctor
02:10:13
I didn't see the question-was still taking notes
Alison Brown
02:10:32
My students struggle with giving evidence where they feel like the data they collected is more black and white.
Kate Soriano
02:11:23
Alison, would you share what you mean by finding evidence from black and white data?
Stacy
02:11:34
Do you have specific language you would use to explain this to lower elementary?
Michelle
02:11:41
I like this idea because this is one of the topics (data) that I am going to do with my students while we are doing home schooling.
Jenniffer Stetler
02:12:05
Why not focus on a hypothesis driven? I came from being a bench scientist and not seeing a sound reasoning with using hypotheses.
Alison Brown
02:12:44
Sure, when recording data the experiment sort of gives my students yes or no answers however, the evidence is a higher level of understanding what the data is showing you.
Kat O'Malley
02:13:14
I have a department meeting I have to leave for :(
Kate Soriano
02:13:20
Stacy, in the Framework for K-12 Science Education, students use the language of data and evidence from K to 12
Stacy
02:13:30
Thanks Kate!
Kate Soriano
02:13:39
NP!
Randi.Kottler
02:13:40
I love this graphic organizer!
heatherwilliams
02:13:42
https://www.modelteaching.com/education-articles/writing-instruction/claim-evidence-reasoning-cer
Kathleen Miller
02:13:46
Can I get a copy of this?
skoppendrayer@csionline.org
02:13:46
the arrows
Jenniffer Stetler
02:13:50
NO HYPOTHESIS
JC
02:13:53
Arrows are helpful
amanda robin
02:13:54
Reasoning is the link between evidence and claim
VEEP Staff
02:13:54
evidence before claim
rachel amescua
02:13:56
the reasoning is a bridge between the other two
Elizabeth Barrett-Zahn
02:13:57
The arrow directions
Ms. Sanders
02:13:57
It's backwards design
AM Genco
02:13:59
size of the arrows is different
Peyton Reynolds
02:13:59
Reasoning points in between Claim and Evidence
Kathleen Miller
02:14:01
Love that reasoning isn’t by itself
Kate Soriano
02:14:01
Kathleen, we can add this to the collection.
Geoff Barrett
02:14:01
I like the flow and clarity for students - easy to understand with a discusssion
Heidi Vasel
02:14:03
data to evidence to claim through reasoning
Brittani Coutard
02:14:03
the order
Randi.Kottler
02:14:05
Arrows show relationships
Jeannine Proctor
02:14:06
The reasoning connects the evidence back to the claim
Gregg Robinson
02:14:08
arrows and reasoning
hohlvi
02:14:10
the arrows
Pragya
02:14:11
claim comes from evidence and reasoning comes from a combo of the two
Pam Cadena
02:14:11
reasoning supports the evidence and claim
William Rogers
02:14:11
Claims are comprised of reasoning and evidence.
Jen
02:14:12
arrow run contrary to linear thought
E015269
02:14:12
the order
Amy Schauer
02:14:15
It seems like reasoning should include acknowledgment of contradictory data and why that doesn't negate the claim
Cliff
02:14:17
The evidence supports the claim. The reasoning explains the claim by using evidence
Becca Pindzia
02:14:19
Reasoning connects claim to the evidence AND the claim
Elizabeth Barrett-Zahn
02:14:38
Thanks for explaining this!
Anna Radef [Cashman MS]
02:14:49
The reasoning explains how my evidence backs up my claim
heatherwilliams
02:14:50
https://www.dvusd.org/cms/lib/az01901092/centricity/domain/5849/cer.pdf
Kathleen Miller
02:15:02
Yes for a lot of students the reasoning is just an afterthought that gets short attention
Anna Radef [Cashman MS]
02:15:42
I love the "My Dad is a Space Alien" example!
skoppendrayer@csionline.org
02:16:00
I also use the space alien example. Students love it!
Brittany Meeks
02:16:14
My students always struggle with the reasoning
Daniel McElroy
02:16:23
I used that one this year and. The kids loved it
heatherwilliams
02:16:27
The model teaching has great graphic organizers too. I shared the link above
Cliff
02:17:11
In my students’ labs, their data is separate. When they do the CER, their Evidence includes the cross cutting concepts to describe their data
Pam Cadena
02:17:11
Anna--I agree with you!
Jennifer Fine
02:17:12
Thanks for sharing
Regan Mckinnon
02:17:22
The air
rachel amescua
02:17:50
Love this! Simple, but powerful!
Vanessa
02:17:52
Sorry I have to leave this fantastic webinar....have a school meeting.
Vanessa
02:17:56
Thanks everyone
Megan Doty
02:18:59
Please leave your cameras off for the duration of the seminar - thank you!
gruhlked
02:19:46
I, too, need to leave. And, I further pass along my appreciation for your work and presentation.
William Rogers
02:19:47
Patterns:
Kris Grymonpre
02:20:04
A pattern I observe is that the mass only goes up when it has both light and water
Jennifer Fine
02:20:08
A pattern I observe is...that with water the seeds sprout.
Rachel Vliek
02:20:11
what causes the extra .13 grams if mass to happen?
Sue Huffman
02:20:12
Under condition of light and water the plant gains mass but under the condition of water and no light, the plant actually loses mass.
AM Genco
02:20:13
A Pattern that I observe is that the seeds that lacked something had less biomass.
Becca Pindzia
02:20:13
A pattern I observe is…without light, the biomass goes down
Kathy Wenzel
02:20:15
The pattern I observe is light is needed.
amanda robin
02:20:17
I pattern I noticed, nothing happened without water or light. Everything needs water
Suzanne MMWD
02:20:19
What are the components of the system? light, water, seeds
JC
02:20:20
I observed that the different conditions resulted in a different biomass.
Stacy
02:20:20
I observe that the plants on the right are light green vs dark green in the middle.
Deondre Gaines
02:20:21
observation observed
Raazia Syeda
02:20:21
seeds sprouting and dying after sometime. Life cycle of plant
Christine Goonan
02:20:22
A pattern I observed is the sample with light and water had more mass than the other two test samples
Nick Cutting
02:20:22
Why does this happen? (it is the only why question, all of the others are basic what type questions).
Aleja
02:20:23
A pattern I observe is that with wáter there is not gain in biomass
Ms. Sanders
02:20:24
What are the components of the system? 1.5 g of seeds, light, water, and product
Kent
02:20:24
A pattern I observe is that light and water effect the plants mass
svteacher
02:20:25
Light and water causes more mass
Daniel McElroy
02:20:25
A pattern I observe is that there was more biomass with light when there was no light
William Rogers
02:20:25
The pattern that I observe is that seeds without light lost mass.
Ashley Klaiss
02:20:25
What causes growth to happen? Under water, there is growth
cami
02:20:26
What causes a reduction in mass without light to happen
Heidi Vasel
02:20:29
photosynthesis causes growth
Jennifer Heilman
02:20:29
What causes the seeds to sprout?
Peyton Reynolds
02:20:30
light and water make the pants bigger
LH
02:20:30
A pattern I observe is that mass increases with light and water
Brittany Meeks
02:20:33
I pattern I observe is: the only one that gained biomass is the one that had substantial growth
Sara King
02:20:35
A pattern I observe is that mass decreases as light and water are taken away
Nathan Ditterline
02:20:36
A pattern I observe is...with less light and water results in less biomass
Anne
02:20:37
a pattern that I observe is the ones with loght and water had the most
Jennifer Catone
02:20:38
A pattern I observe is when light and water are present there is more growth
Geoff Barrett
02:20:40
Systems and system models: What are the components of the system? Under the conditions of Light - Water - Seeds - Air
samanthachinique
02:20:40
A pattern I observed is the only way the seeds grow is with both light and water and not just only one of them
Sara Ordonez
02:20:40
the pattern is how water and light is needed
Anna Radef [Cashman MS]
02:20:41
A pattern is observe is that biomass was lost without light.
Randi.Kottler
02:20:42
I observed that you need light for growth
Jen
02:20:42
How do your observations about each condition compare? I notice that light/no water weighs 1.46 grams, light/water is 1.63 g, and no light/water is 1.20 grams
VEEP Staff
02:20:45
what causes a change in mass to happen?
Amber
02:20:46
A pattern I observe is that light is essential
Kate Soriano
02:20:46
Brittany, students are novice and need scaffolding. Consider building explanations together using evidence from class data. Then say, now I want you to construct an explanation using your data. You might consider using sentence starters as well.
Vanessa Pena
02:20:46
This happens because the plant needs both light and water to fully grow. It cannot survive without one or the other.
Brittani Coutard
02:20:48
a pattern i observe is with light it grows without it its dies
Alexandra DiRaimo
02:20:49
A ppatern I observe is that when only water is administered to plants, they have lighter colored leaves.
Nataly Flores
02:20:50
A pattern I see is that without both water and light, a sprout cannot gorw.
Melissa Miller
02:20:53
A pattern I observed is that both water and light is needed.
Stacy
02:20:55
The seeds on the left have a different #value than on the right.
Pam Cadena
02:20:57
A pattern I observe is the seeds without light or without light & water have a lower mass.
Erin Darling
02:21:02
This happened because the water is still present.
Angela B.
02:21:04
A pattern I observe is that water did not affect the biomass.
Francesca Fraioli
02:21:04
What is the difference between the blue and green questions again?
Cliff
02:21:07
The no light causes biomass not to grow as much
Anjana Tihaiya
02:21:11
what causes------ to happen? i think light and water has to do somthing with biomass
Randi.Kottler
02:21:12
I meant you need water for growth
Kathleen Miller
02:21:13
Light and no water and no light, water are different because the one with water actually lost mass.
Stephanie Espinosa’s iPhone
02:21:13
the plants need light and water to grow
Michelle
02:21:21
I observe that during the light no water there was a loss of mass (.04) . L
dgooch
02:21:24
A pattern I observed is with no water, the seeds don't grow into plants. However, Both plates that recieved water, seed grew.
iPhone
02:21:29
the radishes in the middle are different than the ones on the right because the are larger and greener
Megan Doty
02:21:31
Collection: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Luz Rodriguez
02:21:35
The pattern I observed is water makes plant green and grow
HHMatari
02:21:43
I observed that for the plant in the middle mass is the highest. a plant to grow it needs both water and light
Tarun Choubisa
02:21:48
The pattern I see that when sunlight is not there mass has decreased
Diane Johnson
02:21:55
Blue = practices, Green = crosscutting concepts
Ryan
02:21:59
I wonder why there is less mass after the time with no light and wáter even though growth is obvious
mark.iwasaki
02:22:25
A pattern I observe is the mass of plants is dependent on both water and light exposure.
Arlene Jurewicz-Leighton
02:25:31
What is the reason that both light and water increase mass and only water with no light decreases mass.
Kathleen Miller
02:25:55
When is the webinar on distance learning?
Jeannine Proctor
02:26:09
once students become accustomed to the practice of the cycle of individual then small group then revision process; how do you encourage students to engage in the alone zone initially who opt to only work in collaborative environments
Kathleen Miller
02:27:14
Jeannine I have the opposite problem sometimes which is kids that don’t want to collaborate
Cheryl Roberts-Prior
02:27:16
Thank you!
rachel amescua
02:27:19
So, in this CER, the claim becomes more of a conclusion and answer to the essential question? The students don't generate a predictive claim?
skoppendrayer@csionline.org
02:27:19
Thank you! Awesome seminar.
Kathleen Miller
02:27:24
Thanks so much!
Laura
02:27:25
Thank you!
Kate Soriano
02:27:27
Jeannine, for some the Alone Zone is a little scary. You can scaffold their task in the alone zone, too. It's new for students and requires practice.
Christine Goonan
02:27:28
Thank you
Wendy Binder
02:27:30
Jeannine for those kids try a mini step to think pair share before alone zone
Luz Rodriguez
02:27:31
This was fantastic! Thank you so much!
Randi.Kottler
02:27:31
Thank you. Great webinar
Pam Cadena
02:27:40
Thank you!
pramudyaaris
02:27:40
Thank you
Elizabeth Barrett-Zahn
02:27:41
Thanks Trish and Kate!
Mrinal
02:27:42
Thanks.. really nice and useful seminar!
Maggie
02:27:43
Thank you! This was great!
Daniel McElroy
02:27:43
How can we make the students make the connections with the work we do and their ideas. My students tend to just focus on the day to day
Tarun Choubisa
02:27:44
What are the different ways to scaffolding?
Alison Brown
02:27:45
Thank you for all of the information.
Anastasia Jin
02:27:45
thank you!
Anny Vanegas
02:27:46
Thank you.
Peyton Reynolds
02:27:47
Thank you!!
cynthiavasco
02:27:47
Thank you
Karen Clemente
02:27:48
Thank you!
Holly Baldwin
02:27:48
THank you!
Noelle Collis
02:27:48
thank you!
Kamal Preet
02:27:49
Thank you so much!
Ms. Sanders
02:27:51
Thank you! Very informative.
bbearre
02:27:51
Thank you!
Anne
02:27:51
Thank you. This was very helpful!
Briana Mateo
02:27:52
thank you!
Megan Doty
02:27:52
https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Ashley Klaiss
02:27:53
Thank you!
Martina
02:27:53
Thank you!
Daniel McElroy
02:27:53
Thank you
April Solms
02:27:54
Thank You!
Jen
02:27:54
Thanks!
Cliff
02:27:54
thank you
Rocio Melendez
02:27:55
thank you!!!!!!!!!
Anna Radef [Cashman MS]
02:27:55
Thank you! : )
Cintia Guevara-Corea
02:27:55
thanks
E. Sadıkoğlu
02:27:55
Thank You So Much!
Elizabeth Barrett-Zahn
02:27:55
Thanks for all you do!
Ryan
02:27:56
Thanks so much!
amanda robin
02:27:56
Thank you! This was great help for CER
cadeyayers
02:27:57
Thank you!
Gregg Robinson
02:27:57
Thank you....Great Presentation!
Judie Beccaro
02:27:57
Thank you!
JC
02:27:58
Thank you, this is such great information!
jossy cubillo
02:28:00
thank you!!!
Ashley Edmond
02:28:00
Thank you!!
Erin Bejarano
02:28:02
Thank You!
Nathan Ditterline
02:28:03
Thank you so much Tricia and Kate, time well spent!
cami
02:28:03
thanks for some great resources
Ashley Gibson
02:28:04
Thank you!!
Pragya
02:28:07
thank you
Brittany Meeks
02:28:07
Rachel- I have been to several trainings on CER, and have never heard of students making one as a prediction. It is always done at the end
Wendy Binder
02:28:08
thank you all for joining NSTAs webinar wednesday!
Mariana Gonzalez
02:28:08
thank you !
mariapiascotto
02:28:08
Thank you!
Rocio Melendez
02:28:09
such great information!!
Zoubeida Dagher
02:28:10
Thank you…
khughes
02:28:12
Thank you!
Michelle
02:28:13
Thank you
mariapiascotto
02:28:14
Where is the survey?
Geoff Barrett
02:28:15
Appreciate you - please stay healthy & safe
Greta Paith
02:28:20
Thank you. It was interesting and I'm anxious to try your suggestions.
Jennifer Heilman
02:28:22
Thank you everyone!
Jennifer Fine
02:28:23
Thank you!
khughes
02:28:25
Love the Daily Do
mark.iwasaki
02:28:28
Thank you for your time. I learned a lot today.
Don Boonstra
02:28:31
Survey will come soon.
VEEP Staff
02:28:35
Thank you!!How do we access last week’s seminar?
gmcneil
02:28:35
thank you will receive a certificate
mariapiascotto
02:28:38
Where can I find the survey which emails me a certificate?
Jennifer Fine
02:28:54
Yes! The Daily Do resource is AWESOME! Thank you!!!
Kate Soriano
02:28:59
Kathleen, collaboration needs scaffolding to! STEM Teaching Tools Partner Conversation supports are a great resource. I can add it to the collection.