Welcome everyone!

You are listening to Megan Doty, program Moderator

Link to collection of resources, slides and videos: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=7A6A8B6Gibk_E

We need a new approach because there is inadequate respect for science concepts, process, and data. We need to build those processes and respect.

hey, I was

To learn science you need to do science.

is hands on always learning?

New approach because the old standards don't reflect how scientists actually do their work.

Critical thinking is seemingly a lost art.

If you do it correctly hands on is learning. It has to be planned.

I guess the thing that strikes me is that my teachers were using these ideas in 1972

There is organic enthusiasm. More ownership of knowledge - kids experience the Aw ha moment!

outdated standards; new research is out about how students learn

Doing science is thinking like a scientist.

it’s a shift in what traditional education looks like......

Critical thinkers; real world applications

Science Standards 20 yrs old

You do need a find a new way to teach critical thinking.

World is every changing. We need to teach more handson

Being able to explain the world around us, and becoming more curious

the skills that NGGS implements allows for real world applications.

Students need different strategies than in the past...a lot more doing than listening!

Learning science helps students gain skills that are applicable to any field

Parents...Will the standards prepare my students for the future

Just yesterday in our Teacher Tip seminar about online learning we talked about “settled” science versus authentic science and I draw some connections to the video and the latter ideas. We used the example of students actually studying COVID-19, rather than typical worksheet assignments. Actually being immersed in the learning.

Students use Science Skillsbeyond the classroom

Students only remember a small amount of lecture. Students need to go out and do actual science not cookbook labs.

Science is a dynamic train of thought. New data and evidence is constantly pouring in, and so a truly scientific mind is one that is open and flexible.

Citizen science is a great way to do this.

Students showing excitement about Science

Much hands on

Problem solving cause and effect

Get to listen to other student's processing skills,

Respectful collaboration is necessary

Discussion, perspective taking, teamwork

peer learning

Get to share experiences as to how connections were made coming up with an answer

learning from each other and adjusting your ideas together

Teamwork

drawing

I love the team work.

Barbara, I like respectful in respectful collaboration

They seem to be applying prior knowledge to a new word.

Encouraging students to question their own immediate environments and building up their confidence, coupled with their inquisitive nature, will make science more accessible to them.

allowing the students to be active in the entire process is awesome ... energy in the classroom brings excitement in learning

Their prior knowledge is based on observations of their own bean seed.

Broadening perspectives by listening to different understandings of classmates

Teamwork...Science requires individuals working together, sharing, and appreciating each other ideas and way of thinking

Respectful collaboration needs to begin early. Scaffolding is huge

Students are creating their own definitions from previous experiences and knowledge

They are all very excited to share!

Hands on discovery helps them take control of their learning

Everyones voices are being heard and accepted.

Using observation, taking stances

learning/sensemaking needs engaged learners. wish all students were! hands-on engages more for sure.

student explanations, asking questions, arguing from evidence: using SEPs

These kids are feeling successful as scientists.

Students are learning to argue from evidence

Important to listen carefully and think fast on your feet as a facilitator

The sense making was from a shared experience. They were having a collaborative conversation. Building on each others ideas.

figuring out

observation and discovering by themselves

Collaboration through discussion of the phenomenon.

Link to collection of handouts, slides and videos: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=7A6A8B6Gibk_E

Measurement, tool use

Asking questions

Questioning they were asking each other what germination was.

Asking questions and engaging in argument

engaging in argument

Asking Questions - did the seeds need sunlight?

Students were constructing explanations - as they examined their bean sprouts

Engaging in argument

Number 2, 3, 4,5,6,7,

arguing from evidence- did the plant grow in the dark?

Planning and carrying out investigations

1, 3, and 7: They were asking questions and defining problems, planning out investigations, and engaging in argument from evidence.

#7. They were using their plants as a basis for their questioning.

analyzing and interpreting data by given their various points of view from the experiment

Obtaining, Evaluation, and communicating information through their observations, analysis, and discussions.

In the middle

In the middle.

middle

I’d say I am somewhere in the middle and the right

middle

closer to the right, 75%

Closer to right

confident, most of time

I was a scientist who went into the classroom. I brought the understanding of science into the classroom without the classroom management at first. Years later I have that down too.

When we try to "hand down knowledge" many students are left out. They don't get it.

I am also a scientist who went into the classroom. This is my first year.

Cool more scientists need to go into the classroom.

Thank you both for becoming teachers!

Please feel free to post any questions you might have as we continue on! We have a stop for questions coming up.

Was that a therapy dog?

love the presenting part of the design process.... great practice communicating

I noticed one group used both inanimate objects and a dog to showcase their learning.

WoW! The student had the pet involved in te experiment!!1

ABC activity before content

Bill, Trish could probably answer better, but I think the student really wanted her dog to be a part of the rube Goldberg machine:)

It is life science dog fits in perfectly, little omnivore

How energy is transferred.

How transfer of energy from physical to the ecosystem

They're figuring out how energy transfers from one thing to another.

Yes, because they were talking about how energy is transferred.

Student were explaining why transformation didn't work. Problem solving

Applying understandings gained in one branch of science to a different branch of science - top of Bloom's taxonomy

They modelled energy transfer.

yes, if objects didn't move, they realized they needed more to start

Flow of matter

how to make it more efficient

idea: transfer of energy; students using physical models of dominoes and balls

Where energy is lost

greater force/momentumn

One student compared transfer of energy in a food chain to a physics setting.

Potential to kinetic energy

energy is transferred or transformed into sound etc

students were problem solving

Where energy is transferred out of the system

I have students explain the loss heat, sound...

Relating the transfer of energy from what they learned in a LS project to a Physical Science project. This is an important CCC.

Link to collection of resources, slides and videos: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=7A6A8B6Gibk_E

Explain the flow of energy through their models

The iterative process is essential in problem solving.

So true 0178.

Hard to prove that the same quantity of energy moves through their models.

They couldn't quantify but they can see things slow down or not move things so they would understand the energy change.

The concept of transfer of energy and conservation of energy are really two different ideas, and I don’t see them both present in these models. Change, yes. Conservation, not so sure.

They would have had to understand the concept of conservation of energy before this. That was probably a previous lesson.

The value of sensemaking as a diagnostic tool is therefore evident in that video

agreed! transfer yes but conservation needs discussion on inefficiencies: friction/heat/sound

It also seems that this part of the CCC Energy and Matter could be what is being reinforced in both physical and life systems. “Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.”

"They can't agree with me just because I say so." Love that. That is a skill that goes far beyond the lab.

Great point, Rebecca!

mindmaps visually allow students to support their claims

quantifying makes more concrete

I like that one student said he had an idea but he couldn't find the right evidence to support it--give opportunity for others to weigh in

Something I want to get better at is having students use peer review more efficiently.

I appreciated Tricia's wording at the start to "respectfully" probe a presenter's understanding.

now discussing conservation!

Sensemaking as a diagnostic tool is presented in this video as an approach to matter and energy analysis which aided understanding. Sensemaking was part of the process used in student's examination of transforming energy.

Do you have any initial ideas for scaffolding this HS model for 3rd graders? We already studied owl pellets and the food web while we were in school. I wonder if they could make a physical model at home.

What type of pre-teach about the concept of energy was there before food-chains and rube goldberg?

Students built their understanding of energy transfer through the practice of modeling (Rube Goldberg).

S, if you can take a look at the Practices on the NGSS website or teh NSTA website, you’ll see bullet points (elements) for each practice that are appropriate for each grade, and build on one another as the grade level increases

Collection link: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=7A6A8B6Gibk_E

Thanks!

explore the wider system, create a map of that system, and act in the system to learn from sensemaking

Science: Contemporary is more in line with place-based learning.

contemporary is process bases

student is the scientist

Using language to communicate ..due to individuals we will be working with

The traditional views are more surface learning while the contemporary views are more application

Inquiry science

Contemporary focusing on meaning making

The contemporary views are both more student centered.

contemporary translate more to “real world” learning and traditional seems more rote memorization on things already discovered

memorized words mean nothing unless you can use them properly

individual vs social

When students are given choice they are more engaged. Both contemporary views allow for that choice/experience.

With the ease and access to immediate vocabulary, the need for using that science is what's really important.

language is also a process

Language and science in contemporary views emphasize meaning more than memorization.

In contemporary views, students would be able to explain their thinking in a variety of ways—pictures, models, paragraphs, experiments—coming together in sharing understanding, not regurgitation.

contemporary allows for more discovery instead of being spoon fed info

Vocabulary & content should be incorporated in meaning making. Comes for student questioning

Language and science both evolve across time and generations.

Contemporary - students have more ownership of the knowledge

Using science language as common way of talking to students eventually they understand you.

not a language teacher but seems contemporary is whole language = sci/eng practices

Am I late? My e-mail said 5:00 MT

oh no. we are about 1 hr in

Intersting idea

In this activity, did you provide directions for how to use the box>

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The recording of the program will be emailed to everyone who is registered, so you can catch up!

Isn't it 6pm MT now?

Will everyone receive a copy of this recording? I would like an opportunity to review everything.

Yes, all who are registered will!

yes almost 6pm mt

Thank you!

I love the change in thinking here.

5pm in Arizona

I love this investigative unit! I wish I could go back and teach waves and light again - it has been years.

The revised model communicates what the goal of the lesson was! Awesome

It is very exciting to see the student figuring out how the eye works for themself.

how about two eyes holes for two student viewing to reinforce reflection in all directions?

Are there NSTA recommended reading to learn more about language-in use, knowledge-in-use, and multiple modalities?

Now we just need to teach students how a scientist would set up the figure for a scientific report.

Collection link: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=7A6A8B6Gibk_E

Do you provide the rubric to the student

Thanks for the reading! Are there recommendations for middle and high school?

Collection link: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=7A6A8B6Gibk_E

I remember the NAP report ok

Thank you.

Thank you!

Kate, and Tricia...thank you.

I do often provide the rubric to students— in student friendly language

Thanks so much!

Well done.

Good Information

https://learningcenter.nsta.org/freemonth

https://www.nsta.org/dailydo

I use the report and even these examples with HS— the shifts remain the same for HS and MS. I also use student work examples from those grade bands and use them to describe the shifts

Thank you so much. I appreciate how straight forward the presentation was. The videos really helped clarify the information.

https://learningcenter.nsta.org/webseminars

Effective, meaningful, cognitively rich and culturally relevant Science sensemaking opportunities that promote Science learning and equity for all students.

https://learningcenter.nsta.org/bookstudy/2020-Spring.aspx