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Scientific Scientific ArgumentationArgumentation

ScienceScience PD Sept. 2013 PD Sept. 2013

Oct. 14 – 25 (maybe longer): testing window for Oct. 14 – 25 (maybe longer): testing window for Science District Benchmarks for grades Science District Benchmarks for grades 3-83-8 and HS and HS BiologyBiology

Oct. 16: Vertical Articulation - Feeder schools meet atOct. 16: Vertical Articulation - Feeder schools meet at

each High Schooleach High School Jan. 18: County Science Fair at GreenwoodJan. 18: County Science Fair at Greenwood Feb. 26: next PD like this one at your schoolsFeb. 26: next PD like this one at your schools

(trainers will meet at GHS Feb.19) (trainers will meet at GHS Feb.19)

For your calendar:For your calendar:

The Phase III On-modules

*WCPS will require four modules to be completed during the 2013-14 school year. The following three modules listed in *bold type and the fourth module will be teachers’ choice. Certified staff will need to complete one module per quarter. The certificates will be turned in to the PD designee at each school.

Ten new modules are available to North Carolina educators in 2013–2014, all through the NC Education site:

Go On-line to NC Education: My home (GUEST) https://center.ncsu.edu/nc/my/

Building and Sustaining Professional Development *Data Literacy in Action* required, submit certificate of completion by Friday, 3-21-14 to your school Literacy in History/Social Studies, Science and Technical Subjects, Part 2 Measures of Student Learning, Grades 9–12 Measures of Student Learning: Common Exams, Middle and Elementary Grades NC Principal and Assistant Principal Evaluation: Understanding the Process NC Teacher Evaluation: Understanding the Process *Responsibilities of the 21st-Century Educator* required, submit certificate of completion by Friday, 1-17-14

to your school 21st-Century Mentoring *Universal Design for Learning* required submit certificate of completion by Friday, 10-25-13 to your school The fourth module (teacher’s choice) will need to be completed and certificate turned in by Friday, 5-30-14 at

your school

Students with contacts should Students with contacts should notnot remove contacts before wearing safety remove contacts before wearing safety goggles.goggles.

((I. B. 19. I. B. 19. Contact lens wearers should be

provided with non-vented or indirect-vented

chemical splash goggles in the laboratory.) Remember to flush eyewash stations Remember to flush eyewash stations

weekly.weekly. Read the CHP—the whole thing!!!Read the CHP—the whole thing!!!

(Compared to industry, accidents in (Compared to industry, accidents in schoolschool

labs are 100-1,000x more common.)labs are 100-1,000x more common.)

Chemical Hygiene Plan Chemical Hygiene Plan (CHP)(CHP)

1.1. In one sentence, describe how the In one sentence, describe how the school year has gone for you so far.school year has gone for you so far.

2.2. With one or more sentences, cite With one or more sentences, cite evidence to support your claim of how evidence to support your claim of how your year has been going.your year has been going.

You have ~3 minutes to You have ~3 minutes to complete the following:complete the following:

Argumentation Argumentation ≠ Fighting≠ FightingÄrgyəmən’tāSHən noun1. the action or process of reasoning systematically in support of an idea, action, or theory."lines of argumentation used to support his thesis"

NGSS: Next NGSS: Next Generation Science Generation Science StandardsStandardsScientific and Engineering PracticesScientific and Engineering Practices

1. Asking questions (for science) and defining 1. Asking questions (for science) and defining problems (for engineering)problems (for engineering)

2. Developing and using models2. Developing and using models

3. Planning and carrying out investigations3. Planning and carrying out investigations

4. Analyzing and interpreting data4. Analyzing and interpreting data

5. Using mathematics and computational 5. Using mathematics and computational thinkingthinking

6. Constructing explanations (for science) and 6. Constructing explanations (for science) and designing solutions (for engineering)designing solutions (for engineering)

7. Engaging in argument from evidence7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating 8. Obtaining, evaluating, and communicating informationinformation

ClClaim: a statement that answers a questionaim: a statement that answers a question

EvEvidence: the data that supports a claimidence: the data that supports a claim

RReasoning: explains how and why evidence easoning: explains how and why evidence supports the claim (hopefully using new-supports the claim (hopefully using new-found science ideas!)found science ideas!)

ClCl--EvEv--RR

Take a look at the Cl-Ev-r Take a look at the Cl-Ev-r handouthandout

Poster version Poster version

Feedback template Feedback template

Feedback template can be used for Feedback template can be used for self-assessment, peer feedback, or self-assessment, peer feedback, or teacher feedback.teacher feedback.

The data does not “speak”.The data does not “speak”. Something must be done with data Something must be done with data

to get evidence.to get evidence.

data and evidence:data and evidence:students often confuse the students often confuse the twotwo

data reasoning evidence

Each school received a set of these Each school received a set of these seven Page Keeley books last year.seven Page Keeley books last year.

DPI has produced a document that DPI has produced a document that links NC Essential Standards to links NC Essential Standards to each probe within these books.each probe within these books.

That PDF can be downloaded from That PDF can be downloaded from your teacher resources page on the your teacher resources page on the WCPS Science siteWCPS Science site

Cl-Ev-R and Formative Cl-Ev-R and Formative probesprobes

1. Go to WCPS homepage1. Go to WCPS homepageTask: get that PDFTask: get that PDF

2. Click the “Instruction” tab

3. Find “Science” and click on it.3. Find “Science” and click on it.

4. Click on “Teacher Resources” for your level4. Click on “Teacher Resources” for your level

hereor here

Science…yum

5. Click to download5. Click to download

ClCl--EvEv--RR Formative Probe Formative ProbeComplete Complete sections 1. and sections 1. and 2. of the SWH 2. of the SWH template:template:

(from Keeley Vol. 2, page 41)

Use the stuff I give you to do an Use the stuff I give you to do an experimentexperiment

Fill out sections 3. and 4. of SWHFill out sections 3. and 4. of SWH

Making a probe Making a probe concreteconcrete

Safety goggles are for losers.

Do sections 5. and 6.Do sections 5. and 6.

Making a probe Making a probe concreteconcrete

What effect did holes have on floating?

Give an explanation to

support your claim with evidence and

reasoning.

Sharing and comparing Sharing and comparing resultsresults

2 stay the others stray 2 stay the others stray activity:activity:Two members of your Two members of your team stay to study team stay to study “external sources”.“external sources”.The others moves to The others moves to collaborate with other collaborate with other class members “internal class members “internal sources”.sources”.Return and record your Return and record your findings.findings.

Metacognition Metacognition

a type of guided inquirya type of guided inquirya writing to learn strategya writing to learn strategypromotes collaboration, learning, promotes collaboration, learning, critical thinking skills, critical thinking skills, communication, & problem solvingcommunication, & problem solving

What is SWH?What is SWH? SScience cience WWriting riting HHeuristiceuristic

Students need to investigateStudents need to investigate Students need to gain evidence for Students need to gain evidence for

their claimstheir claims Students need to compare their Students need to compare their

findings to those of peers, othersfindings to those of peers, others Students need to communicate and Students need to communicate and

defend their findingsdefend their findings

Why use SWH? NRC Why use SWH? NRC says:says:

You do not really understand You do not really understand something unless you can something unless you can explain it to your grandmother.explain it to your grandmother.Albert Einstein

SWH helps integrateSWH helps integrate

That’s how problems are solved in “the real That’s how problems are solved in “the real world”.world”.

It gives students a use for what you’re It gives students a use for what you’re teaching.teaching.

It’s a treatment for student apathy.It’s a treatment for student apathy.

What’s so good about What’s so good about integration?integration?

Now Now requiredrequired to contain 2 to contain 2 pieces of science writing.pieces of science writing.

MS/HS Writing portfoliosMS/HS Writing portfolios

Science (Argumentation)

Science

Science

Science

Science

Science

Science

Science

Science

Science

Science

Science

Science

Science

Science

Science