leaps learning in physical science december 15, 2009 supported by university of kentucky pimser math...
TRANSCRIPT
![Page 1: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/1.jpg)
LeaPSLearning in Physical Science
December 15, 2009
Supported by University of Kentucky PIMSER Math and Science Outreach
Welcome!
![Page 2: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/2.jpg)
![Page 3: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/3.jpg)
Project Goals for LeaPS
• Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion)
• Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts
• Goal 2: Improve Teacher Instructional Practices
• Goal 3: Enhance Administrator Support
![Page 4: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/4.jpg)
Group Norms• Stay on schedule; be on
time• Put cell phones on silent
and computers closed• Stay present, giving full
attention• Listen actively as others are
speaking• Be engaged—Be IN the work• Avoid sidebar conversations• Keep name tags visible• Rule of 2 feet• Any others?
![Page 5: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/5.jpg)
Review of last month
Content Building:Graphing Motion
DebriefHomework
Force & MotionCTS
![Page 6: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/6.jpg)
Roadmap for today
UnderstandingStudentThinking
ModelsAnd
Representations
FnMProgression
ContentBuilding
![Page 7: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/7.jpg)
Position & Time Graphs
• Examine the graphs and for each, determine…– what the student is
thinking– why they may be
thinking this way– what experience they
need to move their thinking
If students have difficulty with position & time graphs, how might this affect future learning?
![Page 8: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/8.jpg)
Time to Reflect
![Page 9: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/9.jpg)
Making Thinking Visible:Modeling and Representation
Chapter 6
![Page 10: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/10.jpg)
Learning Targets
• I can identify key concepts about scientific models.
• I can explain the importance of developing student’s understanding of models in order to develop their understanding of the natural world.
![Page 11: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/11.jpg)
Is it a Model?• Lay out the cards on
the table. • Sort them in to two
categories: those that are models and those that are not.
• Discuss your reasoning for your placements.
![Page 12: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/12.jpg)
• “Models are crucial to science teaching and learning, yet they can create unforeseen and overlooked challenges for students and teachers.”– John Eichinger, “Using Models Effectively,”
Science and Children, April/May 2005
![Page 13: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/13.jpg)
DEBRIEF of Ch. 6
• Individually, jot down or star on your reading guide, the 4 important ideas about scientific models from Ch. 6.
• In pairs, compare your lists and distill your ideas down to the 2 most important ideas.
• Pair up with another pair (group of 4) and determine the 1 most important idea about scientific models from Ch. 6. Be prepared to share with the whole group.
![Page 14: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/14.jpg)
Debrief on Ch. 6
• Revisit your Key Vocabulary Organizer for “Scientific Model” and your reasoning from the sort.
• Then, as a school team, develop a “common” definition for scientific model.
• How might understanding what a scientific model is impact students’ understanding of force and motion?
![Page 15: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/15.jpg)
Switch to Teacher Hat
• We used a probe entitled “Is it a model?”
• Why did we do this with you?
• Why would you do this with students?
• How does the information gained help to make instructional plans?
![Page 16: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/16.jpg)
Reflection Time
![Page 17: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/17.jpg)
Force and MotionWhat is the progression?
• Learning Targets – I can explain how learning progressions could be useful for developing and/or improving curriculum, assessment, and instruction for a scientific topic.
![Page 18: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/18.jpg)
The Question……
• What if students don’t develop a more scientific understanding of Force and Motion?
![Page 19: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/19.jpg)
CTS Review
• CTS helps us to see the “Big Picture” of the why & what of the topics we teach.
• Please review the CTS from last meeting, and in conjunction with the PoS, determine what is similar for FnM for 6th, 7th, and 8th grade and what is unique.
![Page 20: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/20.jpg)
Ch 4 Ready, Set, Science!• Placemat Consensus: teammates place consensus items in
the center of their team placemat.• Teammates all respond simultaneously in their individual
space, writing as many ideas as the time allows, to the question about Ch. 4 provided to the team.
• Teammate 1 announces one item he/she has written.• Teammates discuss the item.• If there is consensus that the item is important, Teammate 1
records his/her best synthesis of the team’s ideas in the center of the placemat, seeking help with wording if necessary.
• The process is repeated until each teammate in turn suggests an idea and records the team consensus.
![Page 21: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/21.jpg)
Ch 4 Ready, Set, Science!• How did the CTS on FnM provide a big
picture understanding of this topic?• Why are FnM concepts difficult for students?• Examine the draft learning progression for
FnM K-5. – How are progressions different from standards?– How might progressions be useful in developing
curriculum and instructional units?
![Page 22: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/22.jpg)
Our GOAL• To develop an
explanatory model that relates force and motion
![Page 23: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/23.jpg)
• “In order to develop a deep understanding of scientific explanations of the natural world, students need sustained opportunities to work with and build on the concepts that support these explanations and to understand the connections between concepts…Research strongly suggests that a more effective approach to science learning and teaching is to teach and build on core concepts of science over a period of years rather than weeks or months.” Ready, Set, Science! pg. 59
![Page 24: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/24.jpg)
Time to Reflect
![Page 25: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/25.jpg)
Content Building
Learning Targets – • I can distinguish
velocity from speed.• I can use velocity and
how it changes to relate force and motion.
![Page 26: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/26.jpg)
Science Notebook
• Write today’s date in numerals on the top line in your notebook.
• Focus question: What is velocity and how do we determine it?
• Record data, graph sketches, answers to checks, etc. in your notebook.
• Summarize the findings from your data and answer the focus question.
![Page 27: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/27.jpg)
Reflect One Last Time
![Page 28: LeaPS Learning in Physical Science December 15, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!](https://reader035.vdocuments.us/reader035/viewer/2022070411/56649f415503460f94c6071f/html5/thumbnails/28.jpg)
For Next Time
• Our next meeting will be January 8, 2010
• Read Ch 3 from Writing in Science
• Read Ch 3 in Ready, Set, Science!
• Complete the reading guides.
• Snow Plan: If Carter, Lewis, or Rowan are cancelled—the mtg is cancelled as well