1. science

The Practices of Science in the
Elementary Classroom
Connie Hvidsten
Paul Numedahl
BSCS Mission
To transform science teaching and learning through
research and development that strengthens
learning environments and inspires a global
community of scientifically literate citizens.
© 2015 BSCS
Goal
• Develop a shared understanding of how to support elementary students’ use of the NGSS Science Practices through norms of scientific discourse
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Agenda
1. What does it look like, sound like, and feel like when students are engaged in NGSS practices of science in an elementary classroom?
2. How do we support students in engaging in NGSS practices?
3. Analyzing classroom teaching
• An example from a blended 2nd/3rd grade classroom
• An example from a 4th grade classroom
4. What would this look like in your classroom?
5. Closing
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Focus Questions
• What does it look like, sound like, and feel like when elementary students are deeply engaged in NGSS practices of science?
• How do you support students in engaging in the NGSS practices?
• Be prepared to share your responses.
5
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STeLLA Conceptual Framework
STUDENT
THINKING
Learning to analyze science teaching
through two lenses
SCIENCE
CONTENT
STORYLINE
allows you to learn and use strategies
for more effective science teaching
SCIENCE TEACHING
STRATEGIES TO REVEAL, SUPPORT, AND
CHALLENGE STUDENT THINKING
STRATEGIES TO CREATE A COHERENT SCIENCE
CONTENT STORYLINE
1. Ask questions to elicit student ideas and
predictions
2. Ask questions to probe student ideas
and predictions
3. Ask questions to challenge student
thinking
4. Engage students in analyzing and
interpreting data and observations
5. Engage students in building explanations
and arguments
6. Engage students in using and applying
new science ideas in a variety of ways
and contexts
7. Engage students in making connections
by synthesizing and summarizing key
science ideas
8. Engage students in communicating in
scientific ways
A. Identify one main learning goal
B. Set the purpose with a focus question
and/or goal statement
C. Select activities that are matched to the
learning goal
D. Select content representations and
models matched to the learning goal and
engage students in their use
E. Sequence key science ideas and
activities appropriately
F. Make explicit links between science
ideas and activities
G. Link science ideas to other science ideas
H. Highlight key science ideas and focus
question throughout
I. Summarize key science ideas
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NGSS Practices: Supporting students
through scientific norms of discourse
• Read the Communicating in Scientific Ways strategy document
• What is the purpose of this strategy?
• What are the key features of this strategy?
• How does this strategy support student enactment of the NGSS Practices?
• Be prepared to share your ideas
• Remember to cite ideas from the strategy document.
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Video Viewing Basics
• Viewing Basic #1: Look past the trivial, the little things that “bug” you.
• Viewing Basic #2: Avoid the “this doesn’t look like my classroom” trap.
• Viewing Basic #3: Avoid making snap judgments about the teaching or learning in the classroom you are viewing. © 2015 BSCS
Communicating in Scientific
Ways: An example
Grade Level 2nd/3rd grade blended classroom
Science Concept
Decomposers are living things that that eat once‐living‐things, use the energy to live and reproduce, and return simple materials to the soil and air to be used again by plants. Context
This is the 4th lesson in an arc of six lessons focusing on decomposition. In this lesson students are observing their decomposition jars and learning how to communicate like scientists using a small number of the sentence starters on the CSW chart. © 2015 BSCS
Decomposition Activity
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Divide into threes
• Each person in the triad select one question:
– Focus on student thinking – What do students think about what is happening in their jars? – Focus on the strategy – How does the use of the strategy help to reveal student thinking?
– Focus on NGSS – How does the use of the strategy help young students begin to engage in the practices of science?
• Mark specific places in the transcript to point to as evidence for your claims.
2nd/3rd Grade Clip
2nd/3rd Grade Clip
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Lesson Analysis: CSW Strategy
• Review and reflect on the transcript individually
– How would you answer your focus question? – What evidence from the transcript will you use as evidence when discussing this response with your triad? • Groups of three discuss the three questions
– Provide evidence to support your claims.
– Discuss alternative interpretations.
– Suggest missed opportunities and additional teaching moves to support students in effectively using the strategy. 12
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Communicating in Scientific
Ways: An example
Grade Level
4th grade classroom
Science Idea
Landforms look different at different places on Earth.
Context
This is the first lesson in an arc of six lessons focusing on mechanisms that build Earth’s landforms up and processes that wear Earth’s landforms down. Preparing students to begin to think about the Unit Central Questions‐‐Why is the surface of Earth not all flat? What causes Earth’s surface to look different in different places?
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Modeling Lesson 1: Relief Maps
• Unit Central Questions
– Why is the surface of Earth not all flat? What causes Earth’s surface to look different in different places?
• Quick‐write (2‐3 minutes)
• Be prepared to give evidence or reasoning for your ideas.
• Be prepared to ask questions of others.
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Modeling Lesson 1: Relief Maps
With your table group …
1. Become familiar with your maps
– What do the various colors represent?
– What is the scale of the map?
2. Share and then discuss your ideas concerning the Unit Central Questions: Why is the surface of Earth not all flat? What causes Earth’s surface to look different in different places?
– Use the map to provide evidence for your ideas.
– Refer to the CSW poster as you discuss the Unit Central Questions.
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Discussion
• What did you learn about your own understanding from this discussion?
• What did you notice about the questions that were asked and about the kind of talk that we had? • What would you need to do to prepare for this kind of talk in your classroom?
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Discussion
• What did you learn about your own understanding through the model lesson?
• What makes this kind of talk difficult in your classroom?
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Video Viewing Basics
• Viewing Basic #1: Look past the trivial, the little things that “bug” you.
• Viewing Basic #2: Avoid the “this doesn’t look like my classroom” trap.
• Viewing Basic #3: Avoid making snap judgments about the teaching or learning in the classroom you are viewing. © 2015 BSCS
Lesson Analysis: CSW Strategy
• Identify
– Identify instances where students are communicating in scientific ways.
• Analyze
– What student thinking is made visible through communicating in scientific ways? – What did the teacher do to scaffold or support students in communicating in scientific ways?
4th Grade Clip
19
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Analysis Basics
• Analysis Basic #1: Focus on student thinking.
• Analysis Basic #2: Look for evidence to support any claims.
• Analysis Basic #3: Look more than once (video and transcript).
• Analysis Basic #4: Consider alternative explanations and teaching strategies.
© 2015 BSCS
Application to Your Classroom
• How do you think that communicating in scientific ways might support your students in their growth toward engaging in scientific practices in the NGSS? • What aspects of scientific communication do you think will be new for your students?
• Which aspects of scientific communication do you think will be difficult for your students? • How will you scaffold students in the use of the CSW strategy?
© 2015 BSCS
Give one / Get one
On a notecard • Write 1 thing you got out of today’s session.
• Write 1 thing you wish or you hoped you had gotten from today’s session.
Share your thoughts with one person – listen to their thought (give one/get one).
Find another person to give and get … Share with as many people as you can in 90 seconds. © 2015 BSCS
Thank You
To download this presentation, visit www.bscs.org/sessions