Download Day/Night Lesson - Sonoma County Office of Education

Understanding the NGSS Science and Engineering Prac3ces
Sonoma County Office of Educa3on 1/27/15
R I C H H E D M A N -­‐ S A C R A M E N TO A R EA S C I E N C E P ROJ EC T ( C S U S ) A RT H U R B EAU C H A M P-­‐ S A C R A M E N TO A R EA S C I E N C E P ROJ EC T ( U C D ) © SACRAMENTO AREA SCIENCE PROJECT 2014 What is science?
 From A Framework for K-­‐12 Science Educa7on (2011): “Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of pracPces used to establish, extend, and refine that knowledge. Both elements—knowledge and pracPce—are essenPal.” © SACRAMENTO AREA SCIENCE PROJECT 2014 Science is both
A body of knowledge
[information]
AND A way to make sense of the world
[sense-making]
© SACRAMENTO AREA SCIENCE PROJECT 2014 Both aspects of science are essen3al . . .
However,
Most teachers are very good at teaching the information of science
Most teachers need help in teaching science as sense-making
© SACRAMENTO AREA SCIENCE PROJECT 2014 Sense-­‐making is the heart of the Next Genera4on Science Standards
© SACRAMENTO AREA SCIENCE PROJECT 2014 Sense-­‐making is embedded in the science and engineering prac,ces of NGSS. When students use the science and engineering prac,ces to understand the core ideas of science, they are engaged in sense-­‐making. © SACRAMENTO AREA SCIENCE PROJECT 2014 What are the science and engineering prac3ces?
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
Asking QuesPons (and Defining Problems) Developing and Using Models Planning and Carrying Out InvesPgaPons Analyzing and InterprePng Data Using MathemaPcs and ComputaPonal Thinking ConstrucPng ExplanaPons (and Designing SoluPons) Engaging in Argument from Evidence Obtaining, EvaluaPng, and CommunicaPng InformaPon See handout for details. © SACRAMENTO AREA SCIENCE PROJECT 2014 Let’s experience a science lesson.
© SACRAMENTO AREA SCIENCE PROJECT 2014 Example Lesson
• You are going to engage in a science lesson as a learner. • This science lesson is designed for teacher learning purposes (classroom use will require modificaPon). • The lesson will engage you in some of the science and engineering pracPces from NGSS. • Later, you will analyze and debrief the lesson. Pay parPcular ahenPon to the science and engineering pracPces you experienced during the lesson. • Try to noPce when you are engaged in making sense of something versus when you are being given informaPon. © SACRAMENTO AREA SCIENCE PROJECT 2014 Rules of Engagement
• Be considerate and respeciul in language and tone. • Make sure everyone has a chance to express their ideas. • Try not to steal anyone’s “Aha!” moment by telling them your answers—instead, ask quesPons that will guide your group to your ideas. In other words, ASK, DON’T TELL. © SACRAMENTO AREA SCIENCE PROJECT 2014 Let’s begin by considering a natural phenomenon… © SACRAMENTO AREA SCIENCE PROJECT 2014 Natural Phenomenon
I noPced that somePmes when I go outside I can see the sun, and it is bright outside. However, other Pmes when I go outside, I don’t see the sun, and it is dark. I need a flashlight or streetlight to see. I started wondering about this natural phenomenon, which I will call “day and night” for short. © SACRAMENTO AREA SCIENCE PROJECT 2014 Data on the Phenomenon
 The weather was clear, so I decided to collect data over three days.  Once every hour I went outside and recorded three things: 1.  Can I see the sun? 2.  If so, where in the sky do I see the sun? 3.  Is the sky dark, dim, or bright?  You can find my data in a table Ptled, “Day and Night Data Table”. © SACRAMENTO AREA SCIENCE PROJECT 2014 Consensus on the Data
 It is important that we all understand and generally agree with the data.  Let’s check the data by using a free astronomy program called Stellarium. © SACRAMENTO AREA SCIENCE PROJECT 2014 Task #1: Pa\erns
 With your group, search for paherns in the data.  Discuss the paherns you noPce.  Write ONE pahern you noPce on a white board.  (But have a 2nd pahern in your “back pocket” ready to write in case another group shares your same pahern).  Be prepared to share ONE pahern.  You have 4 minutes. © SACRAMENTO AREA SCIENCE PROJECT 2014 List of Pa\erns in the Data
§ Compile here, or on poster paper in front of room. © SACRAMENTO AREA SCIENCE PROJECT 2014 Task #2: Ques3ons
 Consider the list of paherns.  With your group, think of quesPons you have about the data paherns.  On the 11” x 17” sheets of paper provided, write out TWO quesPons your group has about the data paherns (one on each sheet of paper).  Then post it on the wall with tape (keep all the quesPons in the same area). If you noPce another group had a very similar quesPon, please post your quesPon next to theirs.  You have 4 minutes. © SACRAMENTO AREA SCIENCE PROJECT 2014 (Quickly Review Ques3ons)
© SACRAMENTO AREA SCIENCE PROJECT 2014 Iden3fy the Most General Ques3on
 If there is no general quesPon, then focus on the following driving quesPon:  What causes all of these pa0erns?  Or, in other words,  What causes the observed pa0erns in day and night? © SACRAMENTO AREA SCIENCE PROJECT 2014 Task #3: Develop a Model
 Develop a model which can be used to answer the driving quesPon: what causes the observed paherns in day and night?  A note on models:  Models are sets of ideas about how some feature of the natural world works.  These sets of ideas (i.e. models) can be used to explain, predict, and make sense of phenomena. © SACRAMENTO AREA SCIENCE PROJECT 2014 THESE ARE NOT THE KINDS OF MODELS WE ARE TALKING ABOUT: These are physical replicas or representa7ons that may be useful in communicaPng about and reasoning with underlying models. © SACRAMENTO AREA SCIENCE PROJECT 2014 Task #3: Develop a Model
Develop a model which can be used to answer the driving quesPon: what causes the observed paherns in day and night? Remember, a model is a set of ideas. Create a poster to represent your model: § With your group, write down a list of statements and/or diagrams on poster paper about what causes day and night, AND also be able to explain your ideas with the 3-­‐D objects: § Earth beach ball, light represenPng the sun. § SPck your poster on the wall. § You have about 15 minutes (followed by a 10 min break) © SACRAMENTO AREA SCIENCE PROJECT 2014 10 minute break
 We will start promptly in 10 minutes. © SACRAMENTO AREA SCIENCE PROJECT 2014 Sor3ng Your Models
 When I walked around the room and read your posters, I found several fundamentally different models. There were also some slight variaPons to these basic models. © SACRAMENTO AREA SCIENCE PROJECT 2014 Summary of the Models
 1. Sun orbits the earth every 24 hours (around the equator). Earth is staPonary. ◦  VariaPon: the sun’s orbit is Plted with respect to the earth’s equator.  2. Earth orbits the sun every 24 hours. Earth doesn’t spin. ◦  VariaPon: the earth’s equator is not in a straight line to the sun, it is Plted at a constant angle.  3. Earth spins every 24 hours, and the sun is essenPally aligned with earth’s equator. ◦  VariaPon: the earth’s equator is not in a straight line to the sun, it is Plted at a constant angle.   (Pick a poster to represent each model category, and label the model with a number) © SACRAMENTO AREA SCIENCE PROJECT 2014 How can we decide between these models?
 We need to know which model is most useful.  Does each model explain the data we have?  Do some models beher fit our data?  So we have a couple of viable models. ◦  IdenPfy the viable models.  Ok. We could stop here. We have different models which fit the data. The models work!  But it would be beher if we could sehle on one model to explain the data. © SACRAMENTO AREA SCIENCE PROJECT 2014 Let’s consider a new phenomena, and see what our models predict.
© SACRAMENTO AREA SCIENCE PROJECT 2014 New Phenomenon
On a clear night, we can see points of light in the sky. For convenience, we will call these distant points of light STARS. Our ancestors imagined lines connecPng the stars, forming shapes. We call this set of stars Orion. © SACRAMENTO AREA SCIENCE PROJECT 2014 Diagram of Orion (The Hunter)
This is a representaPon of Orion—see handout. We are going to add Orion to the objects we are working with. Place Orion far from the earth and sun. © SACRAMENTO AREA SCIENCE PROJECT 2014 Task #4: Describe What Each Model Predicts
 With your group, write your answers to the following quesPons on your whiteboards: 1.  In model 1, would Orion appear to move across the sky at night, or would Orion stay in the same place in the sky? 2.  In model 2, would Orion appear to move across the sky at night, or would Orion stay in the same place in the sky? 3.  In model 3, etc. 4.  Etc.  You have 5 minutes. © SACRAMENTO AREA SCIENCE PROJECT 2014 Let’s Check the Predic3ons  We will use Stellarium.  I will center it on Orion.  We will see what happens as each hour passes. © SACRAMENTO AREA SCIENCE PROJECT 2014 So what happened?
© SACRAMENTO AREA SCIENCE PROJECT 2014 Based on our new data, can we eliminate any models?
© SACRAMENTO AREA SCIENCE PROJECT 2014 What model(s) remain viable?
 Display posters of viable model(s) and/or revisions to keep our thinking visible. © SACRAMENTO AREA SCIENCE PROJECT 2014 If we s3ll have more than one viable model, we need more data!
 Distribute the handout (no Pme to read it).  Discuss why we might need it: § It turns out a lot of addiPonal models are needed to debunk the “sun and the stars all go around the earth” model. § But we need to eliminate this model because it is incorrect! § We don’t have Pme to develop these models, so instead, students will read a summary of these models, along with some concrete evidence supporPng the heliocentric model (the earth orbits the sun). § So, from this arPcle . . . © SACRAMENTO AREA SCIENCE PROJECT 2014 Based on our new data, can we eliminate any models?
© SACRAMENTO AREA SCIENCE PROJECT 2014 What model(s) remain viable?
 Display posters of viable model(s) and/or revisions to keep our thinking visible. © SACRAMENTO AREA SCIENCE PROJECT 2014 Excellent! You have achieved my NGSS learning goal.
 (Middle School Earth and Space Sciences) © SACRAMENTO AREA SCIENCE PROJECT 2014 Let’s debrief the lesson.
© SACRAMENTO AREA SCIENCE PROJECT 2014 Task 5: What science prac3ces did you engage in?
§ Find your NGSS Science PracPces handout. § With your group, idenPfy the pracPces you engaged in during the lesson. § Cite evidence. Use the whiteboard. § Not all pracPces were uPlized! § Be prepared to share out. § You have 6 minutes. © SACRAMENTO AREA SCIENCE PROJECT 2014 What science prac3ces did you engage in?
Asking QuesPons Using MathemaPcs and ComputaPonal Reasoning Developing and Using Models ConstrucPng ExplanaPons Planning and Carrying Out InvesPgaPons Engaging in Argument from Evidence Analyzing and InterprePng Data Obtaining, EvaluaPng, and CommunicaPng InformaPon © SACRAMENTO AREA SCIENCE PROJECT 2014 § Share ONE pracPce you think we engaged in, and cite your evidence. § I will interrupt you if you share more than ONE! Three things to remember about the NGSS prac3ces:
1.  The science and engineering pracPces are highly interconnected. 2.  The science and engineering pracPces are not meant to be learned separate from the core ideas of science. 3.  The goal is for STUDENTS—not the teacher—to be doing the science and engineering pracPces. © SACRAMENTO AREA SCIENCE PROJECT 2014 The intent of NGSS is for students to make sense of the core ideas of science.
These are the disciplinary core ideas (DCIs).
Engage students in the science & engineering prac3ces (SEPs).
© SACRAMENTO AREA SCIENCE PROJECT 2014 Thank You!
 Rich Hedman [email protected] © SACRAMENTO AREA SCIENCE PROJECT 2014 The rest are extra slides.
 I may use these slides to highlight the models developed by the groups.  However, I plan to use their posters instead of these slides.  I am keeping them here just in case it would be useful during the presentaPon. © SACRAMENTO AREA SCIENCE PROJECT 2014 Model Representa3ons
© SACRAMENTO AREA SCIENCE PROJECT 2014 Summary of Model #1: Day & Night •  The sun is far away and produces light. •  The earth is a sphere, so only half of it can be illuminated by the sun at any given Pme. •  The earth does not spin. •  The earth orbits the sun about once every 24 hours. Applying the Model/ExplanaPon: earth orbits the sun, & since the earth doesn’t spin, different parts of earth are illuminated (dayPme), and different parts are in darkness (facing away from the sun, nighvme). © SACRAMENTO AREA SCIENCE PROJECT 2014 west Sunrise 6am in U.S. DiagrammaPc RepresentaPon of Model #1 east west west Midnight in U.S. Noon in U.S. east east west Sunset 6pm in U.S. east © SACRAMENTO AREA SCIENCE PROJECT 2014 Earth orbits sun once every 24 hrs Summary of Model #2: Day & Night •  The sun is far away and produces light. •  The earth is a sphere, so only half of it can be illuminated by the sun at any given Pme. •  The sun orbits the earth about once every 24 hours. Applying the Model/ExplanaPon: As the sun orbits the earth, different parts of earth are illuminated (dayPme), and different parts are in darkness (facing away from the sun, nighvme). © SACRAMENTO AREA SCIENCE PROJECT 2014 DiagrammaPc RepresentaPon of Model #2 Sunset 6PM in U.S. Noon In U.S. west U.S. east Sunrise 6AM in U.S. © SACRAMENTO AREA SCIENCE PROJECT 2014 Midnight In U.S. Sun orbits earth once every 24 hrs Summary of Model #3: Day & Night •  The sun is far away and produces light. •  The earth is a sphere, so only half of it can be illuminated by the sun at any given Pme. •  The earth spins on an axis about once every 24 hours. Applying the Model/ExplanaPon: As earth spins, different parts of earth are illuminated (dayPme), and different parts are in darkness (facing away from the sun, nighvme). © SACRAMENTO AREA SCIENCE PROJECT 2014 DiagrammaPc RepresentaPon of Model #3 west Noon in U.S. east Earth spins on axis once every 24 hrs © SACRAMENTO AREA SCIENCE PROJECT 2014 Which model is most useful? •  Does the model explain our observed phenomena? •  Can the model be used to make accurate predicPons? •  Can the model be used to explain addiPonal phenomena? We may need to consider new phenomena and addiPonal data to evaluate the usefulness of our models. Work with your group to answer these quesAons. Model #1 DiagrammaPc RepresentaPons of: Model #2 © SACRAMENTO AREA SCIENCE PROJECT 2014 Model #3 Model Evalua3on Aeer Gathering Star Data
© SACRAMENTO AREA SCIENCE PROJECT 2014 EvaluaPng Model #1: Earth orbits sun every 24 hours, earth doesn’t spin •  In this model, earth always faces same direcPon in space, so stars would always be in the same posiPon over a night, and through all seasons. •  AddiPonal data shows us the stars change posiPon over a night, and through the seasons. •  We would need to revise this model, or reject it. © SACRAMENTO AREA SCIENCE PROJECT 2014 EvaluaPng Model #2: Sun orbits the earth every 24 hours, earth doesn’t spin •  Again, earth always faces same direcPon in space, so stars would always be in the same posiPon over a night, and through all seasons. •  Other data shows us the stars change posiPon over a night, and through the seasons. •  We would need to revise this model, or reject it. © SACRAMENTO AREA SCIENCE PROJECT 2014 EvaluaPng Model #3: Earth spins on axis once every 24 hours. •  This model can explain the sun observaPons, and our star observaPons over a night. •  It doesn’t explain the changes in star posiPons over the seasons. •  This model needs to be revised, but it can predict beher than models #1 & #2. © SACRAMENTO AREA SCIENCE PROJECT 2014