science practices continuum – students’ performance
Post on 29-Oct-2021
2 Views
Preview:
TRANSCRIPT
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
SciencePracticesContinuum–Students’Performance
Thiscontinuumisintendedforteachersandadministratorstouseinguidingandevaluatingstudentperformanceinthesciencepractices.Thelevelsreflectincreasinglysophisticatedengagementinthepracticesandarenotgrade-levelspecific;studentscanengageinthepracticesindevelopmentallyappropriatewaysatanyoftheselevels.AppendixFintheNGSSprovidessignificantlymoredetailforeachpractice(thatshouldbeintegratedasbothstudentsandteachersdevelopgreaterfluencywitheachpractice).Thepracticesaregroupedintothe“Investigating”“Sensemaking”and“Critiquing”practices. Level1 Level2 Level3 Level4
InvestigatingPractices
1.Askingquestions
Students do not ask questions.
Studentsaskquestions.Students’questionsarebothscientificandnon-scientificquestions(i.e.,notanswerablethroughthegatheringofevidenceoraboutthenaturalworld).
Studentsaskquestions.Students’questionsaretypicallyscientific(i.e.answerablethroughgatheringevidenceaboutthenaturalworld).Studentsdonotevaluatethemeritsandlimitationsofthequestions.
Studentsaskquestions.Students’questionsaretypicallyscientific(i.e.answerablethroughgatheringevidenceaboutthenaturalworld).Studentsdoevaluatethemeritsandlimitationsofthequestions.
3.Planningandcarryingoutinvestigations
Studentsdonotdesignorconductinvestigations.
Studentsconductinvestigations,buttheseopportunitiesaretypicallyteacher-driven.Studentsdonotmakedecisionsaboutexperimentalvariablesorinvestigationalmethods(e.g.numberoftrials).
Studentsdesignorconductinvestigationstogatherdata.Studentsmakedecisionsaboutexperimentalvariables,controlsorinvestigationalmethods(e.g.numberoftrials).
Studentsdesignandconductinvestigationstogatherdata.Studentsmakedecisionsaboutexperimentalvariables,controlsandinvestigationalmethods(e.g.numberoftrials).
5.Usingmathematicsandcomputationalthinking
Studentsdonotusemathematicalskills(i.e.,measuring,estimating)orconcepts(i.e.,ratios).
Studentsusemathematicalskillsorconceptsbutthesearenotconnectedtoansweringascientificquestion.
Studentsusemathematicalskillsorconceptstoanswerascientificquestion.
Studentsmakedecisionsaboutwhatmathematicalskillsorconceptstouse.Studentsusemathematicalskillsorconceptstoanswerascientificquestion.
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
SensemakingPractices
2.Developingandusingmodels
Studentsdonotcreateorusemodels.
Studentscreateorusemodels.Themodelsfocusondescribingnaturalphenomenaratherthanpredictingorexplainingthenaturalworld.Studentsdonotevaluatethemeritsandlimitationsofthemodel.
Studentscreateorusemodelsfocusedonpredictingorexplainingthenaturalworld.Studentsdonotevaluatethemeritsandlimitationsofthemodel.
Studentscreateorusemodelsfocusedonpredictingorexplainingthenaturalworld.Studentsdoevaluatethemeritsandlimitationsofthemodel.
4.Analyzingandinterpretingdata
Studentsmayrecorddata,butdonotanalyzedata.
Studentsworkwithdatatoorganizeorgroupthedatainatableorgraph.However,studentsdonotrecognizepatternsorrelationshipsinthenaturalworld.
Studentsworkwithdatatoorganizeorgroupthedatainatableorgraph.Studentsmakesenseofdatabyrecognizingpatternsorrelationshipsinthenaturalworld.
Studentsmakedecisionsabouthowtoanalyzedata(e.g.tableorgraph)andworkwiththedatatocreatetherepresentation.Studentsmakesenseofdatabyrecognizingpatternsorrelationshipsinthenaturalworld.
6.Constructingexplanations
Studentsdonotcreatescientificexplanations.
Studentsattempttocreatescientificexplanationsbutstudents’explanationsaredescriptiveinsteadofexplaininghoworwhyaphenomenonoccurs.Studentsdonotuseappropriateevidencetosupporttheirexplanations.
Studentsattempttocreatescientificexplanationsbutstudents’explanationsaredescriptiveinsteadofexplaininghoworwhyaphenomenonoccurs.Studentsuseappropriateevidencetosupporttheirexplanations.
Studentsconstructexplanationsthatfocusonexplaininghoworwhyaphenomenonoccursanduseappropriateevidencetosupporttheirexplanations.
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
CritiquingPractices
7.Engaginginargumentfromevidence
Studentsdonotengageinargumentation.
Studentsengageinargumentationwheretheysupporttheirclaimswithevidenceorreasoning,butthediscourseisprimarilyteacher-driven.
Studentstoengageinstudent-drivenargumentation.Thestudentdiscourseincludesevidenceandreasoningtosupporttheirclaim.Studentsalsoagreeanddisagree,butrarelyengageincritique.
Studentsengageinstudent-drivenargumentation.Thestudentdiscourseincludesevidence,reasoningthatlinkstheevidencetotheirclaimandcritiqueofcompetingargumentsduringwhichstudentsbuildonandquestioneachother’sideas.
8.Obtaining,evaluating,andcommunicatinginformation
Studentsdonotreadtextforscientificinformation.
Studentsreadtexttoobtainscientificinformation,butdonotevaluatethisinformation.Studentsalsodonotcompareorcombineinformationfrommultipletextsconsideringthestrengthsoftheinformationandsources.
Studentsreadandevaluatetexttoobtainscientificinformation.Studentsdonotcompareorcombineinformationfrommultipletextsconsideringthestrengthsoftheinformationandsources.
Studentsreadandevaluatetexttoobtainscientificinformation.Studentscompareandcombineinformationfrommultipletextsconsideringthestrengthsoftheinformationandsources.
ClassroomCulturePrioritizingSciencePractices
Less---------------------------------------------------------------------------------------------------------------More ConnectedtotheNaturalWorld
FocusedonScientificEvidenceStudentDirectedandCollaborative
InformedbyCritique
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
LessonAdaptationActivity:DevelopingandUsingModels
RelatedNGSSPerformanceExpectation:
2-LS2-2.Developasimplemodelthatmimicsthefunctionofananimalindispersingseedsorpollinatingplants.*(*TheperformanceexpectationsmarkedwithanasteriskintegratetraditionalsciencecontentwithengineeringthroughaPracticeorDisciplinaryCoreIdea).
LessonDescription
Ms.Mitchell’s2ndgradeclassisinthemiddleofaunitonecosysteminteractions.Inthisparticularlesson,studentsaredevelopingamodeltoreflecttheroleofanimalsinplantreproduction(ex:dispersingseedsorpollinatingplants).Studentsspentpreviouslessonsresearchingandwatchingvideoclipstoinvestigatetheroleofanimalsinvolvedinseeddispersalandplantpollination.
LessonAdaptationA
Ms.Mitchell:Sowe’vebeenstudyinghowplantsandanimalsworktogethertosurvive.Youallspentsometimeresearchinghowanimalsplayaroleinseeddispersalandplantpollination.Couldsomeonereminduswhattheworddispersalandpollinationmean?Allegra:Animalsdisperseseedswhentheyspreadthemawayfromtheplant.Sotheseedsarespreadinnewplaces.Ms.Mitchell:Excellent.Whataboutpollination?Joseph:Bugslandonflowersandthepollenstickstothem.Thentheymovethepollentootherflowerswhentheyvisitthem.Ms.Mitchell:Great,whocangiveussomeexamplesofanimalsinvolvedinseeddispersal?Jamal:Squirrelsburyacorns.Birdseatfruitwithseeds.Ms.Mitchell:Verygood.Whataboutpollination?Gisella:Beesandbutterfliesgetnectarfromflowersandbringpollentootherflowers.Ms.Mitchell:Wonderful.Todaywearegoingtolearnmoreabouttheroleofanimalsinplantpollinationandseeddispersal.Wearealsogoingtodevelopamodeltoshowthis.First,wearegoingtowatchafewshortvideoclipsandreadabouttheseprocessesinyourtextbookandtakenotes.
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
Afterwatchingthevideoclips,studentstaketurnsreadinginformationoutloud.Ms.Mitchellpromptsstudentstoshareoutimportantinformationtheylearnedfromreadingeachsection.Ms.Mitchelltakesnotesontheiranswersontheboardandstudentscopytheinformationdown.Ms.Mitchell:Youallsharedsomegreatinformation.Now,wearegoingtoworkondevelopingourmodelsforpollinationandseeddispersal.Pleaseflipbacktopage52inyourtextbook.Doyouallseethediagramofthefloweronthepage?Youaregoingtodrawthisdiagraminyournotebooks.Beforewestart,whydoyouthinkwearedrawingadiagramofaflower?Howisthisgoingtohelpourmodel?Austin:Weneedtohaveaflowerdiagrambecauseflowershavepollenandseeds.Ms.Mitchell:Right,sowearegoingtodrawthisfirstandthenyouandyourgroupmembersaregoingtopickananimalthatisinvolvedinpollinationorseeddispersaltoincludeinyourdrawing.First,let’sdrawtheflowerdiagramtogether.Wewanttomakesuretouseproperlabelsforascientificdrawing.
Photocredit:www.tutorvista.com/biology/parts-of-a-plant-diagram
Ms.Mitchelldrawstheflowerdiagramfromthetextbookontheboard.Sheremindsthemthattheantherproducesthepollenandtheovaryproducestheseeds.Ms.Mitchell:Greatjob,students.Youhavedrawnascientificdiagramofaflower.Nowdecideonwhichanimalyouandyourgrouparegoingtoincludeinyourmodel.Youcanusethecomputerstofindalabeleddiagramoftheanimal.Pleasegetstarted.Studentsstartworking.Theyfindpicturesofanimalsontheinternet(examplesbelow)anddrawthemnexttotheflowerdiagramintheirnotebooks.
Photocredit:www.exploringnature.organdhttps://www.fs.fed.us/wildflowers/pollinators/Monarch_Butterfly/habitat/index.shtml
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
LessonAdaptationB
Ms.Mitchell:Sowe’vebeenstudyinghowplantsandanimalsworktogethertosurvive.Youallspentsometimeresearchinghowanimalsplayaroleinseeddispersalandplantpollination.Couldsomeonereminduswhattheworddispersalandpollinationmean?Allegra:Animalsdisperseseedswhentheyspreadthemawayfromtheplant.Sotheseedsarespreadinnewplaces.Ms.Mitchell:Excellent.Whataboutpollination?Joseph:Bugslandonflowersandthepollenstickstothem.Thentheymovethepollentootherflowerswhentheyvisitthem.Ms.Mitchell:Great,whocangiveussomeexamplesofanimalsinvolvedinseeddispersal?Jamal:Squirrelsburyacorns.Birdseatfruitwithseeds.Ms.Mitchell:Verygood.Whataboutpollination?Gisella:Bugslandonflowersandthepollenstickstothem.Thentheymovethepollentootherflowerswhentheyvisitthem.Ms.Mitchell:Wonderful.Todaywearegoingtolearnmoreabouttheroleofanimalsinplantpollinationandseeddispersal.Youwillworkwithyourgroupmemberstodevelopamodeltoshowoneoftheseprocesses.Firstyourgroupmustdecideonwhetheryouwantyourmodeltoillustratepollinationorseeddispersal.Pleaseseethewebsitespostedonourclasswebsiteforinformationonanimaltraitsforpollinationandseeddispersal.
Gisella:Let’sshowtheprocessofhowhummingbirdspollinateflowers.Maeve:Soundsgoodtome.Hereisawebsitethattalksabouthummingbirds.Theyareactiveduringtheday.Joseph:Theyalsohavealowsenseofsmellandeyesightlikehumans.Theycanseethecolorred—that’sdifferentfrombees.Irememberwelearnedthatbeescouldn’tseered.
Maeve:Oh,yeah,Irememberthattoo.Look--theirwingsflaparound50timespersecond!That’scrazy.Theyalsohavealongbillandtonguetogetthenectar.Gisella:Yeah,andlook--Italsosaysthattheydon’tneedtolandontheflower,theyhoveroverittogetnectar.Thatmakessense.Theycanflaptheirwingssofasttheydon’tneedtolandontheflower.Ms.Mitchellchecksinwiththeclass.
Ms.Mitchell:Itlookslikeyourgroupsaredoingexcellentresearchtopreparetomakeyour
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
model.Beforeyoumoveontoresearchingthetypesofflowersthatyouranimalsareattractedto,thinkabouttheanimal’straits.Forexample,ifyou’redoingamodeloninsectpollinationofflowers,whattypesofflowersdoyouthinkyouranimalisattractedtobasedonitstraits?Writedownyourpredictionsinyourgroup.Ms.Mitchellputsasentencestarterontheboardforstudentstouseifneeded.Wepredict_________(animal)willbeattractedto_______________(describethetypeofflowerorseed)because_______________________________________________________________________(includetraitsofanimalthatmakeitattractedtothisparticulartypeofflowerorseed).Gisella,Joseph,andMaeve’sgroupcomesupwiththesepredictions:
• Hummingbirdswillbeattractedtoredflowersbecausebrightcolorslikeredtellthemthattheyhavenectar.Theycanalsoseethecolorred.Hummingbirdswilllikeflowersthatareopenintheday.Theyaremostactiveduringtheday.Hummingbirdscannotsmellwellsotheflowerstheyareattractedtodonottosmellalot.
Afterstudentsshareouttheirpredictions,Ms.Mitchellinstructsstudentstodevelopmodelstoillustratetheprocessofpollinationusingtheirresearchandpredictions.
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
Ms.Mitchell:Sowe’vebeenstudyinghowplantsandanimalsworktogethertosurvive.Youallspentsometimeresearchinghowanimalsplayaroleinseeddispersalandplantpollination.Couldsomeonereminduswhattheworddispersalandpollinationmean?Allegra:Animalsdisperseseedswhentheyspreadthemawayfromtheplant.Sotheseedsarespreadinnewplaces.Ms.Mitchell:Excellent.Whataboutpollination?Joseph:Bugslandonflowersandthepollenstickstothem.Thentheymovethepollentootherflowerswhentheyvisitthem.Ms.Mitchell:Great,whocangiveussomeexamplesofanimalsinvolvedinseeddispersal?Jamal:Squirrelsburyacorns.Birdseatfruitwithseeds.Ms.Mitchell:Verygood.Whataboutpollination?Gisella:Bugslandonflowersandthepollenstickstothem.Thentheymovethepollentootherflowerswhentheyvisitthem.Ms.Mitchell:Wonderful.Todaywearegoingtolearnmoreabouttheroleofanimalsinplantpollinationandseeddispersal.Youwillworkwithyourgroupmemberstodevelopamodeltoshowoneoftheseprocesses.Firstyourgroupmustdecideonwhetheryouwantyourmodeltoillustratepollinationorseeddispersal.Pleaseseethewebsitespostedonourclasswebsiteforinformationonanimaltraitsforpollinationandseeddispersal.Gisella,MaeveandJosephdecidetoshowtheprocessofhowhummingbirdspollinateflowers.Theygatherinformationonthewebsiteabouthummingbirdtraitsthatrelatetopollination.Ms.Mitchellchecksinwiththeclass.
Ms.Mitchell:Itlookslikeyourgroupsaredoingexcellentresearchtopreparetomakeyourmodel.Beforeyoumoveontoresearchingthetypesofflowersthatyouranimalsareattractedto,thinkabouttheanimal’straits.Forexample,ifyou’redoingamodeloninsectpollinationofflowers,whattypesofflowersdoyouthinkyouranimalisattractedtobasedonitstraits?Writedownyourpredictionsinyourgroup.Ms.Mitchellputsasentencestarterontheboardforstudentstouseifneeded.Wepredict_________(animal)willbeattractedto_______________(describethetypeofflowerorseed)because_______________________________________________________________________(includetraitsofanimalthatmakeitattractedtothisparticulartypeofflowerorseed).
LessonAdaptationC
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
Groupsofstudentsworktogethertogeneratepredictionsbeforedevelopingtheirmodels.Afterstudentsfinishtheirmodels,Ms.Mitchelladdressestheclass.Ms.Mitchell:Greatjob,everyone.Nowyouallgettoshowoffyourmodelstoyourclassmates.Iamgoingtogiveyoupost-itnoteswithsentencestarterstowritefeedbacktoyourclassmates.Remembertoincludebothpositiveandconstructivefeedbackontheirmodels.(Sentencestartersinclude:Ilike…,Ilikehowyou…,Goodjob….,Onethingyoumightchange…)
Feedbackfromstudentsonmodelontheleft:
• Goodjobwritingaboutthetraitsofthehummingbirdandflower
• Ilikeyourpicture• Onethingyoumightchangeis
explainwhyit’saredflower• Onethingyoumightchangeis
explainwhythehummingbirdhavealongbillandtongue
Feedbackfromstudentsonthemodelontheleft:
• Ilikehowyouexplainedhowthebird’straitshelpitgetnectar.
• Ilikehowyouexplainedhowthehummingbirdmovespollentootherflowers.
• Onethingyoumightchangeisexplainwhythehummingbirdwon’tgotopinkflowers
• Onethingyoumightchangeislabelisnotpointingtothewings
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
LessonAdaptationD
Ms.Mitchell:Sowe’vebeenstudyinghowplantsandanimalsworktogethertosurvive.Youallspentsometimeresearchinghowanimalsplayaroleinseeddispersalandplantpollination.Couldsomeonereminduswhattheworddispersalandpollinationmean?Allegra:Animalsdisperseseedswhentheyspreadthemawayfromtheplant.Sotheseedsarespreadinnewplaces.Ms.Mitchell:Excellent.Whataboutpollination?Joseph:Bugslandonflowersandthepollenstickstothem.Thentheymovethepollentootherflowerswhentheyvisitthem.Ms.Mitchell:Great,whocangiveussomeexamplesofanimalsinvolvedinseeddispersal?Jamal:Squirrelsburyacorns.Birdseatfruitwithseeds.Ms.Mitchell:Verygood.Whataboutpollination?Gisella:Bugslandonflowersandthepollenstickstothem.Thentheymovethepollentootherflowerswhentheyvisitthem.Ms.Mitchell:Wonderful.Todaywearegoingtolearnmoreabouttheroleofanimalsinplantpollinationandseeddispersal.Youwillworkwithyourgroupmemberstodevelopamodeltoshowoneoftheseprocesses.Firstyourgroupmustdecideonwhetheryouwantyourmodeltoillustratepollinationorseeddispersal.Pleaseseethewebsitespostedonourclasswebsiteforinformationonanimaladaptationsforpollinationandseeddispersal.Joseph:Whatprocessdoyouallwanttoshow?Gisella:Let’sshowtheprocessofpollination.Maeve:Soundsgoodtome.Let’slookuptraitsforhummingbirdsandtheflowerstheyareattractedto.Gisella:Hereisawebsitethattalksabouthummingbirds.Theyareactiveduringtheday.Joseph:Theyalsohavealowsenseofsmellandeyesightlikehumans.Theycanseethecolorred.Maeve:Theyhoverovertheflowertogetnectar.Theyalsohavealongbillandtongue.Gisella:Italsosaysthey’resmart.
INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES (ILSP) www.sciencepracticesleadership.com
Maeve:Let’slookatthetypeofflowerstheyareattractedto.Joseph:Itsaysthey’reattractedtoflowerswithlotsofnectar.Theylikeredflowers.Gisella:Ithinkwehaveenoughinformationforourmodel.Studentsthenworktogethertodrawamodelofahummingbirdonaflower(below).Whenallstudentsarefinished,theydoagallerywalktolookateachother’swork.
OrderingofAdaptations
Directions:Orderthefouradaptations(A-D)alongtheSciencePracticeContinuum(Levels1-4)fortheDevelopingandUsingModelspractice.
Level1 Level2 Level3 Level4
Adaptations
top related