2012 SOL Science Institute

1. Middle School Science 2012 SOL Science Institute

3. 6-8 Workshop Objectives • To develop teachers’ application of practices that build academic rigor through conceptual understanding; inquiry, discourse, and the use of symbols, models and tools

4. Academic Rigor

5. Journal Entry (Pre-Discussion)) • What’s your personal definition of “academic rigor” • What examples can you think of to illustrate what it looks and sounds like in middle school science? • Share your thoughts with a shoulder partner

6. Readings on Academic Rigor • Each participant has been given three articles on academic rigor • Read, and be prepared to discuss the articles • When everyone in the group is finished reading, use the Fan-N-Pick instructions to guide the discussion of the main ideas in the article

7. Group Consensus on Rigor • Form groups of FOUR • Use the Consensus Placemat instructions to develop a definition that incorporates elements of “academic rigor” from the readings and which everyone at your table can agree upon • Be prepared to share the key ideas from your definition with the whole group

8. Common Ideas on Rigor

9. VA Standards and Rigor • To what extent do we see evidence of these key features of academic rigor in our VA Standards of Learning? • To what extent do we see evidence of academic rigor in the VA Science Curriculum Framework?

10. Another “Lens” to Determine Rigor • Another lens through which we might view the standards to assess rigor is to determine to what extent do they require the development of Conceptual Understanding • Conceptual understanding is developed through the use of inquiry, discourse, and the use of symbols, models, and tools

12. Conceptual Understanding

13. Two Types of Knowledge Conceptual Knowledge Procedural Knowledge Based on formal language, symbolic or visual representations Used as an abstract tool to encode and decode meaning in a specific context Proficiency developed through rote practice • Rich in relationships and understanding • Can be applied to new settings (transfer) within and across disciplines • Developed through thoughtful, reflective learning

14. Examples of Conceptual and Procedural Knowledge Conceptual Knowledge Procedural Knowledge d = m/v Punnet Square Balanced chemical equation Food web diagram Electron cloud model Energy chain diagram a = vf – vi / time Graph of change in frequency of allele in pop’n • Density • Independent assortment • Conservation in reactions • Ecosystem relationships • Atomic structure • Conservation of Energy • Acceleration • Natural selection

15. The Goal of Education • Developing conceptual knowledge is the main goal of education • Conceptual knowledge provides enduring understanding that can be applied to a variety of contexts • Procedural knowledge is a tool for making and sharing meaning within a discipline; it aids in the building and sharing of conceptual knowledge

16. Inquiry • Inquiry refers to the activities of students in which they develop conceptual knowledge of scientific ideas • Inquiry in the classroom is structured around the 5 E Learning Cycle in which students • Engage in science-oriented questions • Explore possible answers through investigation • Formulate explanations based on data • Extend and apply understanding in a new context • Evaluate the validity of ideas and understandings

17. Discourse • Discourse relates to using written or spoken language to organize knowledge, ideas, or experiences about a topic • The use of symbols and tools facilitate discourse • Inquiry facilitates discourse because it provides the context for discussion • Discourse should occur both with “self” and “others” • Reading text while using a reading strategy • Watching a video with a purpose in mind • Discussing one’s answers to lab investigation questions • Making links between concepts

18. Symbols, Models and Tools • Symbols and tools include words, numbers, formulas, tables, charts, diagrams, 3-D models, simulations, etc. • Symbols and tools are used to encode and decode meaning in a given context • Correct use of symbols and tools do not, of themselves, indicate whether conceptual understanding has been attained

19. Building Conceptual Understanding • Ensure that student experiences include all three foundational components in equal measure • Too often the goal devolves toward a measure of procedural knowledge • Provide scaffolding to facilitate students’ use of each of the foundational components • Assess conceptual and procedural understanding • Use both selected response and constructed response assessment methods (i.e., multiple choice, short answer, draw a diagram, performance task, etc.) • Use questions that require analysis, synthesis, and evaluation

20. What About the SOL Test? • To what degree are the SOL Assessment items assessing Conceptual Understanding and Procedural Knowledge? • In groups of FOUR, sort the items into two piles – one for Conceptual Understanding and one for Procedural Knowledge

21. Journal Entry (Post-Discussion) • What’s your new personal definition of “academic rigor” • What examples can you think of to illustrate what it looks and sounds like in middle school science? • Share your thoughts with a shoulder partner

22. Model Design

23. Model of Conceptual Understanding • Discuss in your group how you could use the materials provided to construct a 3-D model to show how inquiry, discourse, and the use of symbols, models, and tools help to build conceptual understanding • Design your model on paper • Your group will build the model at the end of the day

24. Lunch

25. Investigation 1: Owl Family

26. Questions for Investigation • What adaptations would best enable an owl to survive within a specific ecosystem? • Which factors might increase or decrease an owl’s population’s size? • How do owls respond to daily, seasonal, and long-term changes in their environment? • How do environmental influences, as well as genetic variation, lead to diversity of within an owl population? • What are the possible relationships betweenmutation, adaptation, natural selection, and extinction in an owl population over time?

27. Discussion • To what degree did this investigation – • use questions to set the stage for inquiry • use symbols, models, and tools to gather, analyze, and report information • call on students to communicate and share ideas (i.e., discourse) • build Conceptual Understanding of natural selection • How might each of these components be improved?

28. Investigation 2: Rate of Motion

29. Discussion • To what degree did this investigation – • use questions to set the stage for inquiry • use symbols, models, and tools to gather, analyze, and report information • call on students to communicate and share ideas (i.e., discourse) • build Conceptual Understanding of speed, velocity, and acceleration, etc. • How might each of these components be improved?

30. Wrap-Up Discussion • Take a moment and reflect on your experiences here today • Write the answers to the following questions and be prepared to share with your group • What are the 3 most important things you have learned today? • What are 2 things you will keep in mind when sharing this information with others (where have you had ah-ha’s today) • What is 1 question you have about academic rigor of Conceptual Understanding? Where will you look for answers?

31. Model Construction

32. Model Building & Presentation • Create a three-dimensional model to illustrate the connections between, and importance, of Conceptual Understanding, Inquiry, Discourse, and the use of Symbols, Models and Tools in science to provide academically “vigorous” learning experiences • Be prepared to share your model and explain to others your group’s thinking