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Introduction

SAM3. Beth Kubitskey. Introduction. Former High School Physics, Chemistry Teacher Faculty member in Physics and Astronomy Advisor for pre-service teachers. Science and Math Misconception Management Statewide Initiative in Michigan to support teachers in improving student learning.

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Introduction

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Presentation Transcript

  1. SAM3 Beth Kubitskey Introduction • Former High School Physics, Chemistry Teacher • Faculty member in Physics and Astronomy • Advisor for pre-service teachers. • Science and Math Misconception Management • Statewide Initiative in Michigan to support teachers in improving student learning. • Weeklong summer PD; monthly school year meetings. • Weeklong – content for science • ENERGY

  2. Core Ideas Practices Framework informing NGSS Cross CuttingConcepts • 1. Life Science • 2. Physical Science • 3. Earth and Space Science • 4. Engineering 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Patterns 2. Cause and Effect 3. Scale, Proportion and Quantity 3. Energy and Matter 4. Systems and System Models 5. Structure and Function 6. Stability and Change

  3. Cross-cutting Concepts • Patterns • Recognize, classify, and record patterns • Cause and Effect: Mechanism and Explanation • Look for and analyze patterns and relationships and what causes the patterns; design tests to confirm or deny • Scale, Proportion and Quantity • Work with objects and space and explicit models • Energy and Matter • Flows, cycles and conversion • Systems and System Models • Describe things in terms of parts, roles of parts, and relationship among parts • Structure and Function • Investigate accessible and visible systems in nature and human-built world • Stability and Change • Explore building, climbing, growth

  4. Example • Energy and Matter • Flows, cycles and conversion

  5. Frayer Model for Defining Concept Cross-cutting Concept Strategies

  6. Frayer Model for Defining Concept ENERGY and Matter

  7. Strategies for Energy and Matter • Use same units or address difference in units • Help students with the difference between how we use the term energy in science and how you might use with your friends. • Share food labels from European foods that have Joules on them.

  8. Cross-cutting Concepts • Patterns • Recognize, classify, and record patterns • Cause and Effect: Mechanism and Explanation • Look for and analyze patterns and relationships and what causes the patterns; design tests to confirm or deny • Scale, Proportion and Quantity • Work with objects and space and explicit models • Energy and Matter • Flows, cycles and conversion • Systems and System Models • Describe things in terms of parts, roles of parts, and relationship among parts • Structure and Function • Investigate accessible and visible systems in nature and human-built world • Stability and Change • Explore building, climbing, growth

  9. Frayer Model for Defining Concept Cross-cutting Concept Strategies

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