1. Please revise the attached post. It is missing explanations of the two practices – using mathematics and computational thinking and constructing explanations.
Resources are provided.
2. Please respond to the following 3 peer posts.
PEER POST 1: AA
1. Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each).
From reading, APPENDIX F – Science and Engineering Practices in the NGSS my Understanding of the following is as follows:
Practice 1 Asking Questions and Defining Problems: Students must learn to ask questions and be curious about what they are learning so eventually a solution can be provided. The students don’t need to find the solution but to be mindful to ask all appropriate questions is a skill the next generation standards wants students to have.
Practice 2 Developing and Using Models: Models are used to use specific details and show data. Students should know they have limitations but they are used to simplify ideas and give visuals.
Practice 3 Planning and Carrying Out Investigation: Students are able to carry out investigations that expose an issue or a question. Their data collected will be used to support their claim. It is only when data is used to support a claim is when data is evidence.
Practice 4 Analyzing and Interpreting Data: Students are expected to show their data in graphs, charts or any pattern that humans can read. Students use all data, so eventually they can have an engineer mindset and determine if they can make something or not based on the data they collected.
Practice 5 Using Mathematics and Computational Thinking: Students are anticipated to employ mathematical principles to express physical quantities and their interconnections, enabling them to formulate numerical forecasts. Mathematics finds diverse applications in scientific and engineering domains, encompassing logic, geometry, and, at advanced stages, calculus.
Practice 6 Constructing Explanations and Designing Solutions: The aim of science is to formulate interpretations for the origins of phenomena. Students are required to develop their own interpretations while also utilizing conventional explanations imparted by their teachers or acquired through reading materials.
Practice 7 Engaging in Argument from Evidence: Argumentation extends beyond mere consensus-building in explanations and design solutions.Argumentation serves as a pathway to consensus regarding explanations and design solutions. Within the realm of science, the utilization of evidence-based reasoning and argumentation is crucial for determining the most optimal explanation for a natural phenomenon.
CCC’s:
Scale, Proportion, Quantity: Quantity is an amount or a number. Proportion is the size, number or amount of a thing, or a group of things compared to another thing or group. Scale is the size in relation to other objects.
Energy and Matter: Energy can’t be destroyed or created, just transferred. Matter can change.
2. Describe at least two things that stood out to you from Chapter 6 of Stroupe.
Being a teacher in a science classroom, means you have to know science is not always linear. You also have to know that science is not always beneficial for all people. Knowing this means as teachers we need to decide how to help students see the benefits and tragedies of science and consider how to support students in becoming change agents of scientific disciplines. This is one idea that stood out to me.
Another idea that stood out to me, is knowing that our goal as a teacher is for all of our students to feel safe and seen in science classrooms. The way to do this, is to recognize and work through pedagogical complexities and to ask hard questions to help us reimagine our classroom communities.
3. Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science).
Activity: The Discussion Spotlight
4. Clearly identify which Practice or CCC you chose.
Practice 6: Constructing Explanations and Designing Solutions
5. Provide the activity and where you found it (with a link if it is open access online).
Link: https://ambitiousscienceteaching.org/discussion-stoplight/Links to an external site.
Links to an external site.6. Explain how that activity uses the practice or CCC you chose.
The Discussion Spotlight uses Practice 6: Constructing Explanations and Designing Solutions. In this activity students identify contributions during a discussion that can help students reflect. This facilitates greater awareness of how their contributions relate to those from other students. While they do this they construct explanations and design solutions through class discussion.
7. After reading chapter 6 of Stroupe (2023), what complexities in science might this lesson bring up for your students? How might you prepare to address them?
There could be a lot of complexities in science this lesson might bring up to my students. One complexity is that not every student may be involved in the lesson. Some students may fall asleep, some students may be high, some students may just not pay attention. Students may disagree with one another. I can address this in many different ways. I may make the lesson more fun, I may instruct having discussion in small groups rather than a whole class discussion. Students are more engaged when they are in small groups. I might also address concerns I have for the class so as a class we won’t run into these concerns.
8. What is one way technology is/can be infused in this activity?
As always, you can have discussions be posted online and use Padlet or Jamboard. I can use Google Classroom and post the work there. Students will respond to one another on these platforms.
9. Describe one explicit way that this activity could be modified for a student with a learning disability.
A student with a learning disability can be modified by only writing a couple of sentences in the discussion as opposed to a paragraph. I can also give options to the activity such as drawing a picture to participate in the discussion. Use technology such as speaking to text or text to speak to help this student with disabilities feel included in the activity.
PEER POST 2:
YJ
1. Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each).
Youtube video by Wildwoods explains proportion as “the size, number, or amount of a thing, or a group of things, compared to another thing or group”. Quantity is explained as “a number or an amount”. Scale helps us determine how big or small something actually is. For example, scale on a map can let the reader estimate Understanding of proportion, quantity and scale is critical, according to the Appendix G of NGSS, in “Using Mathematics and Computational Thinking” and in “Analyzing and Interpreting Data”.
Youtube video by Wildwoods explains matter as “anything that has mass and volume”. Water can become solid, liquid, or gas while changing its volume. Youtube video by Wildwoods also explains that energy cannot be created or destroyed, but only transferred, and the same principle also applies to matter. Appendix G of NGSS adds that changing of matter “involves associated energy transfers at each stage”.
2. Describe at least two things that stood out to you from Chapter 6 of Stroupe.
I enjoyed reading Anna’s reflection in Chapter 6 of Stroupe about how the focus became “teaching students to articulate science ideas both by using the language and by putting the pieces together into an understandable explanation”. I teach Algebra 1 and the concepts of Algebra 1 are challenging but can be easily explained. The hard part where I must invest most of my time is exactly what Anna’s reflection says. I must help students gain the skills to put pieces together to completely grasp a concept and solve a problem and then explain their answer using mathematical language.
I also liked Stroupe’s term “education debt” because it explains so much about what we have to do as teachers. I teach at a middle school in a wealthy part of Brooklyn and half the students come from wealthy families and the other half do not. The students from poor families have endured years of marginalization so I must remind myself that the school owes these students an education debt that must be repaid. It is not enough that we offer everyone equality in education, but we must also strive for equity in education by trying to repay the education debt.
3. Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science).
4. Clearly identify which Practice or CCC you chose.
5. Provide the activity and where you found it (with a link if it is open access online).
6. Explain how that activity uses the practice or CCC you chose.
I can design an activity that uses proportion and scale for different kinds of animals. I can ask different groups to pick a small animal that will serve as a “unit” for other animals. For example, if a group picks a mouse, the group has to represent bigger animals such as an elephant or a whale as being equivalent to how many mice.
This is an effective activity for students to look at nature in terms of scale and proportions and they will also be able to see how other groups picked different scales and explained nature in different proportions. Appendix F of NGSS emphasizes the need for science education to “use mathematics and computational thinking”. Using a small animal as a unit to represent other animals involves mathematics and computational thinking in the area of proportion and scale. Students have to research the weight of all animals, think of the weight as proportional to the weight of their unit animal, and investigate the scale of each animal compared to their unit animal.
7. After reading chapter 6 of Stroupe (2023), what complexities in science might this lesson bring up for your students? How might you prepare to address them?
Chapter 6 of Stroupe encourages teachers to ask questions such as “how should ideas from marginalized knowers shape our schools and classrooms?” I can imagine that a lesson like this will be dominated by students who are very well trained in math and they will be able to rush through the entire activity while traditionally marginalized students just look on without learning much from the activity. I can add a group reflection at the end of the activity where the group reflects on how the group did in terms of equity of participation and learning. I will let all the groups know about this reflection piece. The presence of this group reflection at the end of the activity will encourage students to share the learning activity more equitably from the beginning.
8. What is one way technology is/can be infused in this activity?
After students are done with their activity, I can assign a Chromebook to each group and students can work on a Google Excel sheet to double check their calculation of proportions. This is a very quick and easy way to check for any mistakes.
9. Describe one explicit way that this activity could be modified for a student with a learning disability.
I can provide students with a learning disability with a graphic organizer of a step-by-step calculation to use proportional relationship to represent any animal’s weight in terms of the weight of the unit animal. Students with a learning disability can be in charge of double-checking the calculations of their peers by plugging the values into the steps described by the graphic organizer and calculating with a calculator.
PEER POST 3:
KD
1. Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each).
Appendix F: Science and Engineering Practices in the NGSS framework focuses on a vision of engineering practices and core ideas. Practice 5:Using Mathematics and Computational thinking are both applied in science. According to the APPENDIX F – Science and Engineering Practices in the NGSS indicates both practices come together “enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers.” Both establish complex models, investigations and analyses.
Appendix F: Science and Engineering Practices in the NGSS framework focuses on a vision of engineering practices and core ideas. Practice 6:Constructing Explanations and Designing Solutions focuses on constructing explanations for the causes of phenomena. Student expectations implement standards and their own explanations that they learn. According to the APPENDIX F – Science and Engineering Practices in the NGSS states “the goal of science is the construction of theories that provide explanatory accounts of the world.” The goal of engineering is to motivate students to solve problems through a systematic process.
Appendix G – Crosscutting Concepts a framework that recommends embedding science crosscutting concepts through guiding principles across all grade levels. Practice 3:Scale, Proportion and Quantity is the starting point for students to understand science through individual components or systems. It provides students fundamental assessments of dimensions and also establishes nature observations. According to Appendix G – Crosscutting Concepts mentions “understanding of scale involves not only understanding systems and processes vary in size, time span, and energy, but also different mechanisms operate at different scales.” This challenges students and allows them to apply their critical thinking skills.
Appendix G – Crosscutting Concepts a framework that recommends embedding science crosscutting concepts through guiding principles across all grade levels. Practice 5:Energy and Matter are imperative concepts of science and engineering. Cycles of matter and energy transfers help students understand different models and concepts. The Appendix G – Crosscutting Concepts states “energy and matter inputs, outputs, and flows or transfers within a system or process are equally important for engineering.” Students will learn how matter and energy flow through different systems.
Crosscutting concepts Videos
The two videos by Wildwoods present effective crosscutting concepts of scales, proportion, quantity, matter and energy. The first video explains how to understand big systems around the world. It expresses how scales help us understand and identify things around the world. Different scales tools such as magnifying glass, rulers, weight scales and thermometers help us identify comparisons and collect information. Measurements identify the distance between objects. They also provide us with units of measurement and quantities. Energy and matter are essentials of daily life and help us make predictions, control systems and improve designs. The video mentions two types of energy which are kinetic and potential. It explains how energy could be converted or transferred. The video explains the 3 phases of matter which are gas, liquid and solid. Matter has volume and mass and states of matter change.
2. Describe at least two things that stood out to you from Chapter 6 of Stroupe.
There are two interesting ideas that stood out to me from Chapter 6 of Stroupe. The first idea was how Anna uses students’ ideas to shape a powerful science classroom environment. “We must use students’ knowledge and experience to help advance the classroom work” (Stroupe, 2023, p. 105).She provided a space for her students to share and engage with peers after recording observations and hypotheses. “By utilizing the idea space, Anna provided opportunities for students to share science ideas in a safe environment. (Stroupe, 2023, p. 101). This gave her the opportunity as an educator to hear and record students thinking about relationships of energy. This amazed Anna because she got to hear from two students Anthony and Jose who rarely spoke in her class.
Another thing in chapter 6 of Stroupe that stood out is how Anna motivates and engages her students. Anna provided students with the opportunity to construct better models in science. This was important because it allowed students who never engage to take control in her classroom. “Lots of students who rarely talk are leading groups, like Jose and Anthony” (Stroupe, 2023, p. 104). This was also a purposeful way to disrupt epistemic injustice in her classroom. “I want them to feel empowered to be scientists” (Stroupe, 2023, p. 104). This helps Anna reflect upon her teaching styles and provide different opportunities for students that were not available to them.
3. Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science).
https://www.generationgenius.com/activities/animal-and-plant-life-cycles-activity-for-kids/Links to an external site.
4. Clearly identify which Practice or CCC you chose.
Energy and Matter is the CCC practice I chose. Students will observe part of the avocado plant’s life cycle.
5. Provide the activity and where you found it (with a link if it is open access online).
https://www.generationgenius.com/videolessons/animal-and-plant-life-cycles-video-for-kids/Links to an external site.
6. Explain how that activity uses the practice or CCC you chose.
Students will see how energy is released from food and how the food was once energy from the sun that was captured by plants in the chemical process that forms plant matter from water and air.
7. After reading chapter 6 of Stroupe (2023), what complexities in science might this lesson bring up for your students? How might you prepare to address them?
Students may become inpatient waiting for the avocado seed to sprout. It could take anywhere from 4-8 weeks. Students may have difficulties understanding how the plant and animal life cycles are similar and different. To prepare I would implement a “T” chart of animal and plant life cycles on the “T” chart and model an example. “Therefore, we need to think together about the types of support we need to take” (Stroupe, 2023, p. 108). Students then will work in small-groups to complete the chart making a list of differences and similarities.
8. What is one way technology is/can be infused in this activity?
Technology can be infused because the link is a website that provides a video on animal and plant life cycles. This video is beneficial for auditory and visual learners in the classroom. It also provides step-by-step directions and materials students need to complete the activity. Technology will allow students to see how a life cycle shows how living things change and grow over time.
9. Describe one explicit way that this activity could be modified for a student with a learning disability.
An explicit way to modify this activity for students is by implementing auditory tools and materials. Students can also work along with peers to help them learn and share ideas through this activity. Kinesthetic learners benefit from physical activity and sensory stimulation to complete the activity. Providing different opportunities for and choices for students with disabilities will encourage them to participate. Providing students roles will also allow students with blindness to participate, engaging by sharing their ideas and experiences.
RESOURCES FOR ALL WORK:
1. https://www.youtube.com/watch?v=pL2aM0OHVVE
2. https://www.youtube.com/watch?si=uh2yz8pRQ25yOyrQ&v=DyKU6TmN4CE&feature=youtu.be
3. https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf
4. https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
5. Stroupe chapter 6 (pdf attached)
