Workshop NexGen Science

Table of Contents Introduction to Three-Dimensional Learning.…………………………………………....……1 Unit 1………………………………………………………………………………………..….…3 Activity: Plastic Bottle with Boiling Water…………………………………...……….….5 Scientific Models……………………………………………………………………….…7 Three Assumptions/Conjectures About Air…………………………...…..…………..…..8 Summary Table…………………………………………………………...….................…9 Activity: The Biggest Sucker……………………………………………...................…..11 Box 3-2 from A Framework for K-12……………………………...………...............….13 NGSX Activity Analysis Template………………......................................................….17 Unit 2…………………………………………………………………..……………...…..….….21 Activity: The Balloon Jar………………………………………………………...…...….23 Appendix F: Practice 2 Modeling…………………………………………..………....…24 Appendix F: Practice 6 Explanations………………...……………....…….................….25 Appendix F: Practice 7 Argumentation………………………………………….............27 Activity: The Soap Bubble Investigation………………………………….………..........29 Storyline Template………………………………………………………………….....…31 PS1.A from A Framework for K-12……………………………………..………………33 Unit 3…………………………………………………………………………………...…......…37 Guidelines For Watching Videos of Teaching………………………………………..….38 Partial Transcript of Volleyball Discussion…………………………………………..….39 Characteristics of a Position-driven Discussion………………….………………….…..43 Last Page of Volleyball Discussion…………………………………....…………….…..44 Unit 4…………………………………………………………………………….……..…….….45 Transcript of Classroom Discussion………………………………………………...…..47 Slowing Down and Stopping Time Protocol………………………………………….…49 Talk Moves Checklist………………………………………………………………....…51 Talk Moves Map…………………………………………………………………….…...52 What Would You Say Next…………………………………………….……….……….53 Reflection Tool…………………………………………………………………….….…57 Guide to TERC Talk Resources………………………………………..…….………….59 Overview of Classroom Norms…………………………………...…………….……….61

Unit 5……………………………………………………………………………………….……63 Marked Up Version of PS1.A……………………………………...………………….....64 IQWST Activity Sheet: Can You Smell What I Smell?....................................................67 The Storyline So Far……………………………………………………………..……....69 Video Transcript: Particle Discussion…………………………………….……………..73 Video Transcript: Discussing Models……………………………………………......….75 Video Transcript: Disagreements to Reach a Consensus Model………………….…......77 Video Transcript: Students Resolve……………………….……………………………..81 Unit 6…………………………………………………………………………………..….....…..85 Gotta-Have Checklist………………………………………………………………….…86 Jigsaw Text 1: Small Group Models and Whole Class Consensus Models…….…….…87 Jigsaw Text 2: Stick-Notes and Language Scaffolds as Tools for Changing Models.…..93 Jigsaw Text 3: Gotta-Have Explanation Checklists and Summary Tables……………...97 Articles…………………………………………..…………………………………………..…101 Talk Science Primer (Unit 3) Establishing Norms: Laying the Foundations for Academically Productive Talk (Unit 4) Moving Beyond “Knowing” Science to Making Sense of the World: Chapter 1 (Unit 6) Why Ask Why? (Unit 6)

Introduction to Three-Dimensional Learning: Argumentation, Explanation, and Modeling the Behavior of Matter Unit Unit foci Perspectives Developing and using models to Experience 3D learning 1 How do we develop and use explain matter phenomena Pedagogy for 3D learning models? Connecting the experience to key Experience 3D learning shifts in the Framework Pedagogy for 3D learning 2 How can we evaluate and revise Revising models based on models based on evidence? evidence Investigating 3D Student learning Identifying key characteristics of Pedagogy for 3D learning How does discussion support science practices 3 argumentation, explanation, and Analyzing practices in Investigating 3D Student learning classroom discussion Pedagogy for 3D learning modeling? Updating model of science Investigating 3D Student learning practices Pedagogy for 3D learning How do we build a classroom Investigating 3D Student learning 4 culture that supports public Analyzing talk moves in Pedagogy for 3D learning classroom discussions reasoning? Analyzing a middle school How do we help students argue classroom case of students 5 from evidence for a particle developing models to explain air phenomena model of matter? Analyzing a high school classroom case of students What types of tools help students engaging in argumentation to model air pressure phenomena 6 refine models over time and develop deep explanations of science phenomena? 1

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Unit 1: How Do We Develop And Use Models In Science? Step 2: Plastic Bottle With Boiling Water * * Instructions for Activity #1: Observe the Plastic Bottle with Boiling Water Phenomenon The specific science topic to explore is the nature of air and how air exerts forces on the things around us. The facilitator will provide the materials. Please work in small groups – 2 or 3 is ideal, but definitely no more than 4. After doing the activity together, each of you should take a few minutes to respond to the discussion prompts individually in your notebook. Then spend a few minutes in your small group making a poster as directed in the instructions. Finally each group should photograph its poster and post the photograph to the web site before going on. Investigation Questions: • If we pour boiling water into the bottle and quickly seal the top, what will happen to the bottle as the water cools? • Why does this happen? Individually, in your notebook, make your predictions and explain your reasoning. * Investigate: Do the experiment together • Pour about ½ cup of boiling water into the bottle, using the funnel, and immediately seal the bottle. * Watch what happens over the next several minutes. Take pictures and notes. Describe and explain the phenomenon * After completing the activity, take a few minutes to answer the following two questions in your individual science notebooks. • How would you describe what you observed? (What was the behavior?) • How would you explain what you observed? (What caused the behavior?) You will use these private notes in the small group discussion that follows. * Small Group Sharing Initial Ideas Discussion: Construct a diagram to explain the phenomenon Get into small groups of 3 or 4. Compare your initial explanations for the phenomenon. Discuss your reasoning in your group, and draw a diagram that represents your group's thinking. There might be more than one explanation in your group! That's fine. Try to explain them both! Keep in mind that you want to be able to not only describe what happened, but explain it. Make a diagram (diagrams) to show step by step, why this happened. Keep in mind, we are only just getting started. The important thing is not to have the one \"right answer\" at this point. The goal is to try to represent your thinking about what is going on in this phenomenon, both for yourselves and others. Small Group Posting * Photograph the poster from your group. Make sure to add the names of group members in the text box. Post the photograph on Unit 1 Step 2 on NGSX. Copyright*©2015*by*NGSX* 5

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Summary Table PHENOMENON: ________________________________________________ What did we do? What did we observe? / What have we figured How does this help us What questions do we What patterns did we out? explain the have? notice? phenomenon? 9

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Unit 1: How Do We Develop And Use Models In Science? Step 9: The Biggest Sucker Instructions for Activity #2: “Who’s the Biggest Sucker?” Materials per group: • plastic funnel • instruction sheets • 2 glass bottles • poster paper • 2 rubber stoppers with • markers • 2 syringes embedded tube • food coloring (optional) • mini-plug for small hole • disinfectant wipes • small flexible plastic tubes • water Investigation Questions Use our shared model* – the air puppies model – of air pressure phenomena to see into, and explain: • What makes water flow up a straw (or not)? • How can you use the air puppies model to explain how a straw works? Preparation 1. Facilitators will prepare in advance: • Fill each bottle with water almost but not quite completely, about the width of a finger below the lower lip of the bottle. The bottles should be filled to approximately the same level. Optional: add a couple of drops of food coloring to make it easier to see the liquid. • Place the stoppers firmly into the tops of the bottles. • Put the small plug in the extra hole of one of the stoppers. * Activity Each small group should have 2 bottles filled with water, one with a plug, one without. Select two people in each small group to have a race to drink as much as possible from the bottles, but don’t do it yet! Copyright*©2015*by*NGSX* 11

Unit 1, Step 9 2* * Step 1: Predict in your science notebook, and discuss your predictions with your group Think about these two questions: • Who will be able to drink more, or drink more quickly? • Why do you think so? Predict, first silently, in your science notebooks, and then discuss in your small group. Step 2: Investigate: Do the experiment. Have a “drinking race” between the two people. [Note: If you are concerned about germs, you may use the germicidal wipes, or use the short pieces of plastic tubing as individual mouthpieces.] • Who can drink the most the fastest? * Step 3: Science Notebook Jot • How would you describe what you observed? (What was the behavior?) • What initial ideas do you have about why there is a difference between the two bottles? Reflect silently in your science notebooks. When you have completed the activity and science notebook reflection, return to the NGSX website. ! 12 * 2*

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas BOX 3-2 DISTINGUISHING PRACTICES IN SCIENCE FROM THOSE IN ENGINEERING 1. Asking Questions and Defining Problems Science begins with a question about a phe- Engineering begins with a problem, need, or desire nomenon, such as “Why is the sky blue?” or that suggests an engineering problem that needs to “What causes cancer?,” and seeks to develop be solved. A societal problem such as reducing the theories that can provide explanatory answers to nation’s dependence on fossil fuels may engender a such questions. A basic practice of the scientist variety of engineering problems, such as designing is formulating empirically answerable questions more efficient transportation systems, or alternative about phenomena, establishing what is already power generation devices such as improved solar known, and determining what questions have cells. Engineers ask questions to define the engineer- yet to be satisfactorily answered. ing problem, determine criteria for a successful solu- tion, and identify constraints. 2. Developing and Using Models Science often involves the construction and use Engineering makes use of models and simulations of a wide variety of models and simulations to to analyze existing systems so as to see where flaws help develop explanations about natural phe- might occur or to test possible solutions to a new nomena. Models make it possible to go beyond problem. Engineers also call on models of various observables and imagine a world not yet seen. sorts to test proposed systems and to recognize the Models enable predictions of the form “if . . . strengths and limitations of their designs. then . . . therefore” to be made in order to test hypothetical explanations. 3. Planning and Carrying Out Investigations Scientific investigation may be conducted Engineers use investigation both to gain data in the field or the laboratory. A major practice of essential for specifying design criteria or parameters scientists is planning and carrying out a system- and to test their designs. Like scientists, engineers atic investigation, which requires the identifica- must identify relevant variables, decide how they tion of what is to be recorded and, if applicable, will be measured, and collect data for analysis. Their what are to be treated as the dependent and investigations help them to identify how effective, independent variables (control of variables). efficient, and durable their designs may be under a Observations and data collected from such work range of conditions. are used to test existing theories and explana- tions or to revise and develop new ones. 50 A Framework for K-12 Science Education 13 Copyright © National Academy of Sciences. All rights reserved.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas 4. Analyzing and Interpreting Data Scientific investigations produce data that Engineers analyze data collected in the tests of must be analyzed in order to derive meaning. their designs and investigations; this allows them Because data usually do not speak for them- to compare different solutions and determine how selves, scientists use a range of tools—including well each one meets specific design criteria—that tabulation, graphical interpretation, visualization, is, which design best solves the problem within the and statistical analysis—to identify the signifi- given constraints. Like scientists, engineers require cant features and patterns in the data. Sources a range of tools to identify the major patterns and of error are identified and the degree of certainty interpret the results. calculated. Modern technology makes the collec- tion of large data sets much easier, thus provid- ing many secondary sources for analysis. 5. Using Mathematics and Computational Thinking In science, mathematics and computation In engineering, mathematical and computa- are fundamental tools for representing physi- tional representations of established relationships cal variables and their relationships. They are and principles are an integral part of design. For used for a range of tasks, such as constructing example, structural engineers create mathematically simulations, statistically analyzing data, and rec- based analyses of designs to calculate whether they ognizing, expressing, and applying quantitative can stand up to the expected stresses of use and if relationships. Mathematical and computational they can be completed within acceptable budgets. approaches enable predictions of the behavior of Moreover, simulations of designs provide an effective physical systems, along with the testing of such test bed for the development of designs and their predictions. Moreover, statistical techniques are improvement. invaluable for assessing the significance of pat- terns or correlations. 14 Dimension 1: Scientific and Engineering Practices 51 Copyright © National Academy of Sciences. All rights reserved.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas BOX 3-2 continued DISTINGUISHING PRACTICES IN SCIENCE FROM THOSE IN ENGINEERING 6. Constructing Explanations and Designing Solutions The goal of science is the construction of theo- Engineering design, a systematic process for ries that can provide explanatory accounts of solving engineering problems, is based on scien- features of the world. A theory becomes accept- tific knowledge and models of the material world. ed when it has been shown to be superior to Each proposed solution results from a process of other explanations in the breadth of phenomena balancing competing criteria of desired functions, it accounts for and in its explanatory coherence technological feasibility, cost, safety, esthetics, and and parsimony. Scientific explanations are explic- compliance with legal requirements. There is usually it applications of theory to a specific situation or no single best solution but rather a range of solu- phenomenon, perhaps with the intermediary of a tions. Which one is the optimal choice depends on theory-based model for the system under study. the criteria used for making evaluations. The goal for students is to construct logically coherent explanations of phenomena that incor- porate their current understanding of science, or a model that represents it, and are consistent with the available evidence. 7. Engaging in Argument from Evidence In science, reasoning and argument are In engineering, reasoning and argument are essential for identifying the strengths and weak- essential for finding the best possible solution to nesses of a line of reasoning and for finding a problem. Engineers collaborate with their peers the best explanation for a natural phenomenon. throughout the design process, with a critical stage Scientists must defend their explanations, for- being the selection of the most promising solution mulate evidence based on a solid foundation of among a field of competing ideas. Engineers use data, examine their own understanding in light systematic methods to compare alternatives, formu- of the evidence and comments offered by oth- late evidence based on test data, make arguments ers, and collaborate with peers in searching for from evidence to defend their conclusions, evaluate the best explanation for the phenomenon being critically the ideas of others, and revise their designs investigated. in order to achieve the best solution to the problem at hand. 52 A Framework for K-12 Science Education 15 Copyright © National Academy of Sciences. All rights reserved.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas 8. Obtaining, Evaluating, and Communicating Information Science cannot advance if scientists are Engineers cannot produce new or improved tech- unable to communicate their findings clearly nologies if the advantages of their designs are not and persuasively or to learn about the findings communicated clearly and persuasively. Engineers of others. A major practice of science is thus need to be able to express their ideas, orally and in the communication of ideas and the results of writing, with the use of tables, graphs, drawings, or inquiry—orally, in writing, with the use of tables, models and by engaging in extended discussions diagrams, graphs, and equations, and by engag- with peers. Moreover, as with scientists, they need ing in extended discussions with scientific peers. to be able to derive meaning from colleagues’ texts, Science requires the ability to derive meaning evaluate the information, and apply it usefully. In from scientific texts (such as papers, the Internet, engineering and science alike, new technologies are symposia, and lectures), to evaluate the scientific now routinely available that extend the possibilities validity of the information thus acquired, and to for collaboration and communication. integrate that information. 16 Dimension 1: Scientific and Engineering Practices 53 Copyright © National Academy of Sciences. All rights reserved.

Unit 1: How Do We Develop And Use Models In Science? Step 15: How does the science work we did reflect the Framework and NGSS? Answer these questions for each activity in the table below. 1. What phenomenon were you trying to explain? 2. What practices were you using? Refer to the reading for definitions and descriptions of the 8 practices. 3. What science ideas were you developing? Put these in your own words -- don't just label the idea (e.g., pressure); instead write out the punch line you were figuring out (e.g., when more air is pushed into a container there are more impacts on the walls of the container). Note: Some activities (e.g., The Biggest Sucker) are broken into multiple rows so you can tease apart the practices used in the different parts of the activity, but the phenomenon and science ideas are combined across the different parts of the activity. Activity we did Phenomena we were trying Science and engineering The science ideas we were to explain practices we used working toward figuring out (Step 2) Plastic bottle with boiling water – doing experiment (Step 3) Tanker car Constructing an “initial ideas” poster to explain either the collapsing bottle or the tanker car (Step 4) Tanker car / plastic bottle with boiling water – gallery walk and comparing ideas (Step 4) Driving Question Board (DQB) 17 Copyright © by NGSX 2016

18 Activity we did Phenomena we were trying Science and engineering The science ideas we were to explain practices we used working toward figuring out (Steps 6, 7, 8) Exploring the air puppies model (Step 8) Bottle on the Table Consensus discussion (Step 8) Creating a summary table and returning to the DQB (Step 10) Biggest sucker – map the model to the phenomenon making small group models (Step 11) Use the model to construct an explanation for the biggest sucker (Step 11) Biggest sucker – gallery walk 2

Activity we did Phenomena we were trying Science and engineering The science ideas we were to explain practices we used working toward figuring out (Step 11) Biggest sucker – building consensus explanation (Step 13) Returning to the summary table and DQB 19 3

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UNIT 2 21

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Unit 2: How Can We Evaluate and Revise Models Based on Evidence? Step 3: The Balloon Jar * Instructions for Unit 2 Activity: “The Balloon Jar” Materials per group: • Balloon*jar,*1*per*small*group,*with*anti@bacterial*wipes*** • Instruction*sheet** • Poster*paper** • Markers** Balloon&tube& Jar&tube& Investigation+Questions:+* • What*are*at*least*two*ways*to*inflate*the*balloon?*Can*the* balloon*be*inflated*and*remain*inflated*even*when*its* mouth*is*open*to*the*atmosphere?** • How*can*we*use*the*air*puppies*model*to*explain*the* behavior*of*the*balloon?* * Prediction:+ + Make*your*predictions*in*your*notebook*as*outlined*on*the*NGSX* page,*and*briefly* compare* and* discuss* your* predictions* within* your* small* group.** * * Investigate:+ + In*your*group,*experiment*with*the*balloon*jar.**You*should*try*a*variety*of*things*to* figure*out*when*the*balloon*inflates*and*when*it*deflates.*Here*are*some*ideas*to*get* you*started.* • Try*blowing*into*and*“sucking”*on*each*of*the*two*tubes*(the*balloon*tube* and*the*jar*tube).*What*happens?* • Can*you*get*the*balloon*to*inflate*without*blowing*into*it?* • What*happens*when*you*stop*blowing*or*stop*“sucking”*–*does*it*stay* inflated*or*does*it*deflate?**See*if*you*can*keep*the*balloon*inflated*when*the* tube*connected*to*it*is*open.** After&your&investigation,&your&group&should&return&to&the&NGSX&page&for&instructions& on&writing&out&your&initial&ideas&(the&Individual&Explanation&section),&and&continue& on&the&NGSX&page&for&the&work&that&follows.& * Copyright*©2015*by*NGSX* 23

Practice 2 Developing and Using Models Modeling  can  begin  in  the  earliest  grades,  with  students’  models  progressing  from   concrete  “pictures”  and/or  physical  scale  models  (e.g.,  a  toy  car)  to  more  abstract   representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58) Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Although models do not correspond exactly to the real world, they bring certain features into focus while obscuring others. All models contain approximations and assumptions that limit the range of validity and predictive power, so it is important for students to recognize their limitations. In science, models are used to represent a system (or parts of a system) under study, to aid in the development of questions and explanations, to generate data that can be used to make predictions, and to communicate ideas to others. Students can be expected to evaluate and refine models through an iterative cycle of comparing their predictions with the real world and then adjusting them to gain insights into the phenomenon being modeled. As such, models are based upon evidence. When new evidence is uncovered that  the  models  can’t  explain,  models  are  modified. In engineering, models may be used to analyze a system to see where or under what conditions flaws might develop, or to test possible solutions to a problem. Models can also be used to visualize and refine a design,  to  communicate  a  design’s  features  to  others,  and  as  prototypes  for  testing  design  performance.   Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 Modeling in K–2 builds on prior Modeling in 3–5 builds on K–2 Modeling in 6–8 builds on K–5 Modeling in 9–12 builds on K–8 experiences and progresses to experiences and progresses to experiences and progresses to experiences and progresses to using, include using and developing building and revising simple developing, using, and revising synthesizing, and developing models models (i.e., diagram, drawing, models and using models to models to describe, test, and predict to predict and show relationships physical replica, diorama, represent events and design more abstract phenomena and design among variables between systems dramatization, or storyboard) that solutions. systems. and their components in the natural represent concrete events or and designed worlds. design solutions. Identify limitations of models. Evaluate limitations of a model for Collaboratively develop and/or a proposed object or tool. Evaluate merits and limitations of Distinguish between a model revise a model based on Develop or modify a model— two different models of the same and the actual object, process, evidence that shows the based on evidence – to match what proposed tool, process, and/or events the model relationships among variables happens if a variable or component mechanism or system in order to represents. for frequent and regular of a system is changed. select or revise a model that best Compare models to identify occurring events. Use and/or develop a model of fits the evidence or design criteria. common features and Develop a model using an simple systems with uncertain and Design a test of a model to differences. analogy, example, or abstract less predictable factors. ascertain its reliability. Develop and/or use a model to representation to describe a Develop and/or revise a model to Develop, revise, and/or use a represent amounts, scientific principle or design show the relationships among model based on evidence to relationships, relative scales solution. variables, including those that are illustrate and/or predict the (bigger, smaller), and/or Develop and/or use models to not observable but predict relationships between systems or patterns in the natural and describe and/or predict observable phenomena. between components of a system. designed world(s). phenomena. Develop and/or use a model to Develop and/or use multiple types Develop a simple model based Develop a diagram or simple predict and/or describe of models to provide mechanistic on evidence to represent a physical prototype to convey a phenomena. accounts and/or predict proposed object or tool. proposed object, tool, or Develop a model to describe phenomena, and move flexibly process. unobservable mechanisms. between model types based on Use a model to test cause and Develop and/or use a model to merits and limitations. effect relationships or generate data to test ideas about Develop a complex model that interactions concerning the phenomena in natural or designed allows for manipulation and functioning of a natural or systems, including those testing of a proposed process or designed system. representing inputs and outputs, system. and those at unobservable scales. Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems. 24 April 2013 NGSS Release Page 6 of 33

Practice 6 Constructing Explanations and Designing Solutions The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. The Framework states the following about explanation: “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52) An explanation includes a claim that relates how a variable or variables relate to another variable or a set of variables. A claim is often made in response to a question and in the process of answering the question, scientists often design investigations to generate data. The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions. This practice is described in the Framework as follows. Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur. In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or a theory in science. Engineers’ activities, however, have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design criteria, and refining design ideas based on the performance of a prototype or simulation. (NRC Framework, 2012, p. 68-69) Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 Constructing Constructing explanations Constructing explanations and Constructing explanations and designing explanations and and designing solutions in designing solutions in 6–8 builds on K– solutions in 9–12 builds on K–8 designing solutions in 3–5 builds on K–2 5 experiences and progresses to include experiences and progresses to explanations K–2 builds on prior experiences and progresses constructing explanations and designing and designs that are supported by multiple experiences and to the use of evidence in solutions supported by multiple sources and independent student-generated sources progresses to the use of constructing explanations of evidence consistent with scientific of evidence consistent with scientific evidence and ideas in that specify variables that ideas, principles, and theories. ideas, principles, and theories. constructing evidence- describe and predict based accounts of phenomena and in Construct an explanation that Make a quantitative and/or qualitative natural phenomena and designing multiple includes qualitative or quantitative claim regarding the relationship designing solutions. solutions to design relationships between variables that between dependent and independent problems. predict(s) and/or describe(s) variables. Make observations phenomena. Construct and revise an explanation (firsthand or from Construct an Construct an explanation using based on valid and reliable evidence media) to construct explanation of observed models or representations. obtained from a variety of sources an evidence-based relationships (e.g., the Construct a scientific explanation (including students’ own investigations, account for natural distribution of plants in based on valid and reliable evidence models, theories, simulations, peer phenomena. the back yard). obtained from sources (including the review) and the assumption that Use tools and/or Use evidence (e.g., students’ own experiments) and the theories and laws that describe the materials to design measurements, assumption that theories and laws natural world operate today as they did and/or build a device observations, patterns) that describe the natural world in the past and will continue to do so in that solves a specific to construct or support operate today as they did in the past the future. problem or a solution an explanation or design and will continue to do so in the Apply scientific ideas, principles, to a specific problem. a solution to a problem. future. and/or evidence to provide an Generate and/or Identify the evidence Apply scientific ideas, principles, explanation of phenomena and solve compare multiple that supports particular and/or evidence to construct, revise design problems, taking into account solutions to a points in an explanation. and/or use an explanation for real- possible unanticipated effects. problem. Apply scientific ideas to world phenomena, examples, or Apply scientific reasoning, theory, solve design problems. events. and/or models to link evidence to the Generate and compare Apply scientific reasoning to show claims to assess the extent to which the multiple solutions to a why the data or evidence is adequate reasoning and data support the problem based on how for the explanation or conclusion. explanation or conclusion. April 2013 NGSS Release Page 11 of 33 25

well they meet the Apply scientific ideas or principles Design, evaluate, and/or refine a to design, construct, and/or test a criteria and constraints design of an object, tool, process or solution to a complex real-world of the design solution. system. problem, based on scientific Undertake a design project, engaging knowledge, student-generated sources in the design cycle, to construct of evidence, prioritized criteria, and and/or implement a solution that tradeoff considerations. meets specific design criteria and constraints. Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing. 26 April 2013 NGSS Release Page 12 of 33

Practice 7 Engaging in Argument from Evidence The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73) Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community. Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims. Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 Engaging in argument from Engaging in argument from Engaging in argument from Engaging in argument from evidence in evidence in K–2 builds on evidence in 3–5 builds on K–2 evidence in 6–8 builds on K–5 9–12 builds on K–8 experiences and prior experiences and experiences and progresses to experiences and progresses to progresses to using appropriate and progresses to comparing critiquing the scientific constructing a convincing sufficient evidence and scientific ideas and representations explanations or solutions argument that supports or refutes reasoning to defend and critique claims about the natural and proposed by peers by citing claims for either explanations or and explanations about the natural and designed world(s). relevant evidence about the solutions about the natural and designed world(s). Arguments may also natural and designed world(s). designed world(s). come from current scientific or Identify arguments that historical episodes in science. are supported by Compare and refine arguments Compare and critique two evidence. based on an evaluation of the arguments on the same topic Compare and evaluate competing Distinguish between evidence presented. and analyze whether they arguments or design solutions in explanations that account Distinguish among facts, emphasize similar or different light of currently accepted for all gathered evidence reasoned judgment based on evidence and/or interpretations explanations, new evidence, and those that do not. research findings, and of facts. limitations (e.g., trade-offs), Analyze why some speculation in an explanation. Respectfully provide and constraints, and ethical issues. evidence is relevant to a Respectfully provide and receive critiques about one’s Evaluate the claims, evidence, scientific question and receive critiques from peers explanations, procedures, and/or reasoning behind currently some is not. about a proposed procedure, models, and questions by accepted explanations or solutions to Distinguish between explanation, or model by citing citing relevant evidence and determine the merits of arguments. opinions and evidence in relevant evidence and posing posing and responding to Respectfully provide and/or receive one’s own explanations. specific questions. questions that elicit pertinent critiques on scientific arguments by Listen actively to Construct and/or support an elaboration and detail. probing reasoning and evidence, arguments to indicate argument with evidence, data, Construct, use, and/or present challenging ideas and conclusions, agreement or and/or a model. an oral and written argument responding thoughtfully to diverse disagreement based on Use data to evaluate claims supported by empirical perspectives, and determining evidence, and/or to retell about cause and effect. evidence and scientific additional information required to the main points of the Make a claim about the merit reasoning to support or refute resolve contradictions. argument. of a solution to a problem by an explanation or a model for a Construct, use, and/or present an Construct an argument citing relevant evidence about phenomenon or a solution to a oral and written argument or with evidence to support how it meets the criteria and problem. counter-arguments based on data and a claim. constraints of the problem. Make an oral or written evidence. Make a claim about the argument that supports or Make and defend a claim based on effectiveness of an refutes the advertised evidence about the natural world or object, tool, or solution performance of a device, the effectiveness of a design solution that is supported by process, or system based on that reflects scientific knowledge relevant evidence. empirical evidence concerning and student-generated evidence. whether or not the technology Evaluate competing design solutions meets relevant criteria and to a real-world problem based on constraints. scientific ideas and principles, April 2013 NGSS Release Page 13 of 33 27

Evaluate competing design empirical evidence, and/or logical solutions based on jointly arguments regarding relevant factors developed and agreed-upon (e.g. economic, societal, design criteria. environmental, ethical considerations). 28 April 2013 NGSS Release Page 14 of 33

Unit 2: How Can We Evaluate and Revise Models Based on Evidence? Step 7: The Soap Bubble Investigation * Instructions*for*Unit*2*Activity*#2:*Bottle*with*Soap*Film** * Materials:** • 1*25liter*bottle** • Bubble*solution,*prepared*in*advance*** • 1*plastic*cup*(for*soap*solution)** • 2*15gallon*buckets** • Hot*and*cold*water** Investigation*Questions:** • How*does*the*water*temperature*affect*the*behavior*of*the*air*inside*the* bottle/soap* film*container?** • How*can*we*explain*the*behavior*using*the*air*puppies*model?** Procedure:** * After*you*have*made*your*predictions*in*your*science*notebook*as*instructed*on*the* NGSX*web*site,*follow*the*procedure*below* 1. Half5fill*two*plastic*buckets,*one*with*hot*water*and*one*with*cold*water.** 2. Dip*the*opening*of*a*bottle*into*the*bubble*mix*to*create*a*soap*film*that* seals*the*room*temperature*air*in*the*bottle.*** 3. Turn*the*bottle*upright*and*place*the*lower*half*of*the*bottle*into*the*hot* water.** 4. Observe*what*happens.** 5. Place*the*lower*half*of*the*bottle*into*the*cold*water.** 6. Observe*what*happens.** 7. Repeat*the*process.* * After&you&have&conducted&these&observations&return&to&the&NGSX&website&and&do&the& individual&reflection&and&the&steps&that&follow.&& Copyright*©2015*by*NGSX* 29

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Unit 2: How C an We Evaluate And R evise Models Based on Evidence? S tep 8: Incrementally Building a Model & S tep 9: O n-Your-O wn Teacher Hat For each activity we did, identify how the questions and phenomena led to what we figured out. Here are some guiding questions to help you think about each element of the storyline 1. Question: what about the phenomenon were we trying to explain? 2. Phenomena: what was the event or events in the world that happened that we needed to explain? 3. What practices were you using? Refer to the reading for definitions and descriptions of the 8 practices. 4. What science ideas or questions we figured out? What was the result of applying these practices to the phenomenon and question? What did we figure out? What new questions did it raise? Question Phenomena Science & engineering practices The science ideas & questions we figured out 31 Copyright ©2015 by NGSX

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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Core Idea PS1 Matter and Its Interactions How can one explain the structure, properties, and interactions of matter? The existence of atoms, now supported by evidence from modern instruments, was first postulated as a model that could explain both qualitative and quantita- tive observations about matter (e.g., Brownian motion, ratios of reactants and products in chemical reactions). Matter can be understood in terms of the types of atoms present and the interactions both between and within them. The states (i.e., solid, liquid, gas, or plasma), properties (e.g., hardness, conductivity), and reactions (both physical and chemical) of matter can be described and predicted based on the types, interactions, and motions of the atoms within it. Chemical reactions, which underlie so many observed phenomena in living and nonliv- ing systems alike, conserve the number of atoms of each type but change their arrangement into molecules. Nuclear reactions involve changes in the types of atomic nuclei present and are key to the energy release from the sun and the bal- ance of isotopes in matter. PS1.A: STRUCTURE AND PROPERTIES OF MATTER How do particles combine to form the variety of matter one observes? While too small to be seen with visible light, atoms have substructures of their own. They have a small central region or nucleus—containing protons and neutrons—surrounded by a larger region containing electrons. The number of pro- tons in the atomic nucleus (atomic number) is the defining characteristic of each element; different isotopes of the same element differ in the number of neutrons only. Despite the immense variation and number of substances, there are only some 100 different stable elements. Each element has characteristic chemical properties. The periodic table, a systematic representation of known elements, is organized horizontally by increas- ing atomic number and vertically by families of elements with related chemical properties. The development of the periodic table (which occurred well before atomic substructure was understood) was a major advance, as its patterns sug- gested and led to the identification of additional elements with particular proper- ties. Moreover, the table’s patterns are now recognized as related to the atom’s outermost electron patterns, which play an important role in explaining chemical reactivity and bond formation, and the periodic table continues to be a useful way to organize this information. 106 A Framework for K-12 Science Education 33 Copyright © National Academy of Sciences. All rights reserved.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas The substructure of atoms determines how they combine and rearrange to form all of the world’s substances. Electrical attractions and repulsions between charged particles (i.e., atomic nuclei and electrons) in matter explain the struc- ture of atoms and the forces between atoms that cause them to form molecules (via chemical bonds), which range in size from two to thousands of atoms (e.g., in biological molecules such as proteins). Atoms also combine due to these forces to form extended structures, such as crystals or metals. The varied properties (e.g., hardness, conductivity) of the materials one encounters, both natural and manufac- tured, can be understood in terms of the atomic and molecular constituents pres- ent and the forces within and between them. Within matter, atoms and their constituents are constantly in motion. The arrangement and motion of atoms vary in characteristic ways, depending on the sub- stance and its current state (e.g., solid, liquid). Chemical composition, temperature, and pressure affect such arrangements and motions of atoms, as well as the ways in which they interact. Under a given set of conditions, the state and some properties (e.g., density, elasticity, viscosity) are the same for different bulk quantities of a substance, whereas other properties (e.g., volume, mass) provide measures of the size of the sample at hand. Materials can be characterized by their intensive measureable properties. Different materials with different properties are suited to different uses. The ability to image and manipulate placement of individual atoms in tiny structures allows for the design of new types of materials with particular desired functionality (e.g., plastics, nanoparticles). Moreover, the modern explanation of how particular atoms influence the properties of materials or molecules is critical to understand- ing the physical and chemical functioning of biological systems. 34 Dimension 3: Disciplinary Core Ideas—Physical Sciences 107 Copyright © National Academy of Sciences. All rights reserved.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Grade Band Endpoints for PS1.A By the end of grade 2. Different kinds of matter exist (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufac- tured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces (e.g., blocks, construction sets). Objects or samples of a substance can be weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.) By the end of grade 5. Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means (e.g., by weighing or by its effects on other objects). For example, a model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger par- ticles or objects (e.g., leaves in wind, dust suspended in air); and the appearance of visible scale water droplets in condensation, fog, and, by extension, also in clouds or the contrails of a jet. The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g., sugar in solution, evaporation in a closed container). Measurements of a variety of properties (e.g., hardness, reflectivity) can be used to identify particular materi- als. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) By the end of grade 8. All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with each other; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and vibrate in position but do not 108 A Framework for K-12 Science Education 35 Copyright © National Academy of Sciences. All rights reserved.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and pre- dicted using these models of matter. (Boundary: Predictions here are qualitative, not quantitative.) By the end of grade 12. Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeat- ing patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. PS1.B: CHEMICAL REACTIONS How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them? Many substances react chemically with other substances to form new substances with different properties. This change in properties results from the ways in which atoms from the original substances are combined and rearranged in the new sub- stances. However, the total number of each type of atom is conserved (does not change) in any chemical process, and thus mass does not change either. The prop- erty of conservation can be used, along with knowledge of the chemical properties of particular elements, to describe and predict the outcomes of reactions. Changes in matter in which the molecules do not change, but their positions and their motion relative to each other do change also occur (e.g., the forming of a solution, ❚ Understanding chemical reactions and the properties of elements is essential not only to the physical sciences but also is foundational ❚knowledge for the life sciences and the earth and space sciences. 36 Dimension 3: Disciplinary Core Ideas—Physical Sciences 109 Copyright © National Academy of Sciences. All rights reserved.

UNIT 3 37

Guidelines for Watching Videos of Teaching In the NGSX Pathway you’ll be watching many teachers in action in their own classrooms. The teachers who agreed to be recorded in these videos have complex and challenging classrooms, just like you. When we watch videos of others, it is easy to see things that we might do differently. It is then all too easy to take on a critical stance, focusing on what the teacher in the video “should” have done differently. But we have found that such a stance is not helpful for learning. These videos are not scripted or rehearsed. They are real classroom sessions. Remember, as you watch them, that teaching is a complicated activity, in which the teacher is required to do many things at once. When you watch these videos, alone or with others, we recommend following the ground rules below: 1. Assume that there are many things you don’t know about the students, the classroom, and the shared history of the teacher and students in the video. 2. Assume good intent and expertise on the part of the teacher. 3. Keep focused on your observations about what students are getting out of the talk and interaction. 4. Keep focused on how the classroom talk is serving the learning goals of the lesson and the science and engineering practices involved. It’s also often difficult to understand what the students are saying, on the fly. This is particularly the case in discussions where students are often thinking on their feet, or engaging in what we think of as “first-draft talk” (what some have called, “exploratory talk”). When a student says something that is hard to understand, we all have a tendency to assume that the student is confused, or has not thought deeply about the topic, or doesn’t really have a cogent point to make. But because this is “first draft talk,” and because these students are often novices in the scientific and engineering practices they are engaging in, we encourage you to pay careful attention to what they are saying – staying at the descriptive level, before jumping to the interpretive level (before judging or evaluating the quality of the student’s thinking). There’s often more to a student’s thinking than meets the eye (or ear). To do this, it helps to: 1. Work with the transcript if you have one, looking closely at what is said, marking up the transcript and taking notes in the margins. 2. Play the video more than once, so that you have a chance to revisit and rehear the conversation. We think of this as “slowing down and stopping time.” Adapted from Classroom Discussions: Seeing Math Discourse in Action, Grades K–6. A Multimedia Professional Learning Resource by Nancy C. Anderson, Suzanne H. Chapin, and Catherine O’Connor. © 2011 Scholastic Inc. Permission granted to photocopy for nonprofit use in a classroom or similar place dedicated to face-to-face educational instruction. 38

The Two-Volleyball Experiment: Observing the Initial State -The yellow and blue volleyballs weigh the same 1. Teacher: Now, can anyone tell me what they notice about these two balls, on the pan balance? … Yes. 2. Vivian: They both weigh the same. 3. Teacher: They both weigh the same. And how do you know that? 4. Vivian: Because if you take off one ball, um the blue ball will go down, and if you put, the yellow ball back where it was, it’ll go down, so if you put ‘em together, [it’ll be the same weight. 5. Teacher: [So if I do this, OK [taking yellow ball off scale and then putting yellow ball back on, and watching while they balance] … What I need is for someone to just translate the part of that that she said “They both weigh, the same.” Who can say that in Spanish for me? … Jonathan? 6. Jonathan: Ellos pesan lo mismo. Changing the Situation -Adding air to one volleyball (the blue one) 7. Teacher: … I am going to put 10 pumps of air into this blue volleyball. 8. Students: [as teacher pumps] …six, seven, eight, nine, ten. What Could Happen? Three Possible Outcomes: -Blue ball goes down -The balls stay the same -Blue ball goes up 9. Teacher: When I put this back on the pan balance, there’s three things that could happen. 10. Jon: The blue ball will—it will move down, because it’s got a little more. 11. Teacher: The blue ball will go down because it weighs more. What is another thing that could happen? 12. Benito: May—maybe it says the same? 13. Teacher: OK, and there’s one more thing that could happen when I put the blue ball on the pan balance. … Kwaku. 14. Kwaku: It could weigh less. -1- 39

15. Teacher: It could weigh less. And what would it look like if it weighed less Kwaku? 16. Kwaku: The blue ball would go up. 17. Teacher: The blue ball would go up, because it weighed less. … Predicting: What do you think will happen? -Partner Talk 18. Teacher: What do you think is going to happen? Could you turn to the person next to you and tell them what you think is going to happen? [moving around to different partnerships] … No, just talk. Habla. … What did you think Jon? 19. Jon: Um, the blue – the blue volleyball is gonna go down, and the yellow one is gonna go up. 20. Teacher: And why? 21. Jon: Because um you pumped the volleyball, the blue volleyball 10 times, and the yellow one stays the same. 22. Teacher: OK, OK. And what do you think? 23. Alberto: Maybe uh the same thing, but maybe the same [motions balance with his hands]. 24. Teacher: But maybe it would be the same. And why do you think it might be the same? 25. Alberto: Because um … because um … if there is the same ball, but … it— it um can’t go down, with the same air, [Teacher: Uh huh] I don’t know. 26. Teacher: OK. Thank you. Predicting: What do you think will happen? -Whole class “Position-Driven Discussion” 27. Teacher: Who would like to share their idea first? … Alberto. Catch! [tosses Alberto the “talk ball”] Sorry Katherine. 28. Alberto: I think it gon’ be lighter, because you um, you pumped 10 times … um … air, and I – and um the yellow ball, it gon’ be not. 29. Teacher: Yeah [ 30. Alberto: [Because—because you didn’t but more air. 31. Teacher: So we put more air in it, so you think that’s going to make it lighter? 32. Alberto: [nods] 33. Teacher: So we have one idea, it’s going to be lighter, and I would like a girl to go next please. 40 -2-

34. Nashalie: I think the blue ball’s gonna be heavier, because you put—you put 41 more air in—at that one, instead of that one. 35. Teacher: I put more air in this one and so you think the air is gonna make it heavier? 36. Nashalie: [nods head yes] 37. Teacher: Thank you very much. And a boy to go next please. Go ahead. Toss it on over to Kwaku. 38. Kwaku: I think it’s gonna be lighter because, you put more air in it, and when we were discussing, Jiovani said that like it was like a balloon, and when a balloon gets pumped up, it’s .. lighter than when it’s released. 39. Teacher: Good. Do you know what I love about what you just did Kwaku? Not only did you share your answer but you gave respect to Jiovani’s discussion. And that certainly follows the rules of our team. 40. Benito: When you fill up a basketball, it gets .. stronger and heavier. Because that’s like a basket—basketball, like a basketball. So you need to get it heavier, stronger, or it, so it will not be squishy. 41. Teacher: Good so you’re using a little bit different vocabulary to describe it. It’s gonna get stronger and heavier. Initial Vote: -Taking Stock of Students’ Positions 42. Teacher: What I need to do now is find out exactly what everybody thinks. And I’m gonna have each and every one of you give me a vote. Do you think number one, heavier, number two, lighter, or number three, the same. Jon. 43. Jon: Heavier. 44. [Students vote by showing a finger] 45. Teacher: And Benito. 46. Benito: Number one. 47. Teacher: Number one. So we have 10 votes for number one, 3 votes for number two, and 1 vote for number three. Is there anyone who would like to share a last minute conversational point? A Prompt from the Coach to Shift from Guessing to Theorizing: -What will this experiment tell us about air? 48. Teacher: ... [following prompt from coach] If the blue ball is lighter after 10 volleyball pumps into the ball, if the blue ball is lighter, what does that mean about air? 49. Griselda: Because … the air makes things a little lighter? -3-

50. Teacher: Can you give me an example from your life that helps you know that air makes things lighter? Jiovani was talkin’ about one earlier. 51. Jiovani: Oh the balloon? 52. Teacher: When you put air into a balloon, it… 53. Jiovani: When you get air, into a balloon, like when you float, it starts to float in the air. 54. Teacher: Yeah, alright. 55. Kwaku: If, um, it was the same thing, that—that means like .. air … doesn’t really have a weight, and when air goes into something, it wouldn’t change the weight, because air doesn’t have any. 56. Teacher: And how about if the ball is heavier, choice number one? What would have happened there? What does that mean about air? … Benito. 57. Benito: Air … air … has … weight. 58. Teacher: That air has weight. So now we have three choices, that air has weight and makes things heavier, that air doesn’t have weight, and makes things lighter, or that air doesn’t have weight … Revote: -What made you change your mind? 59. Teacher: Is there anyone who wants to change their answer? [Griselda raises her hand] … What do you want to change it from? 60. Griselda: Lighter. 61. Teacher: You want—so did you have number one? [Griselda nods.] And you want to change it to number two? … Anyone else wants to change? Kwaku. 62. Kwaku: The same. 63. Teacher: You want to move from … number two? [Kwaku nods.] … Can I ask any of you who decided to change, what made you change your answer? … Kwaku, you’re on a roll. Go ahead. 64. Kwaku: Since air doesn’t have, since air doesn’t have any weight, then that means that it couldn’t get um lighter and it couldn’t get heavier. So it would just stay the same. 65. Teacher: OK, so since air doesn’t have any weight, doesn’t get lighter, doesn’t get heavier, stays the same. … Is anyone interested to see what happens, or should I just throw this ball out the window? No. We want to know what’s gonna happen! Wait until you’ve viewed the entire video to see the rest of the transcript. 42 -4-

43 Copyright ©2015 by NGSX

Experimental Outcomes: -How will the scale tell us the truth? 66. Teacher: How am I gonna know if it’s number one, that the blue ball is heavier? 67. Alya: The right ball’ll go down. 68. Teacher: Yeah, the blue ball’s going to go down. … What will happen if it’s number two that the blue ball is lighter? Kwaku. 69. Kwaku: The yellow ball’ll go down. 70. Teacher: The yellow ball will go down, if the blue ball is lighter. What’s gonna happen if they’re the same, Nashally? Que paso si esta numbero trés? 71. Nashally: That the ball, it go lo mismo here. 72. Teacher: Yeah, that they’ll be the same and, go ahead, can you add to that? 73. Katherine: It’s going to stay in the middle. 74. Teacher: Yeah, that that line will be in the middle. The Moment of Truth! 75. Teacher: OK, are we ready for the moment of truth? [Kids make a drum roll!] Ready … [Teacher puts blue volleyball back on pan balance. Slowly, the blue ball goes down.] 76. Jonathan: Number one’s true. 77. Students: It’s one. One. Wow! 78. Teacher: Number one. Recapping: What did we just learn about air? 79. Teacher: So what did we just learn about air? … Air … 80. Students: … has weight! 81. Teacher: has weight! Yes, who can translate that for me? 82. Teacher: Mr. Garcia, go ahead! 83. Benito: Aire … tiene peso. 84. Teacher: Aire tiene peso. 44 -5-

UNIT 4 45

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What is Productive Talk? Transcript of Classroom Discussion 1 Teacher: If I think about just that first part of my investigation and I think 2 about the question I need to answer, what do you think caused 3 water level to rise [knocks twice on whiteboard] in this case? With 4 that aluminum and that copper cube right there? Mathias, do you 5 want to talk to the group about the conclusion you came up 6 with? Let’s make sure everyone’s looking at Mathias to show, 7 that we are listening to him. 8 Mathais: Well, my group- we came up- w- we found out that um, that I- 9 well, we found out that the- we thought becau- it was because 10 of the volume, because um we found that the s- the s- the 11 volume in the water level were the same, but the weight was 12 different. And I thought that if-- if the weight, was um there’s 13 more weight um, in the copper cube than the um, the um, 14 aluminum cube, then I think it just should depend on the volu- 15 on the volume because the weight if it was more, the- the copper 16 cube is more, then it would have more volume. If it w- really 17 depended on the weight. 18 Teacher: OK, does anyone want to respond to that? Who wants to respond 19 and can prove that they listened to Mathias’s explanation and 20 can, kind of respond with their own ideas or can add another 21 idea to it? Flevor, go ahead. 22 Flevor: um… 23 Teacher: Talk to Mathias about how you feel about what he said. 24 Flevor: I--I um I agree with what you said because this for example like 25 if you put-- if you had big um, can- like if you got a big cup of 26 water and you put a- an eraser in there, like a- a ah, … like the 27 eraser over there, if you put something like that in a big cup of 28 water, the water level would rise a lot, and, if you put in a copper 29 cube, and it’s not even gonna- it’s not going to rise that much, 30 even though that copper cube would weigh more, than a eraser. 31 Teacher: Ahh, and can someone explain or repeat for us what Flevor 47

2 32 thought would happen if I put an object this big in water? Javon, 33 what did he think would happen if I put an object this big into a 34 cup of water? 35 Javon: He said that if you, if you had like a big bowl, like a big bottle of 36 like water, and you put the eraser in it, then it would probably 37 like rise a lot. Then – 38 Teacher: Why? What would make that water level rise a lot? What is it 39 about this object that would make the water level rise a lot more 40 than, say, the copper cube or the aluminum cube? 41 Javon: Because that has a different volume than the copper cube. 42 Teacher: Alicia, do you want to share with the group some of your 43 thoughts? 44 Alicia: Well, I kind of disagree, because like- 45 Teacher: With who? 46 Alicia: With Flevor, because… 47 Teacher: Talk to him and tell him why you disagree with him. 48 Alicia: I disagree with you, because like, the eraser could soak up the 49 water. 50 Teacher: Ahh. Aisha, you want to add something? 51 Aisha: I have a question for you Flevor. Um, what if the object had like 52 buoyancy, like it’s, able to float? 53 Teacher: Ohh…I think that’s a good group question for the whole group. 54 But go ahead, Flevor. 55 Flevor: Then it would be a different story, because, if- if it w- if it had 56 buoyancy then it wouldn’t really be taking up much space, s- so 57 but, I w- I wouldn’t know, um, so some things that have 58 buoyancy it would- it wouldn’t do sinking like I was talking 59 about. 48