Workshop NexGen Science

1-2 minutes Protocol for Slowing Down and Stopping Time: 3-4 minutes 10 minutes Helping You Hear and Appreciate Students’ Scientific Reasoning (Matter Pathway Step 6) 5 minutes (Total Time 20-25 minutes) Part 1) Digging into the text of a single turn or exchange After playing just the first part of the classroom video, look at the transcript of Mathais’ turn, beginning in line 8. Talk briefly with the person sitting next to you. What do you think Mathais was trying to say? Do you think he’s confused or do you think he has a specific claim or point to make? If you think he’s confused, what’s cuing you to think that? Part 2) Beginning the Descriptive Review*: Looking closely at the “evidence” in the transcript Working silently – without conferring with others – mark up the transcript. What do you notice? Mark at least one or two things that you notice about Mathais’ talk and thinking that you’d be willing to mention to the group. Part 3) Sharing “noticings” – without evaluation, judgment, or interpretation Go around the group one by one, in order, with each person providing one “noticing” – one observation about something Mathais said or did. No one makes intervening comments on the noticings. The facilitator takes notes (or scribes what people say). Keep your noticings very close to the actual transcript, citing specifics and line numbers. It’s fine to notice the same thing that someone else has said, but say it in your own words. You might say something like, “I notice that in line 3, Mathais said…” Try really hard not to “read between the lines” or evaluate Mathais at this point. (This is really hard for most people to do. It takes practice! If someone shifts into interpretation or judgment, the facilitator will point this out and encourage you to try again.) After each person has had a turn, if possible, go around one more time. Finally, the facilitator reviews what he or she has heard, noting common points or patterns, or divergent noticings. Part 4) Revoicing the student’s idea The goal of this round is to see if anyone thinks they understand what Mathais is working on. What is Mathais trying to say? Can anyone in the group put his ideas into a clear formulation (as if you were going to translate what he said so that it is clear and cogent – sticking very close to his own words – not adding any new ideas, just making his ideas understandable to the group)? ©NGSX 2014 (*adapted from the work of Pat Carini at the Prospect School) 49

3-5 minutes Anyone can speak. You don’t have to go in turn. See if the group can come up with one clear version that could be posted in the discussion box. Optional Debrief – What do I now see? Have a brief discussion, with the following questions in mind: 1) What was helpful and what was challenging about the Descriptive Review? 2) In NGSX Steps 4-6, there were three different lenses on talk: i. Focusing on productive talk in general ii. Focusing on evidence of scientific practices iii. Focusing in on one student’s turn How did the three different lenses help you see more, in different ways? Which was the most illuminating for you? Why? 50 ©NGSX 2014

Checklist Goals for Productive Discussions and Nine Talk Moves Goal One Help Individual Students Share, Expand and Clarify Their Own Thinking Notes/Frequency of Use 1. Time to Think - Partner Talk - Writing as Think Time - Wait Time 2. Say More: “Can you say more about that?” “What do you mean by that?” “Can you give an example?” 3. So, Are You Saying…?: “So, let me see if I’ve got what you’re saying. Are you saying…?” (always leaving space for the original student to agree or disagree and say more) Goal Two Help Students Listen Carefully to One Another 4. Who Can Rephrase or Repeat? “Who can repeat what Javon just said or put it into their own words?” (After a partner talk) “What did your partner say?” Goal Three Help Students Deepen Their Reasoning 5. Asking for Evidence or Reasoning “Why do you think that?” “What’s your evidence?” “How did you arrive at that conclusion?” 6. Challenge or Counterexample “Does it always work that way?” “How does that idea square with Sonia’s example?” “What if it had been a copper cube instead? Goal Four Help Students Think With Others 7. Agree/Disagree and Why? “Do you agree/disagree? (And why?)” “What do people think about what Ian said?” “Does anyone want to respond to that idea?” 8. Add On: “Who can add onto the idea that Jamal is building?” “Can anyone take that suggestion and push it a little further?” 9. Explaining What Someone Else Means “Who can explain what Aisha means when she says that?” “Who thinks they could explain why Simon came up with that answer?” “Why do you think he said that?” The Inquiry Project: Bridging Research & Practice Supported by the National Science Foundation 51 Copyright 2012, TERC. All Rights Reserved. Adapted from: Chapin, S. O’Connor, C., & Anderson, N., (2009). Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1-6. Sausalito, CA: Math Solutions Publication

You pose a question to the class. TALK MOVE MAP Then, what if... FACES BLANK. ONLY 2 HANDS RAISED. A STUDENT GIVES A RESPONSE. You think: You think: I guess they need time to think! Huh?? I didn’t understand that at all! ▶ Stop & Think or Stop & Jot (60 seconds) then useful move: ▶ Turn-and-talk (60 seconds) then ▶ Say more ▶ Ask again! examples A STUDENT GIVES A RESPONSE THAT IS Can you say more about that? WRONG OR CONFUSED. Could you say that again? You think: Can you give an example of what you mean? That’s the wrong answer, but it might be very productive to So let me see if I understand. Are you saying...? discuss it! Go back to the four moves to the left: You think: Gee, good point! Did everyone get that? 1. Say more useful move: 2. Can someone rephrase that? ▶ Can someone rephrase or repeat that? 3. Why do you think that? 4. What do other people think? examples Can anybody put that in their own words? You think: That’s the wrong answer, and it’s not going to take us Who thinks they could repeat that? anywhere! ▶ Use your best judgment about how to You think: I think students got that, but I need to dig deeper into this move on. student’s thinking. examples useful move: ▶ Why do you think that? Can you say that again? Does anyone have a different view? examples Well, actually, remember when we ... (give correction) What led you to think about it that way? SEVERAL STUDENT RESPONSES ARE OFF What’s the evidence you used? TOPIC. Can you explain your reasoning to us? You think: How did you figure that out? We’ve really gotten off track. Even though they’re engaged, this isn’t the question we’re trying to consider! You think: ▶ Use your best judgment to get back on Students heard this, but I want them to connect with this idea! track. useful move: examples ▶ What do other people think? Can you link this back to our question? examples Can someone tell me how this fits in with our question? Who agrees or disagrees, and why? Who wants to add on to what s/he just said? Gee, what was our question? Let’s recall where we’re going... What do you think about that idea? Does anyone have a different view? 52

WHAT WOULD YOU SAY NEXT? PRACTICING TALK MOVES TO SUPPORT THE FOUR GOALS OF ACADEMICALLY PRODUCTIVE DISCUSSION The following transcript is an excerpt from a Position-Driven Discussion about weighing air with middle school students. The discussion revolves around the “volleyball demo,” which involves two volleyballs and a Harvard pan balance. The students have been introduced to the “Air-Puppies” model and have already seen a number of air pressure theorizable situations, such as the “egg in the bottle” and the balloon jar demo. The problem under discussion: if you pump 10 pumps of air with a bicycle pump into the yellow volleyball, will it weigh more, less, or stay the same when you put it back on the Harvard pan balance? The first three students to speak took three different positions: 53 Position 1: It will weigh less because air makes things light and makes things expand. Position 2: It will weigh more because you’re adding more air to it. Position 3: It’s going to stay the same because you can’t weigh air. Air is too light. The following segment took place about 20 minutes into the discussion. The person who is speaking holds the volleyball, as a “talk ball” (or microphone) and then passes it to the next speaker. The teacher is Richard Sohmer. The kids call him Richard. 1

Teacher: Remember we said, I told you that I — I picked this ball Fred: specifically – I could have brought a balloon in but I — I have plenty of balloons — but I did not. I brought this ball specifically because I know it doesn’t expand much. Fred’s got the talk-ball – Fred’s got the floor. Just like—just like a balloon, when you let, when you drop a flat ball, with no air, it doesn’t do nuttin’. When you drop uh—a ball that has air in it, it bounces. When you — when you drop a, balloon that, doesn’t have any air in it, it goes fast. Like it—it like, doesn’t bounce back up. When you put air into a balloon, and bounce it, it comes back down. So it’ll be heavier…I mean, lighter. HOW WOULD YOU RESPOND? T: So, let me see if I understand you. Are you saying that the yellow volleyball Fred: will be lighter with more air? Yeah, because without air, the balloon just falls straight down and doesn’t bounce. Air makes things float, light. HOW WOULD YOU RESPOND? T: Can anyone put into their own words what Fred just said? Dahlia; T: I think I can. I think I know what he’s saying. Dahlia: Okay, hand—hand the ball to Dahlia there. Dahlia, what does he—what does Fred have to say about this situation? I think he’s saying that air makes things lighter, like it’s gonna float more. Like when you put air in a balloon it bounces more than a balloon without any air. So he’s saying that the volleyball with more air will weigh less. 54 2

T: Is that what you were saying Fred? Fred: T: Yep, air makes things lighter. Ashley: Ashley, do you agree or disagree? T: Ashley: I kind of like, well, I sort of disagree? I mean, I respectfully disagree. (Kids laugh.) I think it will be heavier. Like, um…yeah. Can you tell us why you think that? Can you give us your reasoning? Well, you said you picked a volleyball because it doesn’t expand. So, I think it’s different from a balloon. If you drop a volleyball without air in it, it’s gonna just fall down and it’s not gonna bounce. But with air in it, if the sides are hard, it’s gonna bounce. So I think, if you’re putting air in the ball, you’re adding stuff, and you know, that stuff makes it heavier so it’s going to weigh more. Donald: Alright, I’m thinking it’s gonna be heavier, ‘cuz when you fill it up, it’ll, it will become like an anchor. So when you bounce it, it won’t go up. You’re filling it with air and it will probably be like an anchor, so it will stick to the floor. [Note: Donald uses Fred’s notion about bouncing, but uses it in a contradictory way – heavy ball won’t bounce – to argue for same position as Fred’s.] Alysha: My idea goes with Donald’s. Like you know how he said about the anchor like drops down, like, like it doesn’t bounce up? [T: Yeah] Well when that volleyball doesn’t have air in it, it doesn’t bounce up, so it means it’s heavier. So that means that air makes it lighter cuz it bounces up. HOW WOULD YOU RESPOND? T: So let me see if I understand. We have two different predictions on the table. Some of you, like Fred and Dahlia and Alysha are saying that air makes things lighter, because balloons or volleyballs bounce when they have air? Is that right? Alysha and Dahlia: Yeah. T: And then others, like Donald and Ashley, say that air makes things heavier, whether it’s like an anchor that doesn’t bounce, or a ball that does bounce. Is that correct? Students: Yeah. Yep. T: OK, so how about the rest of you? What do you think? Can anyone add on, agree or disagree, or give us some more to think about? 3 55

One hand goes up, a kid who often dominates the conversation. Molly waits 35 seconds. Slowly, nine more hands go up. One is Juan’s. Juan is a native speaker of Spanish and new to the United States. He rarely volunteers to speak. Molly calls on Juan. 15 more seconds go by. Juan: Well … I no agree, with um, Fred or Ashley or Donald. I don’t think you can weigh air. I mean, is a gas, right? And the air puppies are bouncing around, like all around, so they can be balance, balance each other out. So, how can the scale know? How it can, um, feel it? HOW WOULD YOU RESPOND? T: So, Juan, are you saying that the puppies are going in all directions, up, Juan: down, and sideways, and so the forces will be exactly balanced? Yeah, so even with more, how can the scale tell? Some puppies go left and right. I mean, I mean… [10 second pause] But wait, maybe gravity make a difference? HOW WOULD YOU RESPOND? 56 4

How Are We Doing? Reflection Tool Sometimes it helps to step back and look at how the “Make Meaning” discussions are going. Think about the content-related talk that the students did during science discussion. Based on all the student talk you heard, how did the students do with respect to the four goals for productive talk? Goal One: Individuals share, expand, and clarify their ideas How often did you observe students going beyond short, 1-2 word answers? a. ☐ never b. ☐ a few times c. ☐ fairly frequently d. ☐ in most student turns If you answered (c.) or (d.) above, roughly how many students produced these expanded turns? a. ☐ three students or fewer b. ☐ four or more students, but not most c. ☐ almost all of the students Goal Two: Students listen carefully to each other How often did you observe your students listening to each other in a focused way? a. ☐ infrequently b. ☐ some were to listening to each other some of the time c. ☐ most were listening to each other part of the time d. ☐ most were listening to each other most of the time Do you think students were generally able to hear one another’s contributions? a. ☐ I think there were problems hearing other students. b. ☐ A few may have had trouble hearing. c. ☐ I think students could generally hear each other. Goal Three: Students dig deeper into their reasoning with data or evidence! How!complex!or!developed!or!scientific!were!the!reasons!that!students!gave!to!support! their!thinking?! a. ☐ Students provided some reasons, but often based on their everyday opinions, not data b. ☐ Students used data or reasons, but they weren’t very developed or clearly explained c. ☐ Students were able to support their ideas by appealing to data (clearly explained), models, or scientific principles d. ☐ There was a lot of variability across the students, some providing detailed evidence or data, and others not. Inquiry(Project(/(Talk(Science(Pathway((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Copyright(©(2012(by(TERC( 57 !

Goal Four: Students build, critique, and think with others’ ideas Were students responding to other students’ reasoning by agreeing, disagreeing, expanding, or critiquing (whether prompted by the teacher or not)? a. ☐ infrequently b. ☐ sometimes c. ☐ frequently How about the quality of students’ critique? a. ☐ Students were agreeing or disagreeing with one another, but they didn’t go deep. b. ☐ Students were really thinking hard with one another, and providing evidence and reasons for their agreement or disagreement. c. ☐ There was a lot of variability. Some students were really digging deep and providing relevant critique, with evidence, and others were not. Impressionistic,Overview:,place!an!“X”!at!the!location!that!reflects!your! impression!of!the!overall!classroom!discussion!for!each!goal.! , Goal!1:!! Goal!2:! Goal!3:! Goal!4:!! Students!Explicating! Students!Listening! Students!Digging! Students!Thinking! Their!Own!Ideas! Carefully!to!Peers! Deeper!into!Reasoning! With!Peers! !! consisten! tly! consistently! consistently! consistently! ! ! ! rarely! rarely! rarely! rarely! Notes for Future Planning: Inquiry(Project(/(Talk(Science(Pathway((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Copyright(©(2012(by(TERC( 58 !

Guide to Finding the “Talk Strategies” video cases on the Inquiry Project Website The following directions will take you to a set of video cases that explore the 4 goals for productive talk, and the talk moves strategies that support these goals. Step 1: Go to the following url: http://inquiryproject.terc.edu/ Step 2: Mouse over “PD for Teachers” in the navigation bar at the top. A drop down menu will appear. Step 3: Click on “Library of Resources.” That will take you to the following page: The icons in the red circle are all part of the Talk Moves Strategies section. Each of these images is a live link to a video case (with several videos). Clicking on any image will take you to that particular case and set of videos. Once you are there, you will also see 59

some print resources that you can download. You can watch as many of these videos as you want, in any order, at any time. 60

Overview of Classroom Norms for Productive Discourse and Discussion Cathy O’Connor, Erin Ruegg, & Sarah Michaels Classroom discourse and discussion are crucial sites for student development if we want all of our students to become powerful reasoners, communicators, life-long learners, and engaged and effective participants in the world. Nevertheless, classroom talk and discussion can be challenging. Teachers who tend to have success with classroom discourse and discussion usually have worked out dependable ways to make sure that the discourse is respectful, equitable, and focused on reasoning. They make sure that they set up norms of productive discussion within the first week or so of school. What is included in setting up norms for discussion? In setting up norms, you will be letting your students know about how talk and discussion will play a role in their learning during the coming year. You are setting up expectations, and so your students need to understand those expectations. Depending on the ages and stages of your students, it is most helpful if you can enlist their participation in co- constructing those expectations. Consider having a discussion about these three different kinds of discussion norms and goals: Norm 1) Talk that is focused on reasoning For many students, talking about their reasoning is not a familiar and comfortable activity. Every day, you will be asking them why they made a particular claim, or how they came up with a particular answer. For many students, such questions may be a signal that they have given a wrong answer. So it takes intentional work to set up a classroom culture where talk is about reasoning and wrong answers are a welcome opportunity for exploration. Have a discussion with your students in which you explain your expectations for talk about reasoning, and invite their questions. Prepare them by telling them the kinds of talk moves you may use (e.g. “I might ask you Why do you think that? If I don’t understand you I might say, “Can you say more about that?”). Explain that they are welcome to use these same questions. Norm 2) Talk that is respectful As students are learning about and discussing new ideas and material, they will use everyday, informal language. That is fine. But they may also slip into joking or aggressive or disrespectful language as they talk informally. This is not okay: if other students fear that their contributions will be mocked, even in subtle ways, they will not participate. So how do you get all of your students to be aware of this complex issue? Have a discussion with your students in which you ask them about what might keep a student from participating in a discussion. Explore with them the ways that people can feel put down or negatively challenged when they express an idea. Explore with them also ways that people can feel positively engaged, even when they disagree. Ask them to help you come up with rules that you can all agree to that will keep the talk respectful and productive and welcoming. 61

Norm 3) Talk that is equitable Every classroom has a few students who are academically oriented, and who like to respond to teacher questions. These students often get to expect that they will be the ones you call on first. And it can be tempting to rely on these students: they want to respond to your questions! But if you do this consistently, every other student will infer that this activity is not for them, or that they can get away with being ‘off duty’ during discussions. While not every student has to talk during every discussion, it should be clear to your students that you welcome and require participation from everyone. (The longer text on “Establishing Norms” discusses how to include students with more challenges, and how to make students feel more confident about participating in group discourse.) So as you introduce your norms, have a discussion with your students about this issue. Ask them about ways to make sure that everyone feels welcome in the conversation. Explain to them why you want everyone to participate in this activity, which will help them to become “critical thinkers, lifelong learners, and active participants in a democratic society.” Below are a few different examples of materials made by teachers (grades 4-12) in collaboration with their students, co-creating discussion norms for their classrooms. (Thanks to Erin Ruegg and Gina Lally for these.) The Green Sheet 62

UNIT 5 63

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Investigating and Questioning Our World through Science and Technology (IQWST) HOW CAN I SMELL THINGS FROM A DISTANCE? Particle Nature of Matter and Phase Changes Student Edition Introduction to Chemistry 1 (IC1) IC1 Smell SE 2.0.2 ISBN-13: 978-1-937846-93-0 65

Introduction to Chemistry 1 (IC1) How Can I Smell Things from a Distance? Particle Nature of Matter and Phase Changes ISBN-13: 978-1-937846-93-0 Copyright © 2013 by SASC LLC. All rights reserved. No part of this book may be reproduced, by any means, without permission from the publisher. Requests for permission or information should be addressed to SASC LLC, 50 Washington Street, 12th floor, Norwalk, CT 06854 About the Publisher Sangari Active Science Corporation is a mission-driven company that is passionate about STEM education. We make it easy for teachers to teach with quality, investigation-centered science curriculum, tools, and technology. For more information about what we do, please visit our website at http://www.sangariglobaled.com. IQWST (Investigating and Questioning Our World through Science and Technology) was developed with funding from the National Science Foundation grants 0101780 and 0439352 awarded to the University of Michigan, and 0439493 awarded to Northwestern University. The ideas expressed herein are those of members of the development team and not necessarily those of NSF. ART Every effort has been made to secure permission and provide appropriate credit for the photographic materials in this program. The publisher will correct any omission called to our attention in subsequent editions. We acknowledge the following people and institutions for the images in this book. Lesson 7 Spectrum – Wikipedia, The Free Encyclopedia 66

Lesson 1 Can You Smell What I Smell? ACTIVITY 1.1 & 1.2 – CAN YOU SMELL WHAT I SMELL? AND DEVELOPING AN INITIAL MODEL What Will We Do? We will develop a model to show what makes up an odor and use the model to explain how an odor gets from one place to another. Procedure 1. Describe what happens when your teacher opens the jar. Making Sense 2. Imagine that you have a special instrument that allows you to see what makes up odor. The large circle in the following drawing represents a spot that is magnified many times, so you can see it up close. Create a model of what you would see if you could focus on one tiny spot in the area between the jar and your nose. 3. Label the parts of your model so someone who looks at it will know what the parts represent. 67  1

nose 4. A model can be used to explain something. How can your model help you explain how people smell odors? Describe what your model shows about odors. 68 2 How Can I Smell THIngS From a DISTanCe?

Unit 5: How Do We Help Students Argue from Evidence for the Particle Model of Matter? Step 6: What Challenges Does the Behavior of Air Pose for Students? * * 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)) The)science)ideas)&)) ) practices) questions)we)figured)out) ) ) Obtaining, Asking Questions ) Evaulating, and and Defining ) Communicating Problems 1.#How#Can#I#Smell# Information Different#Odors#From# Across#The#Room?# Engaging In Developing # Arugment From and Using # Evidence Models Constructing Planning and ? Explanations Carrying Out and Designing Investigations People#nearer#the#odor#source#smelled#the#odor#before#people# further#away.# Solutions # In#order#to#smell#we#need:# Using Analyzing Mathematical and and Interpreting • A#nose#/#detector# Computational Data • An#odor#source# Thinking • Air# When#oil#in#jar#is#opened#different# Develop#a#Model# # people#detect#the#odor#at#different# # times#in#a#room.# Construct#an#Explanation# We#noticed#some#areas#of#disagreement#in#our#models,# # # particularly#with#how#we#were#representing#air#and#odor.### Students#recall#and#relate#other# Ask#questions# # phenomena#(examples#&# # We’ve#got#lots#of#questions#about#the#patterns#we#noticed#and# memories)#of#times#they#smelled# odors#in#general,#factors#that#influence#them,#and#how#they# an#odor#from#a#distance.# work.#We#categorized#them#into#3#sub?questions:# 1. How#can#I#smell#an#odor?# 2. What#makes#one#odor#different#than#another?# 3. How#can#I#change#a#substance#to#smell#it?# # We#brought#up#lots#of#examples#of#different#solids#and#liquids#we# could#smell,#which#led#us#to#wonder#if#odor#and#air#are#actually# “stuff,”#like#a#solid#or#liquid.# 69 Copyright*©2015*by*NGSX*

70 2.#What#is#odor,#and# • Students#recall#prior# Argue#from#evidence.# • Matter#can#be#a#solid#or#liquid;#each#state#of#matter#has# what#is#air?#Is#air#stuff# experiences#with#liquids,# # recognizable#characteristics#(e.g.#you#can#pick#up#solids# like#solids#and#liquids?# solids,#and#gasses.### Ask#questions# between#your#fingers,#liquids#take#the#shape#of#the#bottom# # • Samples#of#different#solids#&# of#the#container)# # liquids#in#the#room#seem#to# • You#can’t#move#other#stuff#into#the#space#that#a#solid#or# share#properties#that#help#tell# liquid#take#up,#without#moving#the#solid#or#liquid#out#of#the# them#apart.# way.# # We’ve#heard#that#gas#is#matter,#but#we#are#wondering#what#that# means.##Is#air#matter?#Is#odor#matter?##We#are#wondering#what# makes#something#matter.# 3.#How#can#I#determine# • Different#amounts#of#liquids# Conduct#an#Investigation# • Volume#is#a#measure#of#how#much#space#the#smatter#takes# how#much#matter#there# and#solids#take#up#different# # up.##Mass#is#a#measure#of#the#amount#of#matter.# is?# amounts#of#volume#and#mass# Use#mathematical# • Matter#is#anything#that#has#mass#&#volume## (in#graduated#cylinder#and#on# thinking# • Air#has#volume# # an#electronic#balance).## # • We#can#fill#a#bag#with#air# We#are#wondering#if#there#is#some#way#we#could#figure#out#if#air# has#matter,#and#we#generated#some#ideas#of#some#ways#to# investigate#this.# 4.#What#happens#when#I# • A#basketball#that#is#almost#full# Plan#&#Conduct#an# • More#pumps#of#air#pushed#into#the#basketball,#the#more#it# pump#more#air#into#a# has#a#lower#mass;#when#we# Investigation# mass#increases# basketball# pump#it#up#with#more#air,#its# # # Analyze#&#Interpret#Data.# • Air#has#mass.# mass#increases.## # # # We#saw#that#air#has#mass#and#volume,#and#is#therefore#matter.# # Argue#from#evidence# But#we#aren’t#completely#satisfied#with#the#idea#that#“it#takes#up# the#volume#of#the#container”…#where#exactly#is#the#gas#in#the# container?#### 5.#What#when#I#try#to# • A#flask#filled#with#air#and#no# Construct#an#Explanation# • Gasses#take#up#the#space#of#the#container#they#fill.# pour#water#into#a#flask# other#openings#won’t#let# • Water#can#fill#the#space#that#gases#take#up,#if#there#is#an# filled#with#air?# water#fall#into#it#through#an# opening#for#that#gas#can#to#move#somewhere#lese.# # open#funnel#on#top.# # # • But,#when#we#release#an# Now#we#can#make#a#strong#argument#that#air#is#matter#and#it# opening#on#the#side#of#the# must#be#a#gas.#Now#we#are#wondering,#“is#odor#matter?”#and# flask,#water#flows#in#through# we#came#up#with#some#ways#to#investigate#this.# the#top#funnel# Copyright*©2015*by*NGSX* 2*

6.#Are#odors#matter?# • When#we#mass#air#freshener# Plan#&#Conduct#an# # inside#and#outside#of#a#bag# Investigation# 7.#What#happens#to# • from#one#day#to#the#next,#we# # • Odor#from#the#air#freshener#has#mass#and#takes#up#space.# menthol#and#ice#as#we# • see#that#the#volume#inside#the# Analyze#&#Interpret#Data.# # heat#them?# bag#increases;#we#also#see#the# Even#with#this#evidence,#we#are#still#kind#of#skeptical#about# # mass#of#the#air#freshener# Conduct#an#Investigation# whether#the#odor#really#is#a#gas#or#not.#So#we#are#wondering#if# # alone#decreases#day#to#day.## # something#that#is#a#liquid#that#has#a#strong#odor,#like# # Argue#from#evidence# peppermint#oil,#or#a#solid,#like#the#gel#in#the#air#freshener,#can# Menthol#is#a#solid#at#room# really#turn#into#a#gas?# • temperature#with#a#strong# Develop#a#model# odor.# # • Water#can#change#from#solid#to#liquid#to#gas.# 8.#What#are#some#of#the# • When#heated,#ice#in#a#flask# Construct#an#explanation.# • Menthol#(which#has#an#odor)#can#change#from#solid#to# things#air#can#do?## • melts#and#droplets#appear# # # under#the#watch#glass#over# Argue#from#evidence.# liquid#to#gas.# (The%Flask%Activity%in%the% the#flask.## video%in%Unit%5,%Step%6)% When#heated,#menthol#melts# • Matter#can#change#state#of#matter#when#heated#or#cooled.# in#a#flask,#starts#to#disappear# • Water#and#menthol#must#be#moving#as#a#gas#to#get#from# • in#the#bottom#of#the#flask#and# solid#menthol#crystals#appear# the#bottom#of#the#flask#to#the#top#of#it.# under#the#watch#glass#over# # the#top#of#the#flask.## We#figured#out#that#the#strong#smelling#menthol#must#be# turning#into#a#gas#in#order#for#it#to#move#through#the#air.#We#still# The#teacher#used#a#vacuum# haven’t#agreed#on#how#to#model#air#or#other#gasses.##We# pump#to#remove#air#from#a# reminded#ourselves#that#we#need#to#figure#out#how#odors#move# sealed#flask.# through#the#air#to#answer#our#driving#question.##So#we#decided# We#felt#the#end#of#the#vacuum# we#need#some#more#evidence#about#the#behavior#of#air#to#help# pump#tubing#and#the#gauge# us#figure#out#how#to#model#it.# on#the#flask#shows#that#air# was#sucked#out#of#the#flask.### • Air#can#be#removed#from#a#container#(leaving#less#mass#of# When#we#pumped#air#into#the# air#in#the#same#volume).## flask,#it#got#harder#to#do#with# each#pump.#After#a#few# • Air#can#be#added#to#a#container#(putting#more#mass#of#air# pumps,#the#stopper#popped# into#the#same#volume).# off.## # We#kept#the#volume#the#same#as#we#added#and#removed#air,.# Now#we#are#wondering#if#we#can#do#the#opposite#with#air.#Can# we#change#the#amount#of#volume#that#air#takes#up,#but#keep#the# amount#of#air#the#same?# 71 Copyright*©2015*by*NGSX* 3*

72 9.#Can#you#make#the# The%syringe%activity%we%do%in%Unit%5,%Steps%7?8,%and%we%see%students%do%in%Steps%9?11.% same#amount#of#air#fit# Students’%attempt%to%resolve%the%argument%that%we%see%in%the%video%in%Step%12.% into#a#smaller#space?# 10.#What#is#in#between# the#particles?# * This*storyline*is*adapted*from*the*IQWST*unit,*How%Can%I%Smell%Things%From%A%Distance?%% 4* Krajcik,*J.,*Reiser,*B.*J.,*Sutherland,*L.*M.,*&*Fortus,*D.*(2013).*Investigating*and*Questioning*Our*World** through*Science*and*Technology*(IQWST)*(2nd*ed.).**Copyright*©*2013*by*SASC*LLC.*** http://www.activatelearning.com/iqwst/* Copyright*©2015*by*NGSX*

Unit 5: How Can We Help Students Argue from Evidence for a Particle Model of Matter? 73 Step 6: What challenges does the particle model pose for students? Teacher: Ms. B. Mountainview school. Midwestern suburban school. IQWST 6th grade unit: How Can I Smell Things from a Distance? Lesson 5 1/31/2012 1& Jessi:&Ok,&so,&I&think&it's&still&the&same&thing&as&it&was&before,&it's&just&more&and&less&air.&& 2& Jessi:&So,&there's&the&arrows&are&the&directions&that&the&air&is&blowing&in&and&the& 3& squiggly&lines&are&kind&of&like&the&air&moving&and&the&wind&and&then&there&are& 4& other&air&particles&and&dust&particles&that&are&in&there.& 5& Ms.&B:&Any&questions&for&Jessi?& 6& Natalie:&What's&the&wavy&lines?& 7& Jessi:&It's&like&how&when&the&air&moves,&the&wind....Julian?& 8& Julian:&Uh,&I&don't&know&what&the&\"other&stuff\"&is.&& 9& Jessi:&Like,&the&other...&/&Students:&Dust.&Dust.&/&& 10& Jessi:&Dust&particles,&and...Yeah.&Jade?& 11& Jade:&How&is&there&less&air?&Isn't&air,&like&air?& 12& Jessi:&No,&for&the&second&one,&there's&less,&where&we&took&some&air&out&there's&less&air.& 13& Then,&for&the&third&one,&there's&just&more&air...& 14& Student:&We&didn't&see&the&first&one&up&there.& 15& Jade:&Isn't&there&like&the&same&amount&of&air?&&You&can't&like....&I&mean&I&guess&if&you& 16& take&air&out,&there's&less&air,&but&like&it's&like&empty&like&inZbetween&ZZ&a& 17& random&amount&of&no&air.&& 18& Jessi:&Well,&I&put,&like,&you&can't&really&see&it,&& 19& Ms.&B:&Yeah,&so&what's&inZbetween?&So,&I&hear&what&you're&saying,&it's&still&is&air...&but& 20& what's&in&between&then&the&air?&& 21& Jessi:&Like,&dust&particles.&&/&Miles:&I&thought&that&the&air&was...&/& 22& Jessi:&I&drew&it&here&but&you&can't&really&see&it&up&there.&I&drew&a&bunch&of&dots,&and& 23& like&dust&particles.&& 24& Ms.&B:&So,&what's&in&between&one&dot&and&another&dot?& 25& Students:&Air.& 26& Jessi:&Air...?&...&and&stuff.& 27& Jade:&But&then&wouldn't&the&whole&thing&be&covered&completely&as&air?& 28& Students:&Yeah.& 29& Jade:&Or,&you&leave&it&completely&white,&and&say&that's&air?& 30& Jessi:&Well,&no&but,&I&guess,&if&I&have&more&time,&I&would....& 31& Ms&B:&What&would&you&do?& 32& Jessi:&I&would&put&more&dust&particles&and&put&them&all&filling&in.&& 33& Ms.&B:&Cool.&Let's&see&if&there&are&any&more&questions&for&you.&&

74

Unit 5: How Can We Help Students Argue from Evidence for a Particle Model of Matter? Step 10: How Do Students Discuss Their Models? Teacher: Ms. B. Mountainview school. Midwestern suburban school. IQWST 6th grade unit: How Can I Smell Things from a Distance? Lesson 5 2/3/2012 1 Ms. B: So, what I need you to look at... We need to come up with a consensus of what 2 we all agree on for air, and it has all the characteristics. Do you see some 3 similarities? 4 Ss: Yes. 5 Ms. B: And differences? 6 Ss: Yes. 7 Ms. B: So, we need to figure this out then. So, first for a second, just take a look at it. 8 So look at what seems similar, what's something that you think we agree on, 9 what are some things that we're going to need to discuss, so that we could 10 put just one right over here and say like what we really believe. Cause right 11 now… not quite yet. Michael, what do you see? 12 Michael: Um, For model 2, um, I think that the wavy lines are the wind, and I 13 disagree with that because I don't get how wind would get into the syringe 14 cause all we did was like push it and then put our finger to block it. So wind 15 is like a strong thing, so it wouldn't be able to get through a small hole that 16 fast. So I don't get, and couldn't air particles move around by themselves? So 17 they wouldn't really need to need wind to move around. I just think you 18 don't need air to move around. 19 Miles: I agree with Michael, because um, cause air doesn't anything to move it. It 20 doesn't need, cause wind isn't, air doesn't need wind for it to move, and I 21 agree with Michael that wind can't get into the thing that fast and so 22 (inaudible) Jerome? 23 Jerome: Uh, I disagree with them both, because well isn't it just in front of you, you 24 said, like the air, it's just in front of you? 25 Ms. B: Yeah, and then everyone had questions so I said it's the air that's in front of us 26 then we put it in a syringe. So we were going to put in a syringe from what 27 was in front of us. And then we did the syringe. So I kinda changed it to a 28 syringe if that matters to you. 29 Ss: Oh, it would be different. And then we did the syringe. So, I kind of changed it to a 30 syringe, if that matters to you. 31 Jerome: Yeah, so if we did, like, even if like you didn't say like that you changed it to 32 a syringe, like I think they might have changed their minds, because there 33 actually could be wind and cause of the body movements that we like with 34 our arm to create like a pull, which makes them move, which is sorta like the 75

Unit 5, Step 11 2 35 wind. So I like, if it wasn't in the syringe, like if it's just in front of you, I think 36 people would have gotten like air, or like wind waves. 37 Ms. B: OK. What about other parts? Besides that, something else that you see? Yeah, 38 Frank? 39 Frank: In all of the models, I think that everybody has put in the arrows with the 40 winds and that says to me that everybody thinks that air moves in every 41 direction not just in the same direction like light does. 42 Ms. B: So, that we can agree on, right? 43 Ss: Yeah. 44 Ms. B: Air is moving. I like that you all said that you have these arrows.. [bell starts 45 ringing]... we'll continue Monday. 76 2

Unit 5: How Can We Help Students Argue from Evidence for a Particle Model of Matter? Step 11: What Disagreements Arise When Students Try To Reach a Consensus Model? Teacher: Ms. B. Mountainview school. Midwestern suburban school. IQWST 6th grade unit: How Can I Smell Things from a Distance? Lesson 5 2/6/2012 1 [about 13 mins into discussion] 2 Ms. B: Now I'm taking that out, so if I color this in, this is the air? 3 Ss: Yes. 4 Ms. B: And then you like the idea of the arrow, right? 5 Brian: Yeah. / Just to show that it's coming out in different directions. 6 Ms. B: OK. It's going different directions. OK. 7 Miles: Wait. It should be connected to them. 8 Ss: Yeah, it should be connected. / Connected. 9 Michael: Because this way it shows that it's moving. Like it shows that / 10 Brian: Yeah, so that it's moving and going in different directions. 11 Ms. B: OK. So, there's my circle and it's connected. 12 Alyssa: Yeah. It's like.... / Yeah. 13 Alyssa: It looks like an organism. 14 Ms. B: OK. Now what? 15 S: Just draw like little.... 16 Haley: I think you should color the whole circle in, because dust ... I mean air is 17 everywhere, so.... 18 Miles: The whole circle? 19 Ms. B: So, I color the whole thing in. 20 Haley: Yeah. 21 Ms. B: So, if I do one like that, because I haven't seen one up here yet. If I color this 22 whole thing in.... 23 Michael: Then how would you show that...? 24 Ms. B: Then ask... ask Haley some questions. 25 Ss: How could that be? / How would you show that 26 Ms. B: Haley, people have some questions for you. 27 Frank: How would you show air? 28 Haley: Air is everywhere, so the air would be everything. 77

Unit 5, Step 12 2 29 Ss: Yeah. 30 Alyssa: But then, how would you show the other molecules? I mean, you said air is 31 everything, but then how would you show the other...? 32 Ss: Yeah, because... [Multiple students talking] 33 Haley: What? I didn't hear your question. 34 Alyssa: Um, I said if... You said air is everywhere, right? / Haley: Yeah. / 35 ...so, that's why you wanted to color it in. But there's also other particles other than 36 air, like dust and etc. and odors and things like that, so, how would you show 37 that? 38 Miles: How are we going to put in the particles? 39 Ms. B: Haley, can you answer her? 40 Haley: No. 41 Ms. B: Why? 42 Haley: I don't know. / S: Because there is no way. 43 Ms. B: Why can't you answer? / Haley: What? / Why can't you answer? 44 Haley: I don't know. 45 Ms. B: Is what she's saying making sense? 46 Haley: Yeah. 47 Ms. B: What is it that you're thinking about? 48 Haley: Um...that maybe you should take ... like, erase some of it to show the odors 49 and stuff. 50 Addison: No, wait, wait! 51 Ms. B: All right, call on somebody else. Do you think I'm going to ask you about 52 participation today? 53 Ss: Yes. 54 Ms. B: OK. Just warning some of you. 55 Addison: Um, I have an idea. Like since air is everywhere, you might be able to like 56 use a different colored marker and put like, um, the other molecules in there, 57 so you're able to show that those are in there and then air is also everywhere. 58 Jerome: Yeah. I was gonna say that, or you could like erase it. If you make it all dark, 59 you can just erase it and all of them will be. 60 Frank: Just erase some parts of the, uh...yeah, yeah, just to show there's something in 61 between it. 62 Ms. B: And what's in between it? 63 Ss: The dust and the particles. / Air particles. / Other odors. 78 2

Unit 5, Step 12 3 64 Miles: That's like the same thing over there. 65 Alyssa: No, the colors are switched. 66 Ms. B: Same thing over where? 67 Alyssa: The big one, the consensus. 68 Ms. B: On this one? 69 Alyssa: Yeah. 70 Ms. B: Well, what she's saying is that I should have black dots every which way, like 71 that. 72 Ss: No what? / Yeah. 73 Ms. B: Right? 74 Ss: No. / Sort of. / Yep. 75 Ms. B: OK. Talk to your partners. Is this what we want? Like, tell me what.... 76 [They all get in their groups to discuss.] 3 79

80

Unit 5: How Can We Help Students Argue from Evidence for a Particle Model of Matter? Step 12: How Do Students Resolve the Question of What Is Between the Particles? Teacher: Ms. B. Mountainview school. Midwestern suburban school. IQWST 6th grade unit: How Can I Smell Things from a Distance? Lesson 5 2/9/2012 1 Ms. B: Wait. Shh. Hang on, hang on. Let them present first. So, right now there's no 2 space to move. 3 Manuel: Yeah, cause all the air's taking up the space since it's being compressed. 4 Ms. B: OK so it's harder to move. Keep going. Keep going. 5 Manuel: Since like these two, there's air in-between them and like dust and odor, so 6 there won't be space for... 7 Frank: So wouldn't there be space then? 8 Manuel: Huh? 9 Manuel: And then. 10 Ms. B: Guys, if you can't handle it in the middle of the model, then go sit down cause 11 it's hard for me to hear. 12 Manuel: And if they were expanded, [moves the chair, kids spread out] 13 Jessi: We're still together but--- 14 Manuel: They're still together but.... 15 Jessi: ...there's still other air molecules and other dust and other things that come off 16 of things in the air. 17 Student: What's in-between? 18 Ms. B: Michelle, I'm gonna have you sit down please. You're having a hard time. 19 Student: There's nothing in between you. 20 Students: Shh. 21 Manuel: It's expanding. 22 Jerome: So I have a question. If there's nothing, you said there's not enough space to 23 move, and if they're the same size as other particles in the air, then why 24 would there be something in-between them? 25 Manuel: Wait, what do you mean? 26 Jerome: I know. So if there's not enough space to move, you said that there's not 27 enough space to move? 28 Manuel: Cause they were being compressed. 81

Unit 5, Step 13 2 29 Jerome: I know. So if it's compressed like in the syringe, and they're the same size as 30 other particles, then how would the other particles be able to fit in there 31 then? 32 Manuel: 'Cause... 33 Jerome: If you can't...and also, you guys said oh, there's dust, but no one's actually 34 representing dust. 35 Jade: Well, no one's representing air either. We didn't bring nametags. 36 Manuel: Cause we don't have signs. 37 Ms. B: Ok so who's dust? [Several kids volunteer.] 38 Ms. B: Ok, there you go. 39 Ms. B: Ok, other questions? 40 Jade: I'm air. 41 Ms. B: Ok, so now let me ask you all, as the same group that I've asked them. So now, 42 if I'm not, and remember, when I did the syringe and I moved it, expanded it, 43 did I add more air to it? 44 Students: No. 45 Ms. B: I kept my finger over it, right? So we're not gonna add any more particles, so 46 Michelle can't get back in, not adding any, but I'm gonna expand it to here. 47 Jessi: So that we still move around but there's still other particles everywhere so you 48 could still breathe. 49 Ms. B: Where's the other particles? 50 Jessi: We don't have that many people.... 51 Ms. B: Is there new -- correct. So, Jessi is saying... shh. So Jessi, you're saying that 52 you need more particles. 53 Jessi: No, because, they're, they, they just spread out a little bit, but there's still all 54 the same molecules just like... 55 S: I know, but you're not showing 56 Mason: There's some space in between all of you guys. 57 Student: We need to bring more people in. 58 Frank: There's space in between all of you guys. 59 Ms. B: You're right. You can't bring more people in. So if you can't bring more people 60 in, cause I didn't add any more, do you have more space now? 61 Frank: There's a little space right there. 62 Jessi: Ok, well there are other particles -- sorry we don't have so many people to be, 63 so we're closer. 82 2

Unit 5, Step 13 3 64 Ms. B: So now... do you agree that there are particles? 65 Students: Yes. 66 Ms. B: OK. So let's pretend now that this is not a syringe, but it's like a scuba tank. So, 67 now there are so many particles, right? 68 Addison: But then people are breathing so--- 69 Ms. B: So I'm gonna breathe in, so that means, two of you have to go, cause, we 70 breathed in. I just breathed in again, and two more have to go. 71 Frank: You breathe in then breathe in again? 72 Ms. B: So now what's going on with the space? 73 Jessi: But then you breathe out. 74 Julian: It's getting bigger! 75 Student: There's not enough air.... 76 Jessi: Yeah, but still, it's not like there's nothing... 77 Ms. B: I breathe out, but that's thrown out and doesn't go back into the scuba tank. 78 Jessi: Yeah, even if you breathe in, people leave but it's not like there's nothing. 79 They're just like spread out. 80 Ms. B: So what's in between one particle and another particle? 81 Jessi: They're particles, but they're spread out, but there can't be like no -- nothing. 82 There's like other stuff. 83 Jade: It can't be half full of air and half empty. 84 Ms. B: But I don't see other particles. That's where I'm getting confused. 85 Student: ’Cause the scuba tank is just moving all around.... 86 Jade: But it can't be like, it can't be half full of air. 87 Ms. B: So if Manuel just said it can't be all full, right? 88 Students: Yeah. 89 Ms. B: Then what's there? 90 Julian: Air. 91 Jessi: Yeah, but it can't be nothing... 92 Ms. B: Ok I just breathed again. So two more go. 93 S: Not me. 94 Student: How do you breathe in three times? Don't you have to breathe out? 95 Ms. B: Now what's going on? Is this...hang on. Is this a possibility in a scuba tank that 96 there would be a smaller amount of air [Students: Yes.] than we started with? 97 Students: Yeah. 3 83

Unit 5, Step 13 4 98 Julian: No, cause when you breathe out, the bubble air, the air bubbles go to the 99 surface. 100 Ms. B: So in my scuba tank, I have less air, right? 101 Student: So that means you have to come up for air because you're not getting 102 (inaudible) 103 Ms. B: So now, what's in between these particles? 104 Students: Nothing. 105 Students: Dust. 106 Seated students: Nothing! Ohhhhh!!! Nothing! 107 Ms. B: Shh. Where did the noth - dust come from? 108 S: Air. 109 Ms. B: So you want me to start adding things to it now? 110 Julian: Yes, like adding air to it, everybody let's go. 111 Brian: I told you there's only air, there's no dust or anything. 112 Allie: There's no dust! 113 (Group rearranging themselves) 114 Ms. B: Ok, have a seat. Have a seat. So... 115 Ms. B: Ok. So we have these options here. Which one seems to be able to account for 116 adding and removing and compressing and expanding? 117 Ms. B: And remember, we're talking about a teeny teeny teeny little bit of air. The 118 smallest amount of space. 119 Ms. B: So we have the part of the nothing, and we have the part where there's just 120 these particles. Oops, let me make that bigger, and then...we have the part 121 where you are all together. 122 Student: Wait! 123 Julian: Uh.... 124 S: Nothing (inaudible) 125 Ms. B: Which one seems to be able to answer the questions? 126 Students: Nothing! 84 4

UNIT 6 85

6/14/2017 Bethany_explanation_checklist.jpg (720×540) 86 http://www.ngsx.org/files/5213/6613/6755/Bethany_explanation_checklist.jpg 1/1

!!! 87 Unit 6, Step 5 – Jigsaw Activity: Public Representations: Making Studentsʼ Changes in Thinking Visible Over Time Small%Group%Models%and%Whole%Class%Consensus%Models% ! 1.%Small%group%models%! The!most!versatile!way!to!represent!students'!thinking!is!the!small!group!model.!Students!in! small!groups!create!their!own!initial!models!at!the!beginning!of!a!unit,!then!change!these!over! the!course!of!a!unit.!These!could!be!representations!of!the!puzzling!phenomenon!that!the! teacher!has!introduced!on!the!first!day,!or!the!teacher!might!ask!students!to!draw!a!model!that! is!about!an!event!or!process!similar!to!the!puzzling!phenomenon!that!will!be!the!focus!of!an! entire!unit.!! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! For!example,!one!of!our!teachers!used!a!rough!outline!of!a!roller@coaster!to!have!students!draw! out!their!initial!ideas!about!how!potential!and!kinetic!energy!explain!the!motion!of!the!cars.!In! another!classroom!where!the!teacher!was!talking!about!density!and!buoyancy,!she!had!them! do!a!3@part!“panel!drawing”!of!a!plastic!canister!that!was!filled!with!alka@seltzer!and!then! submerged!in!water.!The!students!were!asked!to!draw!a!“before@during@after”!sketch!in!which! they!labeled!not!only!what!was!visible!but!also!their!theory!about!what!unobservable!forces! and!events!might!be!causing!the!sinking,!floating,!and!sinking!again!of!the!canister.!! ! Copyright!©!NGSX!2015!

Unit!6,!Step!5!(Small!Group!Models!and!Whole!Class!Consensus!Models)! ! Strategies%for%focusing%students%on%the%phenomenon%and%eliciting%the%most%from%students% 1.!We!have!learned!that!the!before&during&after!drawings!are!particularly!helpful!for!students! to!show!what!they!think!is!happening.!Above!we!have!a!three@part!drawing.!The!anchoring! phenomenon!for!the!unit!was!a!railroad!tanker!car!that!had!mysteriously!imploded!after!being! steam!cleaned!on!the!inside.!The!first!set!of!drawings!was!done!at!the!beginning!of!the!unit,! and!the!second!set!was!drawn!later!in!the!unit.!Notice!how!much!more!of!an!explanation!is! elicited,!even!in!the!first!drawings,!when!asking!for!before@during@after.!! ! Our!teachers!and!their!students!have!also!come!up!with!other!novel!ways!to!show!the!passage! of!time!during!an!event.!In!a!high!school!physics!classroom!studying!force!and!motion,!the! teacher!had!students!draw!what!unobservable!events!and!processes!were!at!work!as!a!young! man!did!a!back!flip!after!running!up!to!a!wall!and!pushing!off!of!it!(shown!to!students!on!a! video).!They!decided!to!use!a!single!frame!to!draw!the!man!at!five!different!stages!of!the!run— including!him!standing!still!at!the!beginning.!! ! 2.!We!have!also!found!that!for!micro@level!events,!it!helps!if! you!ask!students!to!“draw!what!you!would!see!if!you!had! microscope!eyes.”!It!sounds!simple,!but!works!well!in! chemistry!and!biology.!In!the!drawing!to!the!right,!the!students! are!expressing!what!happens!as!compounds!go!into!solution!in! a!beaker.!They!use!the!convention!of!a!\"blow@up\"!section!of! the!beaker.!! ! As!the!unit!progresses,!students!will!learn!more!scientific!ideas!and!have!experience!with! activities!that!will!allow!them!to!make!changes!in!these!small!group!models.!Students!can!be! 2! 88 !

Unit!6,!Step!5!(Small!Group!Models!and!Whole!Class!Consensus!Models)! asked!to!re@draw!their!models!or!add!to!a!sparse!model!that!they!had!started!with.!There!are! many!possibilities.!! ! We!now!offer!a!MAJOR!caution.! Make!sure!the!model!is!about!a! particular!event!or!process!with! some!context!to!it.!By!context!we! mean!that!the!event!or!process! happens!in!a!particular!time!or!place! or!under!particular!conditions,!and! that!all)these)special)conditions) matter!to!the!explanation.!If!you!ask! students!to!model!a!generic! phenomenon!(like!the!water!cycle! or!how!levers!work)!they!will!simply! reproduce!textbook!explanations.! We!refer!to!this!as!\"posterizing\"!! someone!else's!science!ideas.!The! \"Rock!Cycle\"!diagram!pictured!here!is!NOT!a!good!example!of!modeling.!Technically!it!may!look! like!an!explanatory!model,!but!it!is!generic!(not!about!any!place!or!set!of!circumstances!in! particular).!\"Posterizing\"!is!not!intellectually!challenging,!all!the!students!in!the!class!would! likely!have!the!same!models!drawn.! %Helpful%advice%from%our%teacher%colleagues%who%have%successfully%used%small%group%models:!! •!Always!ask!students!to!draw!both!observable!and!unobservable!features.!The! exception!here!might!be!the!initial!models!of!early!elementary!students.! •!Agreement!about!drawing!conventions!is!important.!After!students!have!drawn!an! initial!model,!have!a!conversation!with!them!about!how!the!class!should!represent! certain!ideas,!so!that!everyone!understands!each!other's!drawings!(i.e.!What!do!we!all! agree!that!arrows!will!mean?!How!will!we!agree!to!draw!molecules?!How!will!we!show! that!time!is!passing?).!! •!As!an!equity!move,!have!each!student!within!a!group!use!a!different!color!marker!or! tell!students!you!want!to!see!everyone’s!handwriting!somewhere!on!the!model.!! •!For!drawings!that!may!be!hard!to!sketch!out,!provide!a!template!with!outlines!for! students!to!use!as!a!guide.!When!we!ask!student,!for!example,!to!draw!out!what!they! think!is!happening!during!homeostasis!(such!as!regulating!body!heat!in!humans),!we! provide!an!outline!of!a!human!body—that's!all!they!need!to!get!started.!Their!drawings! are!then!a!bit!more!comprehensible!to!the!teacher!and!to!peers!in!other!groups.!! •!Have!students!change!the!model!only!once!or!twice!in!the!middle!of!the!unit,!not! every!other!day.!They!will!get!\"model!fatigue\"!if!you!go!back!to!the!drawings!too!often.!! 3! ! 89

Unit!6,!Step!5!(Small!Group!Models!and!Whole!Class!Consensus!Models)! •!To!make!comparisons!between!models!more!manageable!for!students!(since!there! may!be!several!in!one!classroom)!and!to!promote!equal!participation,!have!each!student! in!a!group!visit!other!groups’!models!to!look!for!how!one!particular!relationship!in!the! model!differs!across!these!drawings.!! ! 2.Whole%class%consensus%models.! When!students!are!less!experienced!with!how!to!draw!and!change!models,!the!teacher!can! start!a!unit!by!focusing!on!a!single!drawing!or!set!of!drawings!that!the!class!as!a!whole!\"owns.\"!! ! !A!\"whole!class!consensus!model\"!can!be!started!immediately! after!students!have!had!some!introductory!experience!with!a! puzzling!phenomenon.!On!a!piece!of!poster!paper,!or!the! whiteboard,!the!teacher!can!draw!a!very!basic!pictorial! representation!of!the!phenomenon!that!students!are! exploring.!Then,!with!input!from!students,!the!teacher!can! add!labels!on!this!drawing!that!indicate!students'!hypotheses! about!underlying!events!or!processes!that!influence!the! phenomenon.!These!are!the!students’!initial!hypotheses!in! diagrammatic!form.!The!teacher!coordinates!drawing!this! initial!consensus!model,!with!help!and!input!from!students.! As!the!students!engage!in!upcoming!rounds!of!activity!and! discussions,!they!should!(with!the!teacher's!assistance)! decide/how/they/want/to/change/the/model.!! ! At!first,!these!drawings!should!be!really!spare!(simple,!not!cluttered).!Notice!how!the!whole! class!earthquake!model!above!has!only!a!few!parts!to!it.!Students!may!have!only!idea! “fragments”!to!contribute!that!are!not!necessarily!contradictory!to!the!scientific!explanation,! only!very!simple.!These!are!ideal!for!noting!on!the!consensus!model,!because!they!can!be!built/ upon/and/changed/later/as/students/learn/more.!Also,!the!teacher!should!use!student!language! in!the!initial!model!rather!than!imposing!scientific!language!at!this!point.!It’s!their!model.!! 4! 90 !

Unit!6,!Step!5!(Small!Group!Models!and!Whole!Class!Consensus!Models)! ! In!the!image!above,!students!came!up!with!three!different!possible!explanatory!models!for!a! \"solar!tube\"—which!is!a!mylar!balloon!that!inflates!when!exposed!to!the!sun's!rays!and!can! then!float!away.!The!teacher!captured!three!theories,!one!in!each!drawing.!As!the!unit! progressed,!the!students!tested!different!parts!of!each!of!these!models,!and!also!began!to! make!changes!and!add!explanatory!detail!to!the!more!plausible!models.!In!the!end,!they! thought!that!the!most!convincing!explanation!incorporated!two!of!these!models,!rather!than! being!a!single!model—an!outcome!similar!to!authentic!scientific!discovery.!! ! Helpful%advice%from%our%teacher%colleagues%who%have%successfully%used%whole%class%consensus% models:!! •!All!of!the!points!to!think!about!from!the!\"small!group!models\"!section!also!apply!the! whole!class!consensus!models.!! ! •!If!there!are!clear!misconceptions!that!students!initially!think!should!be!part!of!this! model,!then!you’ll!have!to!think!of!a!way!to!label!these!as!“still!in!doubt”—!you!can,!for! example,!label!them!(or!all!the!ideas)!with!large!question!marks!to!indicate!the!tentative! nature!of!these!ideas.!! ! •!Next!to!the!drawing,!or!below!it,!there!should!be!space!for!“Questions!we!still!have! about…”!This!will!tell!you!a!lot!about!what!parts!of!the!phenomenon!they!are!interested! in.!You!should!capitalize!on!these!questions!in!your!instruction!and!use!their!questions! to!identify!where!their!“gaps”!currently!are.!! ! •!Use!small!group!models!more!regularly!than!whole!class!models.!The!small!group! models!reveal!more!student!thinking,!generate!a!sense!of!ownership,!and!require!more! intellectual!work.!! ! ! 5! ! 91

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!!! Unit 6, Step 5 – Jigsaw Activity: Public Representations: Making Studentsʼ Changes in Thinking Visible Over Time ! Sticky'Notes,and,Language,Scaffolds,as,Tools,for,Changing,Models, Models'are'meant'to'be'changed.'Models'can'have'ideas'added'to'them'or'ideas'deleted'from' them.'They'can'have'relationships'changed.'The'ideas'embedded'in'them'can'be'questioned'by' students.'Students'learn'from'both'suggesting'changes'and'receiving'suggestions'for'change.'' ' We'have'found'that'\"sticky>notes\"'are'the'best'way'for'the'whole'class'to'experience'how'ideas' can'shift'with'new'information,'evidence,'or'logical'argument.'These'are'small,'color>coded' notes'that'are'applied'by'students'directly'to'the'models.'The'color'represents'the'type'of' comment'one'wants'to'make'about'some'aspect'of'the'model.'The'comment'is'written'on'the' note,'rather'than'on'the'model'itself.'We'learned'to'use'the'notes,'in'part'because're>writing' on'the'model'itself'got'sloppy,'and'the'owners'of'the'models'felt'that'their'ideas'were'being' \"over>written.\"'' ' We'have'also'found'that'with' some'scaffolding,'students' become'quite'capable'of'offering' productive'forms'of'commentary.' This'is'partially'because'the'color' codes'guide'and'restrict'the'types' of'comments.'There'are'no'color' codes,'for'example,'for' commenting'on'how'artistic'the' drawing'is'or'how'legible'the' handwriting'is.'We'generally' group'comments'under'three' categories:'\"Adding'an'idea,\"' \"Revising'an'idea,\"'or'\"Posing'a' question.\"'In'the'model'of'the' man'doing'a'back>flip'(described' previously),'the'orange'sticky'note' on'the'lower'left'is'adding'on'an' idea'that'came'from'an'activity'the'students'had'just'done:'We#think#according#to#Station#4# with#the#different#surfaces,#the#type#of#surface#matters#because#friction#matters.#The#type#of# surface#you#kick#off#of#(wall)#determines#how#hard#or#easy#it#is#to#overcome#static#friction.'This' caused'the'group'that'received'the'comment'to'make'changes'in'their'model'to'make'it'more' accurate'and'to'reflect'more'of'what'they'had'learned'about'friction.'' Copyright!©NGSX!2015! 93

Unit!6,!Step!5!(Sticky<Notes!and!Language!Scaffolds!as!Tools!for!Changing!Models)! ! ' Students'are'not'familiar'with' talking'(or'writing)'this'way.' We'use'sentence'frames'as'a' way'to'guide'their'writing.'We' have'seen'that'students'not' only'use'these'sentence' frames,'but'after'a'few'weeks,' they'begin'to'take'up'the' \"grammar\"'of'science'talk'in' their'own'speech'with'peers' and'with'the'teacher.'Among' other'benefits,'the'sentence' frames'are'a'way'for'students' to'start'talking'about'evidence,' and'how'it'should'be'applied' to'an'explanatory'model.'' ' ' ' ' ' ' ' ' ' ' ' ' ' Helpful,advice,from,our,teacher,colleagues,who,have,successfully,used,sticky,notes, ' •'Because'students'are'reluctant'to'comment'on'the'drawings'of'others,'especially'early' in'the'school'year,'we'have'had'them'\"practice\"'by'placing'notes'on'their'own'models' after'a'couple'of'lessons.'They'learn'how'to'look'at'their'own'models,'and'how'to'write' notes'in'full'sentences'that'provide'reasons'for'requesting'possible'changes.'' ' •'We'always'provide'sentence'frames'for'them'to'use.'It'encourages'them'to'think' about'how'one'form'of'model'change'is'different'from'another,'and'helps'them'use' scientific'ways'of'talking/writing'to'express'the'rationale'for'possible'changes.'It'also' keeps'comments'from'being'trivial'in'nature.'We'have'yet'to'find'the'“perfect”'sentence' frames!' ' 2! 94 !

Unit!6,!Step!5!(Sticky<Notes!and!Language!Scaffolds!as!Tools!for!Changing!Models)! ! •'One'of'the'sentence'frames'should'be'about'a'puzzle'or'a'question'that'a'group'has,' this'opens'the'door'to'really'new'ideas'or'to'gaps'in'the'potential'explanation'that'could' not'be'expressed'in'any'other'way.'' ' •'Don't'have'too'many'comments'on'each'model,'only'one'or'two'groups'should'really' comment'on'another'group's'particular'model.'' ' •'Spend'time,'after'the'commentary,'for'the'owners'of'the'model'to'read'the'notes'and' decide'if'they'should'act'upon'the'suggestions.'' ' ' ' 3! ! 95

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!!! Unit 6, Step 5 – Jigsaw Activity: Public Representations: Making Studentsʼ Changes in Thinking Visible Over Time ! ! Gotta&Have!Explanation!Checklists!and!Summary!Tables! ! 1.!\"Gotta&have\"!explanation!checklist.\"\" The\"\"gotta+have\"\"checklist\"is\"a\"set\"of\"ideas\"or\"concepts\"they\"think\"must\"be\"included\"in\"the\"final\" explanation.\"This\"is\"more\"constructed\"by\"students\"than\"by\"the\"teacher.\"\"This\"may\"start\"with\"very\" simple\"statements\"or\"even\"just\"terms,\"but\"the\"list\"should\"grow\"over\"time—added\"to\"by\"students,\" with\"occasional\"prompting\"by\"the\"teacher.\"Again,\"as\"the\"students\"engage\"in\"cycles\"of\"reading,\" activity,\"and\"connecting\"with\"their\"everyday\"experiences,\"they\"add\"to\"this\"checklist.\"If\"they\"are\" missing\"some\"key\"elements\"of\"the\"final\"causal\"explanation,\"it\"should\"alert\"you\"as\"the\"teacher\"to\" modify\"your\"instruction\"to\"address\"these\"missing\"pieces.\"\" \" The\"\"gotta+have\"\"explanation\"checklist\"is\"not\"a\"list\"of\"vocabulary\"words\"that\"have\"to\"be\"included\" in\"drawn\"or\"written\"explanation.\"As\"the\"checklist\"is\"developed,\"lesson\"by\"lesson,\"it\"needs\"to\"be\" composed\"of\"IDEAS,\"or\"RELATIONSHIPS\"that\"the\"students\"now\"believe\"are\"important\"to\"a\"final\" explanation.\"These\"items\"on\"the\"checklist\"are\"not\"\"giving\"away\"answers.\"\"They\"remind\"students\" of\"what\"is\"important\"to\"talk\"about\"or\"draw\"out,\"and\"these\"are\"ideas\"that\"they\"have\"come\"up\" with\"themselves\"during\"the\"unit.\"Here\"is\"an\"example\"of\"a\"\"gotta+have\"\"checklist\"that\"was\" developed\"by\"students\"during\"a\"unit\"on\"the\"Gas\"Laws.\"The\"anchoring\"phenomenon\"for\"the\"unit\" was\"a\"railroad\"tanker\"car\"that\"had\"imploded\"after\"being\"steam\"cleaned,\"then\"mistakenly\"sealed\" up.\"\" You&need&to&include&in&your&explanation:& \" ! How$molecules$cause$pressure$ ! About$differences$in$conditions$inside$versus$outside$the$tanker$at$ every$phase$ ! About$heat$energy$and$how$it$affects$parts$of$the$system$ ! About$how$changes$in$the$volume$of$a$container$affects$pressure$\" ! \" \" Helpful!advice!from!our!teacher!colleagues!who!have! successfully!used!\"gotta&have\"!checklists:! •\"The\"checklist\"is\"one\"of\"the\"most\"manageable\"tools\"to\" use\"in\"the\"classroom,\"a\"good\"representation\"to\"try\"out\" first.\" \" •\"An\"explanation\"list\"can\"be\"started\"at\"the\"beginning\"of\" the\"unit,\"but\"should\"be\"added\"to\"or\"subtracted\"from\" every\"few\"days\"as\"the\"students\"learn\"more.\" \" Copyright!©NGSX!2015! 97

Unit!6,!Step!5!(Gotta;Have!Explanation!Checklists!and!Summary!Tables)! ! •\"Students\"should\"co+develop\"the\"list\"with\"you—it\"is\"a\"representation\"of\"their\"thinking,\"not\" yours.\"\" \" •\"Keep\"away\"from\"making\"it\"a\"vocabulary\"checklist.\"Including\"the\"word\"\"how\"\"(see\"Gas\"Laws\" checklist\"above\")\"sometimes\"helps\"you\"as\"a\"teacher\"express\"the\"items\"as\"ideas,\"rather\"than\"as\" words.\"\" \" •\"When\"students\"are\"creating\"their\"final\"explanatory\"models,\"make$sure$they$have$access$to$the$ checklist—it\"works\"very\"well\"as\"a\"common\"set\"of\"ideas\"that\"the\"teacher\"can\"refer\"to\"as\"he/she\" circulates\"around\"the\"room\"and\"observes\"the\"construction\"of\"the\"final\"models.\"\" \" 2.!Summary!tables! The\"summary\"table\"is\"one\"of\"the\"most\"indispensible\"tools\"in\"modeling\"(the\"first\"shown\"here\"is\" for\"a\"middle\"school\"unit\"about\"\"Why\"are\"there\"no\"seasons\"if\"you\"live\"near\"the\"equator?\",\"the\" second\"is\"from\"a\"3rd\"grade\"unit\"on\"why\"a\"singer\"can\"break\"a\"glass\"with\"his\"voice).\"Because\"a\" model\"is\"supposed\"to\"change\"over\"time,\"and\"in\"response\"to\"new\"evidence\"or\"arguments,\" students\"need\"to\"have\"some\"record\"of\"what\"they\"have\"done\"over\"the\"past\"few\"days,\"in\"order\"to\" draw\"upon\"different\"activities\"or\"readings.\"Without\"some\"representation\"of\"what\"they\"have\" done\"or\"read,\"they\"would\"have\"to\"depend\"on\"memory,\"and\"each\"student's\"memory\"is\"different.\" So,\"just\"as\"scientists\"do,\"the\"teacher\"can\"help\"students\"keep\"a\"record\"of\"activities\"and\"ideas.\"\" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" \" 2! 98 !