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Designing and Implementing Storylines for the 3D Science Classroom

Designing and Implementing Storylines for the 3D Science Classroom. What is a Storyline?.

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Designing and Implementing Storylines for the 3D Science Classroom

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  1. Designing and Implementing Storylines for the 3D Science Classroom

  2. What is a Storyline? On any given day, a visitor to a classroom should be able to walk over to a group of students and ask them- What are you working on? Why are you working on this? Students should be able to answer by describing a question they are trying to figure out or a problem they are trying to solve, and not just say because the teacher told us to do this.

  3. A storyline is a coherent sequence of lessons, in which each step is driven by students' questions that arise from their interactions with phenomena. • A student's goal should always be to explain a phenomenon or solve a problem. • At each step, students make progress on the classroom's questions through science and engineering practices, to figure out a piece of a science idea. • Each piece they figure out adds to the developing explanation, model, or designed solution. • Each step may also generate questions that lead to the next step in the storyline. • Together, what students figure out helps explain the unit's phenomena or solve the problems they have identified. • A storyline provides a coherent path toward building disciplinary core idea and crosscutting concepts, piece by piece, anchored in students' own questions.

  4. A Closer Look at Storylines • The “traditional” classroom - https://www.teachertube.com/video/watch-seinfeld-history-lesson-jerry-seinfeld-on-snl-241598 • https://www.teachertube.com/video/watch-seinfeld-history-lesson-jerry-seinfeld-on-snl-241598 • Articles – Creating Conceptual Storylines • The Steps of a Conceptual Storyline

  5. Similar to story writers, teachers create sequences of instructional activities. Research shows that in many science classrooms, “ideas and activities are not woven together to tell or reveal a coherent story (Roth et al. 2011, p. 120).”

  6. What Makes A Storyline Different from a Sequence of Lessons? • Often the reason a particular problem or idea is important is clear to the teacher, but not to the students. For example, the teacher may know how a particular chemistry experiment will help understand something about conservation of matter, but to students, they are doing the experiment because they are following the directions. • In a storyline, students should be involved in co-constructing the question we are working on, and should see the activity as helping make progress on that question. In a storyline, the coherence is from the students' perspective, not just the teacher's.

  7. Structural vs. Conceptual Coherence Structural Coherence Conceptual Coherence Conceptual storyline describes the conceptual flow and sequencing of science ideas within a single learning cycle lesson that helps students understand a disciplinary core idea and a scientific phenomenon (Ramsey 1993) The sequence of the lessons is key to understanding the overall storyline. This is analogous to a sequence of activities such as a 5E learning cycle that helps students build and connect ideas to one another over time. Analogy – “Stranger Things” and GOT • This kind of teaching has been referred to as “activitymania” (Moscovici and Nelson 1998). While it may seem easy to plug activities into the structure of the 5E framework—for example, choosing a hands-on activity for the exploration phase—the activities themselves may lack conceptual coherence. • Analogy – “Saturday Night Live”

  8. Lesson Comparison Activity • The 5E Model has been used as a template to design effective science instruction Engage, Explore, Explain, Elaborate, Evaluate • Amy and Steph are both teaching a unit on matter. A description of their lessons is provided in the following table. • Working with your group discuss the following: • What do you notice about the two lessons? • How are they alike? • How are they different? • Would any one of these units contain a coherent conceptual storyline? Do they both? Why?

  9. Lesson Comparison Activity: • The activities selected by the two teachers follow the structure of the 5E learning cycle. • Both teachers begin with activities that allow them to gain insight into students’ prior knowledge of the topic and build interest in the lesson (Engage). • Both then provide students with hands-on investigations (Exploration). • They each follow with sense-making activities (Explanation), and connect students’ ideas to a new, real-world context (Elaboration) • They both conclude with an opportunity for students to communicate their new learning (Evaluation). • Yet, there are key differences in how they address the topic of matter…..

  10. While Amy’s lesson aligns with the 5E learning cycle, her storyline lacks coherence, alternating from multiple topics, including changes in states of matter to distinguishing matter vs. nonmatter. • In contrast, Steph’s activities not only align with the purpose of each phase of the 5E learning cycle, but all contribute to a central storyline about changes in states of matter. As students work through each 5E activity, they gain an understanding of how matter changes state and the factors that contribute to this. This storyline also helps students connect to the crosscutting concept of energy

  11. Coherent Storylines

  12. Cystic Fibrosis Storyline • https://www.youtube.com/watch?time_continue=227&v=VHlh_M8WWas

  13. PBL Storyline – Solving a Problem • Basketball Free Throws – Physics - http://www.tcentralstem.org/videos?p=videos

  14. How Do We Develop Storylines?To Do…. • Each Group Member will read one of the articles detailing storylines that have been implemented in the classroom. • After reading the articles, discuss the following: • What was the storyline used? • How was the storyline aligned to NYSSLS? What DCI’s, SEP’s, and CCC’s were covered? • What was the planning behind the design of the storyline? • With your group, create a poster on your easel paper that shows: • A diagram/flowchart showing the process of how you might design a storyline • As a Group, construct an “Ah-Ha/Uh-Oh” Chart • Share-Out with other groups

  15. Overview of the Storyline Process

  16. How Can We Develop Storylines in Which Students are Partners in Managing Investigations?

  17. An effective phenomena is: • Engaging for Students • It interests students of the project’s intended age, demographic background, community etc. • It provokes students to ask further questions, beginning with the inquiry process • It might have a local context, making it even more engaging • Open-ended • The answer to the phenomena will be unique; it is not “Google-able” by students • The answer is complex and leads to an in-depth inquiry • Aligned with Learning Goals • Students will need to learn important content and skills in order to explain the phenomena • It is not too big, requiring more knowledge than can be learned in a reasonable amount of time

  18. Algal Blooms Storyline Scientific Modeling of a Phenomena

  19. What should a scientific model have? • Explanatory power (a model that contributes nothing to explanations is of very little value) • Predictive power (the testing of predictions derived from the model is fundamental in establishing the robustness of the model) • Consistency across contexts (e.g. the model of an atom is the same when considering an atom of lead or an atom of gold) • Consistency with other scientific models (e.g. the model of an atom is the same for atoms in metal as it is for atoms found within a biological cell; the biological cell is another scientific model).

  20. Models that we will be developing Mental Models Expressed Models expressed models (i.e. a version of a mental model that is expressed by an individual through action, speech or writing such as in a diagram) • mental models (i.e. a representation of a complicated idea, e.g. how we think of an abstract idea like atoms)

  21. Components of a Good Scientific Model

  22. A good scientific model should…. • Be Detailed • Be Accurate • Include labels and Explanations • Show relationships

  23. What do you think is happening?

  24. Another example of an anchoring phenomena for storylines • Singing Road – Elementary – Waves and Sound • https://www.youtube.com/watch?v=AdqkriPdXsw

  25. Anchoring Phenomena • Initial Thinking…. • What are phenomena? • What are examples of phenomena that could be used in your classroom as anchoring phenomena in a storyline? • With a new partner, describe how explaining a phenomenon is different from asking students to just explain a science idea?

  26. Investigating Phenomena • Video - https://www.teachingchannel.org/videos/using-phenomena-achieve • https://www.teachingchannel.org/videos/using-phenomena-achieve • Phenomena Checklist

  27. Phenomena – Discussion Questions • What is phenomena and what makes it engaging? • What benefits does a phenomenon-based lesson offer students? • How can you leverage an engaging phenomenon to create access points for all students?

  28. Example of an Anchoring Phenomena in Action: Addie’s Story • Frontline Video: https://www.pbs.org/wgbh/frontline/film/hunting-the-nightmare-bacteria/ • https://www.pbs.org/wgbh/frontline/film/hunting-the-nightmare-bacteria/ • Record Each Important Event on a Post-It Note • As a group arrange post-it notes in order • Develop a list of questions based on the story

  29. Starting the Storyline Skeleton:Evolution – Why Don’t Antibiotics Work Like they Used to?

  30. High School - Living EnvironmentHomeostasis and Human Nutrition • https://www.nbcnews.com/health/kids-health/energy-drinks-can-be-deadly-young-children-study-n249636 Energy Drinks Can Be Deadly for Young Children: Study “More than 5,000 cases of people who got sick from energy drinks were reported to U.S. poison control centers between 2010 and 2013, and almost half of those cases were in children did not realize what they were drinking, according to research that will be presented Monday (Nov. 17) at a meeting of the American Heart Association. Many of these cases involved serious side effects, such as seizures, irregular heart rhythms or dangerously high blood pressure, the researchers found. And it was children under age 6 who often consumed the beverages without knowing what they were drinking.” Footer Text

  31. Resources • Storylines •      Sample Storylines - http://www.nextgenstorylines.org/ • Phenomena •      Phenomena for NGSS  - https://www.ngssphenomena.com/ •      #ProjectPhenomena - https://sites.google.com/site/sciencephenomena/ • EQuiP Reviewed Lessons - http://www.teacherstryscience.org/ngss •       Phenomena from Georgia State Science Teachers - https://www.georgiascienceteacher.org/phenomena/ • Graphic Organizers •     NGSS Storylines - Storyline Worksheet •     Anchoring Phenomena - Storyline Tool 1 Anchoring Phenomena

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