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TfR Seminar: Session 8

TfR Seminar: Session 8. Form and Function. Do Now! (3 min). Take out all session 8 Handouts, please! Take out completed Handouts 7.9 and 7.10 . Strategy Implementations Planning and Reflection Sheets. Review your work and prepare to discuss your reflection in a group.

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TfR Seminar: Session 8

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  1. TfR Seminar: Session 8 Form and Function

  2. Do Now! (3 min) • Take out all session 8 Handouts, please! • Take out completed Handouts 7.9 and 7.10. Strategy Implementations Planning and Reflection Sheets. • Review your work and prepare to discuss your reflection in a group

  3. Session Objectives • ANALYZE the unifying concept of form and function. • BUILD a continuum showing how topics within the unifying concept of form and function develop in the standards in each major discipline (life, earth, and physical science) across the secondary grades, noting where related topics are introduced, developed, and mastered. • IDENTIFY common misconceptions about form and function, hypothesize places within the curriculum where these misconceptions may have developed, and develop strategies for teaching content in a way that corrects misconceptions. • EXAMINE and select effective strategies for teaching students to plan investigations.

  4. Session Agenda

  5. Strategy Implementation Groups • Chris and Laura • Will , Ann Marie and Ashley • Eric Wendy and Adrianna • Jessica and Caitlin • Alison, and Travis • Michael and Blake

  6. Strategy Debrief • (10 minutes ) Meet with your strategy group and follow the directions for the strategy debrief on Handout 8.1. • Remember you will be using all of the strategy planning and reflection work for an analysis during Session 15, so you should keep them all in an organized fashion.

  7. Transition • We will now begin a series of sessions in which we will explore science education through the lens of unifying concepts. • Today’s session we will first define unifying concepts and then focus on exploring “Form and Function” across disciplines.

  8. Session Agenda

  9. Section 1: Defining Unifying Concepts in Science • Take out Handout 8.2, the excerpt on unifying concepts, and Handout 8.3, the chart you have completed for homework. • You will need to refer to the handouts during the next activity.

  10. A Round Table Review of Reading • Round tables are good for group brainstorming for open-ended questions and for involving all students in sharing ideas through writing. • Typically, the teacher poses an open-ended question and has students pass the paper around the table, each writing his/her own response and building on others’ ideas. • There should ideally be two opportunities for participants to respond to the same questions, so they have time to deepen their thinking by responding to others’ ideas and comments.

  11. Modified Round Table • Sit in groups of four with people who teach the same course. • Each person will start with a sheet of paper with a different question at the top • When the signal is given, each person will begin brainstorming responses on the prompt he or she has, writing them on the paper. • Responses do not need to be in complete sentences, but should be legible and coherent enough so that another person can read them. • You can refer to Handouts 8.2 and 8.3 when considering responses to the questions posed in the round table. • After about one minute, I will give the signal, and everyone willpass their papers clockwise to the next person. • You will then brainstorm responses for your new question until you hear the signal, at which point you will pass the paper clockwise again, and so on. (2 Rounds)

  12. Share Out (3min) • What are unifying concepts? How are they determined? • How are unifying concepts related to the science content domain? • Why are unifying concepts important to the science content domain? • What are the unifying concepts and what are examples of the concepts in your course? • What should students be able to do with the unifying concepts and how will you teach them?

  13. Unifying Concepts in Overview • Unifying concepts are cognitive schemas that provide students with productive and insightful ways of thinking about and integrating a range of ideas/concepts about the world around us. Criteria: To be considered unifying, a concept must: • provide connections between and among scientific disciplines; • be foundational and comprehensive; • be understandable as a schema; and be teachable. • They illustrate the commonalities among the different disciplines, thereby supporting the ideas of patterns, order, and predictability in the physical world. • The unifying concepts are listed on Handouts 8.2 and 8.3. • We will fully explore the questions on the second page of Handout 8.3 in the next activity. • Students should be able to make connections between the unifying concepts and key concepts in their courses as well as key concepts in other courses they have previously taken.

  14. Session Agenda

  15. Section 2: Unifying Concept: Form and Function • Assemble in the following mixed content groups (1 min) • Chris, Eric, Anne Marie, Michael, Jessica • Alison, Blake, Travis, Laura • Caitlin, Adriana, Will, Ashley • Take out Handout 8.4. (part 1) • (2 min) Work with your groups to match each component of the multi-tool to its function in the list on the left side of the page. • explain your matches

  16. (2min) Form and Function • (part II) The second page of Handout 8.4 • Apply your understanding of the relationship between form and function to biology. • Consider how bird beaks are adapted to eat prey. • Examine the drawings of two shorebird beaks and identify what type of food the bird eats based on the form of the beak.

  17. Debrief (3 min) • How might the tools and bird beak activities help students understand the concepts of form and function? • How might you modify the tools activity to use it with your students? • How might you modify the beak activity to use it with your students? • What difficulties do you foresee your students having learning about form and function in your science classes?

  18. JIG SAW ACTIVITY Takeout Handouts 8.5 -8.8

  19. Take out Handout 8.5 Planning • Contains directions and questions which will guide your discussion throughout the activity. • Step 1 (5 minutes) - Multidiscipline groups (same as previous activity) • Step 2 (20 Minutes) - Course-alike groups (Blue:Chemistry, Green:Biology, Red:Physics, purple: Middle school) • Use only the assigned marker color for your discipline • Write abbreviated standard on strip • Step 3 (20 minutes) -Multidiscipline groups – misconceptions on Handout 8.6. – Refer to Handout 8.7 for notes- grades 6-12 • Tape strips on Chart paper • Step 4 (5 minutes) -Multidiscipline groups discuss and write summary- Handout 8.8

  20. Summarizing the Unifying Concepts • (5 min) Gallery walk of the other continuum posters • Add to your summaries, if needed.

  21. (10 min) Reflection • In your Mixed content groups • Discuss several reflection questions one at a time, for about two minutes per question • What were some of the differences in the continuum posters? • What difficulties did you encounter in this activity, if any? • What challenges might you have in teaching these concepts? • How might you incorporate the unifying concept, form and function, in your lessons? • What misconceptions might students have that are related to form and function? How can you redirect student misconception related to this idea?

  22. Variation on “numbered heads together” Called out by discipline; representative shares groups response • Remember: Numbered heads together is a discussion strategy in which participants are assigned a number in their groups and called upon to answer for the group when that number is called. Because the numbers are randomly called out, all team members have a stake in understanding the appropriate response.

  23. Session Agenda

  24. BREAK 7:00-7:05

  25. Session Agenda

  26. Implementing Effective Strategies ThatSupport Students in Planning Investigations • We will now build on the work we began in Session 7 exploring effective strategies that support student process skills • In Session 7, we explored the process skill for students asking questions. • In this session, we will explore the process skill for students to plan investigations.

  27. Experimental Design and Paper Airplanes • Take 30 seconds to quickly record the components of scientific investigation on Handout 8.9 • Planning investigations is a fundamental skill for students of secondary science.

  28. Developing Investigation Skills • Planning investigations enables students to understand the observable world and develop the following key skills: • formulate questions that can be answered through scientific inquiry • design a testable plan based on a hypothesis • outline sequential steps in detail • plan to use appropriate tools and techniques • controls, variables, and methods to conduct a fair test

  29. Continuum of Experimental Design • Read the continuum of Experimental design posted on the wall • ( 1 min) Place 1 sticky note on the continuum indicating where your students are. • The purpose of this section is to introduce an approach that supports students in understanding the components of experimental design so that they can plan their own investigations. • “hands-on” and “minds-on” investigations

  30. Chart Paper Guiding Students to Design Investigations Potential Student Teacher Moves to Missteps Redirect ( 5 min) Role playing: guiding students to design investigation Note any missteps or actions to redirect

  31. Designing Paper Airplanes. • Your task is to answer the question, “What is the best design for a paper airplane to have the most successful flight?” • Like backwards design, this approach begins with identifying the desired results, then determining how the results will be measured, and then creating a plan. • Take out Handout 8.10. • This is a checklist you can follow as you design the paper airplane investigation • I will guide you through these questions.

  32. Work in Groups of Three • Find partners (30 sec) • Determine what is meant by the “most successful flight” this will help pinpoint what you want to find out. • Take 30 seconds to determine the criteria, • Define the “most successful flight,” • Determine how the criteria could be measured, and why. • Write on the board and in your notebook

  33. Determining Criteria • Read the ideas • What criteria will we use? • Take out Handout 8.11: Experimental Design with Paper Planes • Write the agreed upon criteria in the first sectionof the HO • Collect 2 sheets of blank paper per group

  34. Designing your plane (4 minutes) • Discussa paper airplane design that will make a successful flight • Makethe plane using only one sheet of paper • Drawthe plane in the first box on Handout 8.11, Part 1. • Write your group’s name on the plane.

  35. Collecting Data • on Handout 8.11 hypothesize how your own planes will fly. • Part of the hypothesis needs to address the criteria for best plane

  36. First Test Flight • Fly the plane once • Observethe flight • Record observations about the flight, focusing on the selected criteria • on Handout 8.11, Part 1, “Observations/record of plane’s flight.”

  37. Modifications (3min) • Can ONLY CHANGE 1 thing about structure • Can use a piece of tape or scissors. • Draw the new design on Part 2 of Handout 8.11 • Make a hypothesis about the flight with the modification

  38. Sources of Error • (2 min) Discuss possible sources of error from the first trial. • How could these errors be eliminated? • How will we ensure a fair test?

  39. Fly 3 times (3 min) • Make observations and record on the table • Note if flight improved with modifications • How did our adjustments in procedure make the evaluation of the plane more accurate?

  40. Prepare to Debrief the Activity • Focus on supporting students to plan investigations • “Numbered Heads Together” • Count off 1, 2, 3, in your groups. • You are all responsible for the group’s discussion, so when a number (1–3) is called out, the person with that called number will answer for the group • (3min) Handout 8.9. Read the questions below the brainstorm box and discuss the answers to these questions in your groups .

  41. Debrief (3min) • What are the strengths of this activity to help students learn how to plan for an investigation? • How did this activity help you form a hypothesis? • What was the independent variable in this activity? • What was the dependent variable? • What did this activity teach you about the importance of control?

  42. Debrief continued (2 min) • How does this activity develop understanding of the importance of trials? • What were the sources of error? How would experiencing the activity in this way help students minimize error the next time they design an experiment? • How should a teacher address safety and management for this activity? • How might a teacher modify this activity for students with limited prior experience with experimental design?

  43. Changes in Support • Handout 8.12 • This can also be used to help scaffold the activity and engage those students who need a written summary of the activity • How does giving the level of structure on this handout change the inquiry level of the activity? • How can you ensure that students are supported, but also have opportunities to direct their own learning?

  44. Strategy Overview: Planning Investigations (8min) • Review the strategy overview chart that accompanies this session. • Handout 8.13: Planning Investigations Strategies Overview. • This chart outlines strategies for bolstering student process skills in planning investigations. • Pair-up with someone who teaches the same science course • Each take responsibility for half of the strategies. • Read your half and summarize them for your partner. • Think about how the strategies relate to what you are already doing in class as you share.

  45. Transition • Complete the planning sheet on Handout 8.14 • Implement the strategy you chose and fill out the reflection sheet on Handout 8.15 for homework. • Providing students with the opportunity to design their own experiments will provide them with skills that will help them tremendously as science students and critical thinkers across the curriculum.

  46. Session Agenda

  47. Closing • Review Objectives • Review Instructional strategies • Preview of next session, Session 9, • We will detour from the focus of unifying concepts to analyze your second lab report data to determine next steps for instruction. • Review portfolio connections and homework • Complete exit slip!

  48. Portfolio Connections • Component 2 ---Unifying Concepts, Form and Function (Exploring and Developing Content knowledge and skills) • Address your ability to communicate to students the way the content is organized • Component 5 --- Planning Strategies (Creating and Implementing an Instructional Plan) • Explain instructional planning process focused on targeting instructional strategies • Artifacts: Instructional planning document and student work samples

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