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Making Science Thinking Visable Through Classroom Discourse

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by Ben Gowans on 6 December 2013

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Transcript of Making Science Thinking Visable Through Classroom Discourse

Performance Task #1
What are the steps in preparing for a Performance task/Talk and argument?
1- It all starts with the Utah State Science Core Curriculum. Choose the standards and objectives you want to teach. (Lots of teachers call this the “Unit”.)
2- Connect Core Science Ideas and Cross Cutting Concepts to the Utah State Science Core Curriculum
3- Research and choose Science Performance Tasks that will lead students to discovering and applying desired Core Science Ideas and Cross Cutting Concepts
4- Develop Guiding Questions to drive Performance Task/Talk and Argument
5- Sequence Performance Tasks in an order that allows concepts to build upon one another
6- Become well versed in “Talk Moves”
7- Plan assessment (journals, interviews, etc.)
Making Thinking Visible Through Classroom Discourse
(Talk and Argument)


-Stability and Change
-Cause and Effect


-Why did the paper move?
-Can you see what moved the paper?
-Have you ever seen anything like this before?
-How do you know something is changing? We call this “Evidence”.
-Is anything else made of particles?
(Cake starts as particles of sugar, flour etc. then becomes “solid”)

Performance Task #2
Seeing Breath Outside on a Cold Day

-Matter (air, water) is
made of particles

-Stability and Change
-Cause and Effect

-What do you see?
-What is your “breath” made of?
-What conditions are necessary to
see your breath?
Performance Task #3
Balloons on a Balance Beam

-Matter (air) is made of particles
and has mass (weight).

-Stability and Change
-Cause and Effect
Blowing on a Paper

-What will happen when I fill this balloon with air?
-What changed?
-Why did some of you think the filled balloon would go up/down?
-Why do you think the balloon went down?
-If you were to draw a picture of the air particles
inside the balloon how would they look compared to the air particles outside the balloon?

Performance Task #4
Cup in the Window Seal

-Matter is made of particles.
-Energy converts from one
form to another


-Stability and Change
-Cause and Effect
-Energy and Matter


-What changed?
-Why did the change happen?
-Where did the water go?
-If the cup were left in the window for a
long time what would eventually happen?
-Where did the energy come from to make the change?

Performance Task #5
Salt Dissolved in Water

-Matter is made of particles.
-Matter is Conserved
-Energy converts from one
form to another

-Stability and Change
-Cause and Effect
-Energy and Matter


-What changed?
-Why can’t you see the salt?
-Where is the salt?
-How could you find evidence that the salt
is still in the water?
-If I add energy (microwave) to the system what will change? Why?
-What will happen if I leave this jar in the window like the cup last week?

Performance Task #6
Balloon on Flask

-Matter is made of particles.
-Matter is neither created or
destroyed
-Energy converts from one form
to another


-Stability and Change
-Cause and Effect
-Energy and Matter


-Can you define the system?
-Can anything get in or out of this system (is the system closed)?
-What changes do you expect when the fire is lit?
-What will happen when the fire is put out?
-Where did the particles come from that filled the balloon?
-Where did the particles go when the balloon shrank back down?
-How was heat important in making the system change?
-If you were to draw a picture of the air particles inside and system how would they look compared to the air particles outside the system

Performance Task #7
Pop Can Crushing

-Matter is made of particles
and has mass.
-Matter is neither created
or destroyed
-Energy converts from one
form to another


-Stability and Change
-Cause and Effect
-Energy and Matter


-Can you define the system?
-Can anything get in or out of this system
(is the system closed)?
-What change do you predict?
-What happened to the particles inside the can when I heated them up?
-What happened to the particles inside the can when put the can in the cold water?
-What caused the change you saw?
-Does air have weight (mass)?
-If you were to draw a picture of the air particles inside the system how would they look compared to the air particles outside the system?


-Matter (air) is made
of particles
Science Journal
How do you know
what they know?
The Result of all Our Hard Work
Now that you know what you’re going to teach, how do you set up a class to talk freely about science phenomenon (Talk and Argument)?
- Give them something to talk about
-Exciting or novel phenomenon
-A question worth answering
-Something they feel like an expert about
-Something familiar to them they may have wondered about

- Students need to feel safe
-No one is going to laugh at me
-Any comment or questions will be treated as important
-Their comments are needed by the rest of the class to make
the discussion work

- Both teachers and students need to let go of past expectations
-It’s not about the teacher having the answer
and the student being right or wrong.
-It’s about gathering, reasoning, and communicating.
-It’s OK to disagree with ideas. It’s not personal
-Reasoning MUST be modeled by the teacher
-Procedures, expectations, science vocabulary are clearly defined

Assessment
Guiding Questions
Guiding Questions
Guiding Questions
Guiding Questions
Guiding Questions
Guiding Questions
Guiding Questions
Core Science Idea
Core Science Idea
Core Science Idea
Core Science Idea
Core Science Idea
Core Science Idea
Core Science Idea
Cross Cutting Concepts
Cross Cutting Concepts
Cross Cutting Concepts
Cross Cutting Concepts
Cross Cutting Concepts
Cross Cutting Concepts
Cross Cutting Concepts
Science Journal
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