1. Next Generation Science Standards Argumentation, Modeling and Nature of Science

2. The Three Dimensions of the Framework for NGSS Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

3. Science and Engineering Practices 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information

4. Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conversation Structure and function Stability and change

5. Disciplinary Core Ideas Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information transfer

6. Disciplinary Core Ideas Life Sciences LS 1: From molecules to organisms: Structures and processes LS 2: Ecosystems: Interactions, energy, and dynamics LS 3: Heredity: Inheritance, and variation of traits LS 4: Biological Evolution: Unity and diversity

7. Disciplinary Core Ideas Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society

8. Science and Engineering Practices 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information

9. Five Essential Feature of Inquiry 1.Learners engage in scientifically oriented questions 2.Learners give priority to evidence in responding to questions 3.Learners formulates explanations from evidence 4.Learners connects explanations to scientific knowledge 5.Learner communicates and justifies explanations

10. From Inquiry to Practices

11. How do we bring practices into K-12 classrooms? What kind of changes do we need to do in our lesson plans and curriculum materials? What kind of shifts do we need to make in our teaching practices?

12. Modeling: Developing and Using Scientific Models Models are sets of ideas about how some features of the natural world work. A scientific model Represents the objects and the relationships among them to explain and predict phenomena Provides a causal mechanism that accounts for the phenomena

13. Modeling: Developing and Using Scientific Models Models could be depicted as as a drawing, diagram, 3-D, or other representation but only representations that explain and predict phenomena are scientific models. Models explain and predict how and why phenomena happen.

14. Modeling: Developing and Using Scientific Models Often in science classes, students are given the final scientific model that scientists have developed over many years, and little time is spent showing the evidence for the model or allowing students to construct models that will explain phenomena

16. Argumentation Knowing why you are wrong matters as much as why you are right! Two people must first contradict each other if they really want to understand each other Creativity of students should not be silenced by adherence to authority Students should not be satisfied with the textbook definitions without fully understanding what it means The history of science is the history of one long argument

18. Explanation or Argument? Why did the Titanic Sink? The Titanic hit an iceberg The iceberg punctured the hull The hull filled with water Therefore the boat sank

19. Explanation or Argument? Will the price of almonds rise this year? The price of almonds will rise this year Many of the world’s almonds come from California There is a drought in California Almond trees need water to grow Because there is a drought, the crop will be less The laws of supply and demand suggest that the price will rise

20. Explanation or Argument? Why is the sky blue? Light is scattered by molecules in the air Short wavelength light is scattered more than long wavelength light Blue light has a shorter wavelength than red light So blue light will be scattered in all directions more than the red, making the sky appear blue.

22. Argument: Example 1 Duke is a better basketball team than UNLV. It has won more basketball games at home and away because its players have superior skills.

23. Argument: Example 1 StatementClaimEvidenceReasoning Duke is a better basketball team than UNLV It has won more basketball games at home and away because its players have superior skills

24. Argument: Example 2 It is wrong to plant genetically modified crops. The pollen from the crops will escape. This will cause their genes to spread throughout all similar species with totally unknown results.

25. Argument: Example 2 StatementClaimEvidenceReasoning It is wrong to plant genetically modified crops. The pollen from the crops will escape. This will cause their genes to spread throughout all similar species with totally unknown results.

26. Argument: Example 3 Covering a leaf with aluminum foil will cause it to go yellow. A starch test on the leaf shows that no starch has been produced in the leaf compared to other leaves. Light must be responsible for producing the starch unless it is some effect of the aluminum.

27. Argument: Example 3 StatementClaimEvidenceReasoning Covering a leaf with aluminum foil will cause it to go yellow. A starch test on the leaf shows that no starch has been produced in the leaf compared to other leaves. Light must be responsible for producing the starch unless it is some effect of the aluminum

28. What is the evidence against? Gases do not weigh anything.

29. What is the evidence for? Sugar does not disappear forever when it dissolved.

30. What is the evidence against? Heavier things fall faster. Video

33. How to foster student talk? Think pair and share

36. Argument Line Heavier All objects fall Things fall at the same rate Faster when there is no air

37. Four Corners Strongly Agree Agree Wolves should be reintroduced into California. Disagree Strongly Disagree

38. Three Corners We are tilted We are further towards the Sun from the Sun but the tilt and nearer towards makes it warmer Why is hotter in summer? The Sun is stronger in summer.

39. Listening Triads