1. Partnering to Progress K-5 Science Alliance April 14, 2009 Blue Licks State Park Come on In! Please help yourself to some refreshments and make sure you have signed in.

2. Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for each meeting Keep side conversations to a minimum

3. Roadmap Review Conceptual Change Ch. 3 Debrief Talk & Argument States of Matter

4. Roadmap for Today Models And Representations Science Investigations Changes in and of matter Mixing Objects

5. Joke Break

6. Making Thinking Visible: Modeling and Representation Chapter 6

7. Learning Targets I can identify key concepts about scientific models. I can explain the importance of developing student’s understanding of models in order to develop their understanding of the natural world.

8. What is a model anyway? Using your reading guide from Ready, Set, Science!, refine your definition of a scientific model. Next, compare scientific model and representation. Working with a partner, sort the descriptions into those that are scientific models and those that are not. How do you decide if something is a scientific model or not? Write your answer on your probe and on an index card.

9. “MUSICAL MIX” Stand Up and have your index card in hand. When the music starts, begin passing index cards from person to person. When the music stops, read the card in your hand—how is it like/not like your own explanation? Repeat the process 2X. Taking into account the cards that you have read, revise if necessary, the explanation on your probe.

10. Modeling and Representation Working with your table group, plan a 30 minute presentation for the non-P2P teachers in your school about the role of models and representations in developing student’s understanding of key scientific concepts. Include the following in your presentation: –Distinction between models and representations –Key concepts that students need to understand about models –Key ideas about symbolic representations (i.e., mathematics, data, scale models, diagrams, maps) Outline your presentation on chart paper to share with the whole group.

11. “Models are crucial to science teaching and learning, yet they can create unforeseen and overlooked challenges for students and teachers.” –John Eichinger, “Using Models Effectively,” Science and Children, April/May 2005

16. Time to Reflect!

18. Mixing Objects Learning Targets I can observe that when materials change, their mass does not change. I can show that the mass of something is the sum of the masses of its parts. I can show that volume is often not conserved when materials are mixed. I can see that volume may not be conserved, because particles of one material may fit into the spaces between larger particles in another material.

19. Mixing Objects Before you mix objects, we’re going to form mixed groups of 3. As you do the activities and record your observations, be sure to include drawings as a part of them. What’s your rule about mixing?

20. Mixing Objects You made observations at the macro level. What did you have to consider to explain what happened when you mixed water and ethanol? How can models be useful in helping us bridge macro level observations with micro level explanations? What might be some limitations of these models?

21. Time to Reflect!

22. Ch. 7 Learning from Science Investigations “Research shows that simply “doing” science activities often leaves students with an inaccurate sense of what science is and how it works.” –Ready, Set, Science! pg. 127 I can explain how “science is not only a body of knowledge, but also a way of knowing.”

23. Final Word Each person will select a quote from the pages they are assigned. When it’s your turn, read your quote (provide page number) with no comment. Round robin, other participants comment on that quote. Person 1 gets the ‘final word.’ Pattern continues until each person has a turn. –Person 1 – pages 127 – 131 –Person 2 – pages 132 – 136 –Person 3 – pages 137 – 140 –Person 4 – pages 141 – 145 –Person 5 – pages 146 - 148

24. Final Word As a group, complete the following stem, to summarize chapter 7 and your discussion about learning from science investigations – The thing is…

25. Time to Reflect!

26. Changes in and of Matter Learning Targets I can describe how the amount of matter and weight are conserved across a broad range of transformations. I can describe how material kinds stay the same across some transformations and change across others.

27. Becoming an Expert! Your group of 3 will be assigned a station. Please complete the station according to the directions. Record your observations and mass readings for BEFORE and AFTER. Write a description of the change(s). Create a 3-panel poster stating your claim, the evidence and your reasoning in order to present your findings. Be prepared to share whole group.

28. Changes in and of Matter Expert Group Poster Session Each expert group will quickly share WHAT they did at their station. Then, provide their claim, evidence, and reasoning concerning their observations to the whole group. As one group presents, all other groups should determine if: –The evidence presented supports the claim. –The reasons provided support the claim and come from the evidence. Claim Evidence Reasoning

29. “In many classrooms, students are given scant opportunities to think aloud, let alone engage in argumentation that is uniquely scientific. In order to engage in effective scientific argumentation, students must embrace norms and habits that focus on data, analysis, and the building of ideas in a collective, cumulative fashion.” –Ready, Set, Science! pg. 107

30. The Kitchen Kaper

31. So what does it all mean? Objects are constituted of matter, which exists as many different material kinds. Objects have properties that can be measured and depend on the amount of matter and on the material kinds they are made of. Matter can be transformed, but not created or destroyed, through physical and chemical processes. Good measurements provide more reliable and useful information about object properties than common-sense impressions. Modeling is concerned with capturing key relations among ideas rather than surface appearance. Arguments use reasoning to connect ideas and data.

32. Time to Reflect!

33. Roadmap for Today Models And Representations Science Investigations Changes in and of matter Mixing Objects

34. For the Summer Our summer meeting will be July 13-17 at Tollesboro Elementary. –Breakfast at 8:30 –Session will begin at 9:00