1. March 7, 2013

2.  School  Courses taught  Interest in this topic  A time when you defended a claim with evidence and reasoning

3.  Consider the range of scientific explanations  Examine the MacNeill-Krajcik framework  Determine how to use the framework  Support each other’s implementation (Follow- up sessions)

4.  Why do we want students to write scientific explanations?  What makes a good scientific explanation?  What is the difference between a scientific explanation and an MSP conclusion?  Which learning experiences lend themselves to scientific explanation?  How do I support student construction of scientific explanations?

5.  Record your initial thoughts to this question.  Review and sort the “purpose cards” and create a header for each set. Make meaning of data collected by scientists in the field Understand the nature of science

6.  What surprised you about the purpose cards?  What did you know but now see in a different light?  What questions do you have?

7.  Form groups of three ◦ Recorder ◦ Reporter ◦ Time keeper  Report out ◦ Surprises ◦ Questions

9.  Create a list of elements  http://youtu.be/JO0ZF85yUjs http://youtu.be/JO0ZF85yUjs

10. Can plants think? An explanation from Alan Sage http://video.pbs.org/video/1881274276/

11.  Another perspective – Student Explanation Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.

12.  Revisit your initial thoughts on qualities of a student scientific explanation  Consider the perspectives ◦ My Dad is an Alien ◦ Alan Sage ◦ Student writing sample

13.  Consider these three questions and record your thoughts on the open outline: 1.What surprised you? 1.What did you already know that you now see differently 1.What do you still want to understand?  Add to or revise your initial thoughts about good student explanations

14.  Revise initial list and respond to questions:  From groups of three, appoint a reporter  Share out 1.What surprised you? 2.What did you know that you now see differently? 3.What questions do you have?

15. Claims, Evidence and Reasoning Framework

16.  Claim ◦ A conclusion about a problem  Evidence ◦ Scientific data that is appropriate and sufficient to support the claim  Reasoning ◦ A justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles  Rebuttal (We will explore at a follow-up session) ◦ Describes alternative explanations and provides counter evidence and reasoning for why the alternative is not appropriate

18. Examine the rubric and apply the framework to this student response: Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these are properties are the same, 1 and 4 are the same substance.

19. Apply the framework Liquid 1 and 4 are indeed the same substance. Looking at this data, the properties include Density, Color and Melting Point. Mass is not a property. Density, color and M.P. are all the same for the liquid 1 and 4. Since all of these properties are the same, 1 and 4 are the same substance.

20.  With a partner, examine student writing samples?  Consider the feedback that you would give to this student (not a grade)

21.  Answer the Salmonberry question AS WRITTEN and share with a partner

22.  Review the Conclusion Scoring Guide ◦ ! An idea that you already knew ◦ * An idea that surprised you ◦ ? Something that you have a question about  Examine the student samples and determine attributes and score points

23.  Compare the two point MSP “Salmonberry” conclusion example with the best “Properties” student explanation. 1.What is similar between the two? 1.What is different between the two? 2.Implications?

24.  Everyone read pgs 46 – 49 & 53-54  Count off by 4 1.Physics example (5 th grade) 2.Chemistry example (6 th grade) 3.Biology example (7 th grade) 4.Earth science example (8 th grade)

25.  Home group ◦ Share insights from your examples  Application ◦ Review upcoming unit and identify opportunities for students to make scientific explanations

26. In a group of three:  Arrange cards in a sequence of learning activities; state why some activities should occur earlier or later in they year.

27.  Review your notes on a suitable upcoming learning opportunity  Consider the video and the Teaching Strategies for Supporting Students Activity  Describe your first three/next three steps to support student explanation writing

28.  Teaching students to construct scientific explanations ◦ Progression ◦ Teaching strategies ◦ Video examples ◦ Application to upcoming units  Argumentation ◦ NGSS, CCSS-ELA & CCSS-Math Practices

29. ◦ Face-to-Face – March 19 or March 21 ◦ Online – April 2, 4 or 11 ◦ Face-to-Face – April 23, 25, 30 or May 2 ◦ Online – May 16 or 21

30.  3 – Learnings (or things you see differently)  2 - Ideas to take away  1 – The most important thing that we discuss during our follow-up events