Claims, Evidence & Reasoning

March 7, 2013

School Courses taught Interest in this topic A time when you

defended a claim with evidence and reasoning

Welcome

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)

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?

Agenda

Record your initial thoughts to this question.

Review and sort the “purpose cards” and create a header for each set.

Why do we want students to write scientific explanations?

Make meaning of data

collected by scientists in

the field

Understand the nature of science

What surprised you about the purpose cards?

What did you know but now see in a different light?

What questions do you have?

Reflect & Review

Form groups of three◦ Recorder◦ Reporter◦ Time keeper

Report out◦ Surprises◦ Questions

Revise

What makes a good scientific explanation? Create a list of elements

http://youtu.be/JO0ZF85yUjs

Can plants think?An explanation from Alan Sagehttp://video.pbs.org/video/1881274276/

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.

Revisit your initial thoughts on qualities of a student scientific explanation

Consider the perspectives◦ My Dad is an Alien◦ Alan Sage◦ Student writing sample

How do we support student science explanations?

Consider these three questions and record your thoughts on the open outline:1. What surprised you?

2. What did you already know that you now see differently

3. What do you still want to understand?

Add to or revise your initial thoughts about good student explanations

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?

Claims, Evidence and Reasoning Framework

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

CER Framework

Advanced Framework

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.

Apply the frameworkLiquid 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.

With a partner, examine student writing samples?

Consider the feedback that you would give to this student (not a grade)

Answer the Salmonberry question AS WRITTEN and share with a partner

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

Compare the two point MSP “Salmonberry” conclusion example with the best “Properties” student explanation.

1. What is similar between the two?

2. What is different between the two?

3. Implications?

Everyone read pgs 46 – 49 & 53-54

Count off by 41. Physics example (5th grade)2. Chemistry example (6th grade)3. Biology example (7th grade)4. Earth science example (8th grade)

Home group◦ Share insights from your examples

Application◦ Review upcoming unit and identify opportunities

for students to make scientific explanations

How do I support student construction of scientific explanations?

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.

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

What is the first thing you will do to support student construction of scientific explanations?

Teaching students to construct scientific explanations◦ Progression◦ Teaching strategies◦ Video examples◦ Application to upcoming units

Argumentation◦ NGSS, CCSS-ELA & CCSS-Math Practices

Follow-up Sessions

◦ 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

Follow-up Session Dates?

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

Evaluation

Claims, Evidence & Reasoning

Documents

Transcript of Claims, Evidence & Reasoning

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