1

Math Practices andScience ExpectationsCorrelations

8/10/2011

2Warm-up

Compare and contrast the two wordles provided. 

MathPracticesWordle.pdf

ScienceWordleMS.pd

8/10/2011

3

Something OldStep 1: Get into content specific groups.Step 2: Each poster around the room has one Math

Standard matched with a Science Expectation. Take a look at each poster with an example of an activity seen in Howard County classrooms that demonstrates the goal/expectation.

Step 3: In groups come up with another activity that demonstrates the goal/expectation. Also come up with 1 behavior demonstrated by students when they are using the math practices.

8/10/2011

4

Math Practice 2Reason Abstractly and QuantitativelyScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(2) Pose scientific questions and suggest investigative approaches

to provide answers to questions.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(6) Use mathematical processes.(7) Show that connections exist both within the various fields of

science & among science and other disciplines.Activities

Chemistry: Experimenting with various substances to see which makes the best toe warmer 8/10/2011

Behaviors?

5Math Practice 3Construct Viable Arguments and Critique the Reasoning of OthersScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(2) Pose scientific questions and suggest investigative approaches

to provide answers to questions.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(5) Use appropriate methods for communicating in writing and

orally.(6) Use mathematical processes.(7) Show that connections exist both within the various fields of

science and among science and other disciplines. ActivitiesBiology: Genetic engineering, Natural selection vs.

acquired inheritance, Enzyme lab 8/10/2011

Behaviors?

6

Math Practice 4Model with MathematicsScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(2) Pose scientific questions and suggest investigative approaches

to provide answers to questions.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(6) Use mathematical processes.(7) Show that connections exist both within the various fields of

science and among science and other disciplines.Activities

Biology: Enzyme lab – graphing, Osmosis - calculate % change, Yeast lab - production of CO2, Mitosis - calculation of cells in each phase

Earth Science: Radioactive decay8/10/2011

Behaviors?

7

Math Practice 5Use Appropriate Tools StrategicallyScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(2) Pose scientific questions and suggest investigative approaches

to provide answers to questions.(3) Carry out scientific investigation effectively and employ proper

tools.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(5) Use appropriate methods for communicating in writing and

orally the processes and results of scientific investigations.(6) Use mathematical processes.

ActivitiesAnatomy: Measuring heart rate or of tidal volumePhysics: probeware Environmental: microscopic

ecology8/10/2011

Behaviors?

8

Math Practice 6Attend to PrecisionScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(2) Pose scientific questions and suggest investigative

approaches to provide answers to questions.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(5) Use appropriate methods for communicating in writing and

orally the processes and results of scientific investigations.(6) Use mathematical processes.

ActivitiesChemistry: StoichiometryAnatomy: Measuring heart rateEveryone does BCRs 8/10/2011

Behaviors?

9Math Practice 7Look for and Make Use of Patterns orStructures in DataScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(5) Use appropriate methods for communicating in writing and

orally the processes and results of scientific investigations.(6) Use mathematical processes.

ActivitiesBiology: Change in enzyme activity as

temperature or other environmental factors change; diffusion - the relationship between changes in concentration and the rate of diffusion

8/10/2011

Behaviors?

10Math Practice 8

Look for and Express Regularity in Repeated ReasoningScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(2) Pose scientific questions and suggest investigative approaches

to provide answers to questions.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(5) Use appropriate methods for communicating in writing and

orally the processes and results of scientific investigations.Activities

Environmental: Lab on ice or specific heat in relation to fish surviving winter; Using food labels to categorize macromolecules; Developing dichotomous keys

8/10/2011

Behaviors?

11Math Practice 1

Make Sense of Problems and Persevere in Solving ThemScience Expectations: The student will(1) Explain why curiosity, honesty, openness, and skepticism are

highly regarded in science.(2) Pose scientific questions and suggest investigative approaches

to provide answers to questions.(4) Demonstrate that data analysis is a vital aspect of the process

of scientific inquiry and communication.(5) Use appropriate methods for communicating in writing and

orally the processes & results of scientific investigations.(6) Use mathematical processes.(7) Show that connections exist both within the various fields of

science and among science and other disciplines.What do you do in your classroom that

demonstrates this math practice?8/10/2011

12

All Labs!!

8/10/2011

Writing Scientific ArgumentsAn Introduction

8/10/2011

13Something New

14

Why Scientific Argument?“Argumentation is needed to resolve questions involving, for example, the best experimental design, the most appropriate techniques of data analysis, or the best interpretation of a given data set.”

From: National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for the New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

8/10/2011

15What Are Appropriate

Arguments?“Whether they concern new theories, proposed explanations of phenomena, novel solutions to technological problems, or fresh interpretations of old data, scientists and engineers use reasoning and argumentation to make their case.”

From: National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for the New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

8/10/2011

16

Student Misconceptions • Students sometimes confuse

argument with debate, taking a strong, oppositional position on a topic and then trying to "win" points.

• Students sometimes conceptualize an argument as a fight: they spar with a text without taking the time to understand it.

• Students sometimes think in black and white, neglecting the nuances of an argument.

• Students sometimes jump on the first band wagon they find, citing an authority with almost blind reverence and ignoring all other points of view.

• Students can mistake argument for opinion, writing papers that are subjective and self-gratifying rather than objective and reader-based.

• Students sometimes construct a weakly supported or poorly reasoned argument because it is, after all, their opinion, and they have a right to it.

• Students can find themselves overwhelmed by the complexity of an intellectual problem, unable to take a stand.

8/10/2011Pasted from <http://www.dartmouth.edu/%7Ewriting/materials/faculty/pedagogies/argument.shtml>

17

Encouraging Students to Engage in Scientific ArgumentHelp students avoid using ambiguous, fragmentary,

and contradictory language.Focus on how evidence is used to construct

explanations.Emphasize why scientists draw the conclusions that

they do.Explore alternative explanations.Students need help to detect “bad science.”From: National Research Council. (2007). Taking Science to School: Learning and Teaching Science in Grades K-

8. Committee on Science Learning, Kindergarten through Eighth Grade. R.A. Duschl, et al., Editors. Board on Science Education, Center for Education. Division of Behavioral and Social Science and Education. Washington, DC: The National Academies Press, 187-188.

8/10/2011

18

An ExampleThe following slides demonstrate an example of the formulation of an argument using a graphic organizer.

8/10/2011

19

Concluding Statement

Synthesis

8/10/2011

Claim

EvidenceSource

EvidenceSource

EvidenceSource

Counterclaim

EvidenceSource

EvidenceSource

EvidenceSource

20

Making a Claim Think about how a teenage driver might convince his/her parents to loan the family car. Some tactics might include: • Present examples of trustworthiness from the past • Instill feelings of guilt• Whine• Present statistics on teen driving to demonstrate a

sense of responsibility.  Based on an example from: http://www.unc.edu/depts/wcweb/handouts/argument.html

8/10/2011

21

8/10/2011

Concluding Statement

Synthesis

EvidenceSource

EvidenceSource

EvidenceSource

Counterclaim

EvidenceSource

EvidenceSource

EvidenceSource

Claim• Main idea• Thesis statement• Position• Hypothesis

Must have supportive evidenceExample: I should be allowed to drive the family car.

22

Counter ClaimsYou want to show that you have seriously considered the

many sides of the issue and that you are not simply attacking or caricaturing your opponents.

Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you've chosen.

Ask yourself how someone who disagrees with you might respond to each of the points you've made or your position as a whole.

Do some research.Pasted from http://www.unc.edu/depts/wcweb/handouts/argument.html 8/10/2011

23

8/10/2011

Claim Concluding Statement

Synthesis

EvidenceSource

EvidenceSource

EvidenceSource

EvidenceSource

EvidenceSource

EvidenceSource

Counterclaim• An opposing view

Must have supportive evidenceExample: I probably should not be allowed to drive the family car.

24

8/10/2011

Evidence Information that supports a claim or counterclaim (ex. facts,

figures, examples)

I should be allowed to drive the

car!

I probably should not be

allowed to drive the car!

Concluding Statement

I passed the driving test the first time.(I know the rules.) Driving record at MVA

I have never gotten a ticket.(I follow the rules.) Driving record at MVA

I have not lost my cell phone, wallet, or debit card.(I am responsible.) Personal communication

Traffic accidents are a leading cause of death for teenagers.(They don’t pay attentionas well) NHTSA

No previous experience with being responsible for something this potentially dangerous or expensive.Personal communication

Synthesis

25

8/10/2011

Concluding Statement

SynthesisPoint out strengths and limitations of both claim and counterclaim

I should be allowed to drive the family car as I have

demonstrated responsibility, fulfilled the legal

requirements, and have maintained control of my driving. Even though it is true that traffic accidents

are a leading killer of teenagers, it is obvious since

not all teenagers have accidents that there are

many safe teenage drivers. In previous circumstances, when I have been given the

opportunity to be responsible, I have

demonstrated this attribute so a lack of experience is not a strong counterclaim.

Claim

Counter-claim

Evidence Source

Evidence Source

Evidence Source

Evidence Source

Evidence Source

Evidence Source

Synthesis

Clarify relationships between claim and reasons, reasons and evidence, and claim and counterclaim.

26

For You to Do!Within content-alike groups, identify two

opportunities you have to highlight scientific argument with your students during the first quarter.

Consider how you will encourage students to: Use scientific evidence,Use scientific language,Consider counterclaims.

Share examples with your department.8/10/2011

27

Selected ResourcesVisual Thesaurus -- read page 3 for transition words and

page 7 for an activity with transition words and why they are necessary

Selecting Evidence lesson plan Writing Process for argumentTeaching Argument is GREAT!  Introduces the

misconceptions of argument, elements of critical thinking that are needed for the writing process, and how to begin students in the critical thinking process

Syllabus development gives good suggestions to think about when designing a timeline for an argumentative paper assignment

8/10/2011

28

Something BorrowedYou take so much time to create engaging

lessons and activities so why not share them?

8/10/2011

What would be the ideal way for you to share your exemplars each quarter?

29

ContributorsThanks to• Kendall Morton, GHS• Leigh Feagans, GHS• Jodi Duff, LRHS• Laura Herbers, LRHS• Alyson Donoghue, MHHS• Leah Donovan, OMMS• Audra Hunsberger, ELMS

8/10/2011

30

Something BlueWe would like to for your time and the great work you’ve done and will continue to do this year. Enjoy and Happy School Year!!

8/10/2011

thank you