PISAPISA2 2 Cohort 2 Teacher Cohort 2 Teacher LeadersLeaders

Professional Development Professional Development DayDay

Today’s ObjectivesToday’s Objectives

Explanation-Driven ScienceScience NotebookingLarge Scale Weather

Phenomena

A Vignette:A Vignette:Mrs. Marcus’ ClassMrs. Marcus’ Class

What are the students saying?What is Mrs. Marcus doing?

Questions for TodayQuestions for TodayWhy engage students in scientificexplanation?

What do science explanations look and sound like for middle school students?

What do you need to know and beable to do to promote and facilitate explanation-driven science?

Read All About It!Read All About It!Word Splash Activity:•Form a group of three people•Obtain one Word Splash•Follow the directions on the Word Splash•Obtain a copy of the reading for each person•Read on your own•When your group has finished the reading, revisit your Word Splash entries, discuss and revise•Obtain markers and chart paper•Create metaphorical model to illustrate the components of the framework•Present your model to the class

Looking at Student Looking at Student SamplesSamples

Sample 1: Physical Science - Inclined Planes, 3rd Grade

Sample 2: Physical Science – Energy, 4th grade

Sample 3: Earth Science - Sun Time, 5th Grade

Implications For Implications For PlanningPlanning

• Make sure the activity/investigation question is testable

• Make sure the activity/investigation generates observations and data necessary for evidence

• Have a repertoire of questions that promote thoughtful reasoning

• Determine the complexity and variations of the expected explanation

• Develop a rubric to assess each component of the student’s explanation

My Dad Is an AlienMy Dad Is an Alien

Exit Card AssessmentOn an index card, complete the following

statements:

3 things I learned are…

2 things I still have questions about…

1 thing I don’t understand at all…