Introductory Module
Goals:
- Encourage participants to think of science as a set of science practices, and not just a body of facts that need to be memorized
- Provide an overview of the three groups (Investigating, Sensemaking, Critiquing) as well as the 8 science practices
- Reflect on how similar and different participants' current science instruction is compared to the focus on science practices
Agenda:
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Materials:
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1. Conduct shadow investigation
Introduction: A shift in science education
Shadow investigation: Think-pair-share
Shadow investigation: Conduct investigation in groups
- Historically, science education has overemphasized students learning a myriad of facts rather than understanding how ideas are developed and transform over time (Roth & Garnier, 2006).
- “Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. Both elements – knowledge and practice – are essential” (NRC, 2012, p. 26).
Shadow investigation: Think-pair-share
- Target standard: use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. [MA.1-ESS1-1]
- Think-pair-share: When you are outside, how does the shadow of your body change during the day?
- Share ideas as a group
Shadow investigation: Conduct investigation in groups
- With your group, complete the investigation (including the conclusion questions) to explore how shadows change when a light source moves.
Shadow investigation: Discussion
- Share your claim and evidence - How did the shadow change when you moved the flashlight?
- Given your finding from today's investigation, why do you think the shadow of your body changes throughout the day?
- How did your observations align with what you discussed before the investigation of shadows outside?
2. Watch video on science practices
Watch the video below, which provides an introduction to the 8 science practices.
Discussion Questions:
- How is this vision of science practices similar and different from what is currently in science curriculum?
- How could you envision using the science practices in your classroom?
3. Present 3 groups for science practices
Considering all 8 practices can be a bit overwhelming at first. One way to think about the 8 practices is in 3 different groups - Investigating Practices, Sensemaking Practices, and Critiquing Practices.
Investigating Practices
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Sensemaking Practices
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Critiquing Practices
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4. Discuss shadow investigation
5. Reflect on instruction and next steps
Discussion Questions:
In Future Modules we will:
- How often does your current instruction provide opportunities for the three groups of science practices (Investigating, Sensemaking and Critiquing)?
- Is there one group where there are more opportunities?
- Is there one group where there are less opportunities?
In Future Modules we will:
- Explore each group, and each individual science practice, in more depth.
- Provide strategies to revise current science instruction to align more closely with this new focus on science practices
*Extension Reading - What do scientists really do?
The task:
2. Historically, the “scientific method” has been provided to students as the way that scientists “do
science”. Would the authors agree with this representation of science?
- Read selection from Ready, Set, Science
- Annotate Text
- Answer the two text dependent questions at the end of the reading:
2. Historically, the “scientific method” has been provided to students as the way that scientists “do
science”. Would the authors agree with this representation of science?
Additional Resources
If you want to learn more about science practices check out:
- Rodger Bybee's (2011) article Scientific and Engineering Practices in K-12 Classrooms
©2016 Boston Public Schools Science Department