OpenSciEd Thermal Energy Unit Webinar Slides November 4, 2019

The OpenSciEd Thermal Energy Unit Overview

Sarah Delaney Director, OpenSciEd

Whitney Smith For slides, visit: www.openscied.org/webinars/

OpenSciEd Teacher & Facilitator

Session Snapshot 1. About OpenSciEd 2. Experience part of the Thermal Energy unit 3. Investigate the storyline for the unit 4. Identify the resources built into the unit that support the shifts called for by A Framework for K-12 Science Education & the NGSS 5. Q&A

What is OpenSciEd?

A nonproďŹ t organization that aims to improve science education through the development and implementation of high-quality, freely available science instructional materials from elementary to high school.

The best science materials, freely available.

Who is OpenSciEd?

2 Jim Ryan Executive Director

Sarah Delaney Director

OpenSciEd Staff Members

4

Supportive Philanthropic Organizations

5

Organizations in the Developers Consortium

Partner States

10

New Jersey Field Test Teachers

228 Field Test Teachers

Students engaged in the field test units

5800

How do we know the materials are “high-quality�?

3

Design Features to Ensure High-Quality Materials

1. Invested heavily in the development of a set of Design SpeciďŹ cations that would guide our work 2. Designed a unit development process that gathers a wide range of data to inform the work 3. Committed to having an external review of the materials to ensure their quality

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Instructional Model Equitable Science Instruction for All Students Assessment to Inform Teaching and Learning Designing Educative Features Asking Questions and DeďŹ ning Problems Planning and Carrying Out Investigations Developing and Using Models, Constructing Explanations, and Designing Solutions Analyzing and Interpreting Data and Using Mathematical and Computational Thinking Arguing from Evidence and Obtaining, Evaluating, and Communicating Information Crosscutting Concepts Classroom Routines Integration of English Language Arts and Mathematics Meeting Practical Needs and Constraints of Public Education Guidance on Modifying Instructional Units

www.openscied.org/design-speciďŹ cations

3

Design Features to Ensure High-Quality Materials

1. Invested heavily in the development of a set of Design SpeciďŹ cations that would guide our work 2. Designed a unit development process that gathers a wide range of data to inform the work 3. Committed to having an external review of the materials to ensure their quality

3

Design Features to Ensure High-Quality Materials

1. Invested heavily in the development of a set of Design SpeciďŹ cations that would guide our work 2. Designed a unit development process that gathers a wide range of data to inform the work 3. Committed to having an external review of the materials to ensure their quality

A Nine Month Development Period

Write

Revise

Field Test

Unit Release

“Since launching in 2016, Achieve’s Science Peer Review Panel has reviewed nearly 300 publicly available units using the EQuIP Rubric for Science and only 14 units have earned the top two ratings, including the three units released by OpenSciEd.” Matt Krehbiel, Director for Science at Achieve.

Let’s Do Science!

OpenSciEd Scope and Sequence

OpenSciEd Scope and Sequence

Focal Science & Engineering Practices: ● ● ● ●

Developing & Using Models Planning & Carrying Out Investigations Constructing Explanations & Designing Solutions Engaging in Argument from Evidence

Focal Crosscutting Concepts: ● Systems & System Models ● Energy & Matter ● Structure & Function

Switching Hats to Support Professional Learning Educator Hat

Student Hat ● ● ●

Thinking like a middle schooler.

What do you anticipate a middle school student might think?

What might they say?

● ●

Thinking like an educator.

Reflecting on pedagogical approach, instructional routines, classroom culture, logistics/supports, NGSS, etc...

Welcome 6th Grade Students!

Slide A

Staying Cool I’ve been buying iced drinks for years using the regular cup, but my drink always warms up and waters down. The designers of the fancy cup claim the cup can keep a drink colder for longer.

Fancy cup

Regular cup

Turn and Talk Type into the Chat ● Why does the drink in the regular cup warm up? ● How could the fancy cup keep the drink from warming up?

Slide B

Claim: The fancy cup works better than the regular cup.

How could we test this claim?

What evidence could we collect to prove or disprove the claim?

Fancy cup

Regular cup

Stop and Jot 1. Write the claim.

2. Write how you could test the claim and the evidence you want to collect. âž” Be prepared to share with the class.

Slide C

Cold Cup Test Below your Stop and Jot ideas, draw a data table following your teacher’s instructions.

1 min Regular cup Fancy cup

10 min

20 min

30 min

Temp change

Picture of Students doing the Cold Cup Test

Slide D

Systems we are trying to explain The Cup Systems

Turn and Talk Type ○ What are the parts of each cup system? ○ What does each part do in the system? ○ How do the parts work together to keep a drink cold?

Fancy cup

Regular cup

Slide E

Cup Systems Models Draw systems models for the regular cup and fancy cup.

Your models should explain how the drink in the regular cup warms up and how the fancy cup could keep the drink colder for longer.

Cup System Models Regular cup

Fancy cup

STUDENT A

Sample Student System Models

STUDENT B

Sample Student System Models

STUDENT C

Sample Student System Models

Slide H

Claim: The fancy cup works better than the regular cup.

The Cup Systems

OUR DATA 20

30

Temp change

1

10

Regular cup

5.5

6.5

8.0 9.0 +3.5℃

Fancy cup

5.5

6.0

7.0

7.8

+2.3℃

ROOM TEMP: 22 ℃

Fancy cup

Regular cup

What conclusions can we draw from the temperature data?

Slide G

Navigation Look back at your data. What conclusions did we come to in the last class?

Write your conclusions below your data table.

Cup System Models Regular cup

Cold Cup Test

Claim: The fancy cup works better than the regular cup.

We could test this by...

1 Regular cup

Fancy cup

Fancy cup

Conclusions

10

20

30

Temp change

Co-develop norms for consensus-building discussion 1. Respectful: Our classroom is a safe space to share 2. Equitable: Everyone’s participation and ideas are valuable 3. Committed to our community: We learn together 4. Moving our science thinking forward: We work to figure things out

Slide J

Models help us explain how and why.

The Cup Systems Temp change

1

10

20

30

Regular cup

5.5

6.5

8.0

9.0

+3.5℃

Fancy cup

5.5

6.0

7.0

7.8

+2.3℃

Why does one cup system keep

water cold for longer than the other cup system?

Fancy cup

Regular cup

Slide K

Initial Consensus Model Discussion Develop a whole-group record of what we agree on and where we have competing ideas across our models. ◉ What do we all seem to agree on? ◉ What do we disagree on? ◉ What are some new ideas that we may want to consider?

Sample Initial Consensus Model

Slide L

Related Phenomena Share what you found out about similar systems and objects that can keep something inside them cold or hot. ● What kinds of systems and objects maintain the temperature of the stuff inside without using electricity? ● How do these things work? ● Are they the same or different depending on whether the stuff inside is cold or hot?

➔ Be prepared to share your ideas with the class.

Sample Related Phenomena

Slide M

Connections to Our Prior Unit Pick 1 item from the Related Phenomena poster.

Draw a model to explain how you think the item works to keep something inside it cold or warm.* ❏ Step 1: Diagram the important parts of the system--inside, outside, and any important structural features. ❏ Step 2: Use the model to answer these questions: ❏ How does the thing inside warm up or cool down? ❏ How do the parts of the system work together to keep this from happening? ❏ Step 3: Use colors, symbols, and words to help you. *You do not need to explain it completely. Identify the things that could be happening that may explain how it works.

Slide O

What questions do you have now?

Look back at ➔ your models for the regular cup and fancy cup, ➔ your model for the related phenomena, and ➔ what you noticed and wondered in the gallery walk.

Brainstorm with your partner how to turn your ideas into why and how questions to explain the cups and the related phenomena.

● Type at least one question into the chat.

Slide P

Driving Question Board Bring your notecards with questions to our Scientists Circle, along with your science notebook.

Let’s build our Driving Question Board (DQB).

Sample Driving Question Board

Sample Driving Question Board

Slide Q

Ideas for Investigations

Turn and Talk Type What kind of investigations could we do and/or what additional sources of data might we need to figure out the answers to our questions?

âž” Be prepared to share thes e with the class.

Ideas for Investigations

Sample Ideas for Investigation

Welcome Back Educators!

What happens next….?

Examining the Unit Storyline ● Read through the storyline for the unit bit.ly/thermal-storyline ● Take note of the following ○ Where in the storyline are your questions being touched on? ○ What are the students doing? ○ What is the teacher doing?

OpenSciEd Instructional Model

The Five OpenSciEd Routines OpenSciEd units use ďŹ ve routines drawn from the work of the NextGen Science Storylines Project (Reiser, Novak, McGill, 2017): Routine

Purpose

Anchoring Phenomenon

Develop curiosity to drive learning throughout the unit based on a common experience of a phenomenon and connections to any related phenomena students have experienced.

Navigation

Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the context of the unit.

Investigation

Use scientific practices to investigate and make sense of a phenomenon.

Putting Pieces Together

Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected together to account for the phenomenon we have been working on.

Problematizing

Evaluate the adequacy of our scientific ideas to explain a phenomenon in order to identify what we still need to understand.

How can containers keep stu from warming up or cooling down?

18 lessons 37 days of instruction

What is a unit?

What materials make up an OpenSciEd Unit?

Teacher Materials

Teacher Guide

Unit Storyline

Professional Learning Materials for Teachers & Facilitators

Slides PD Agendas

PD Slides

Student Materials

Student Edition

Kit Materials Lists

Simulations & Videos

Classroom Videos

Resources

The Power of Open Educational Resources (OER) Free to download as a PDF or copy to your Google folder

Inexpensive to purchase printed books and kit materials

Teacher Guide $10.95 Student Edition $3.45

Assembling Kits All of the materials needed for our units can be found in this Google folder http://bit.ly/opensciedkits

Buying Kits We have partnered with AquaPhoenix to be OpenSciEd’s kit provider.

AquaPhoenix will sell kits four different types of kits for each unit: ● Standard Equipment Kit ● These are items that last from class to class and are common to most classrooms, e.g., rulers balances, beakers ● Specialized Equipment Kit: ● These are things that last from class to class and are NOT common or easy to get, e.g., motion sensor, rock samples ● Basic Supplies Kit: ● These are things that get used up during instruction and can be found at most large stores, e.g., Dixie cups, paper towels, markers, posterboards ● Specialized Consumables Kit: ● These are the items that are used up during instruction and are specific to the unit, e.g., iodine solution, dialysis tubing, candle wicks

Embedded features & supports of the units

Teacher Handbook www.openscied.org/resources ● Driving Question Board - pg. 20 ● Science & Engineering Practices - pg. 22 ● Crosscutting Concepts - pg. 24 ● Assessment - pg. 25 ● Differentiation - pg. 40 ● Attending to Equity - pg. 42 ● Integrating ELA - pg. 44

Comprehensive Assessment System

Comprehensive Assessment System

Comprehensive Assessment System

A variety of assessments throughout the unit.

Comprehensive Assessment System

3D lesson-level assessment guidance.

Thorough Teacher Background Information

Provision of supports focused on ensuring access & equity for all students

Next Steps & Getting Involved

Professional Learning, an Integral Part High-quality instructional materials combined with professional learning, embedded and sustained in teaching practice, are both needed to support the ambitious vision in recent science standards.

Professional Development Providers

Join our Facebook Groups Thermal Energy www.facebook.com/groups/openscied.thermal.energy/

Metabolic Reactions www.facebook.com/groups/openscied.metabolic.reactions/

Sound Waves www.facebook.com/groups/openscied.sound.waves/

Save the Date - Next Units February 2020 ● Weather, Climate, & Water Cycling ● Matter Cycling & Photosynthesis ● Forces at a Distance

“But like in this, we were the ones who came up with it. So we were able to understand… We had similar ideas or different ideas. So we were able to come up with this one model that we could ALL understand. Because WE came up with it.”

- OpenSciEd Middle School Student

Q&A

Learn more about OpenSciEd ●

Visit our website

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Download the materials

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Explore the Teacher Handbook & other resources

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Read some articles about OpenSciEd

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Explore the Professional Learning resources

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Watch a unit in action

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Hear from teachers, students and administrators about their experience with OpenSciEd

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