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Janice Dargan, Gordon Elementary School, Dillon District 4

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Janice Dargan, Gordon Elementary School, Dillon District 4

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Student Lens:
SEP 1 (Ask Questions): Why are the animals in the ecosystems decreasing? What could be done to change the outcome? I know the hawks eat rabbits, but they eat the grass. There has been a fire...
SEP 2 (Develop and Use Models): I can create a picture that shows what happened to the individual populations related to the specific independent density factor or dependent density factor. I the rabbit doesn't have a predator then the overcrowding will begin which will decrease the food, then they will start to die.
SEP 4 (Analyzing and Interpreting Data): I can use these numbers of the different populations and create a graph that shows the specific numbers and associate the numbers to specific reasons. (Causation)
SEP 6 (Constructing Explanations and Designing Solutions): The chickens die because they become sick especially when they become wet. It has been raining alot. Is there something I can do to help? (Build Chicken Coop, It needs to be high in the air so they won't get wet.)

Many of the SEPs overlap and all focus on the science (how things work) and the ability to solve problems (engineering). The students began the limiting factors unit by looking at pictures and questioning the "why" specific things were happening. The students discussed the basis needs of all living things and how all the factors of an ecosystem are dependent upon another. The students created pictorial models, played interactives and created simulations regarding possible scenarios. The students were also asked to analyze collected data in order to determine possible causations and what could be done to possibly counteract. (Endangered/Extinct) The students were also provided with a challenge that would help an animal population.

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Janice Dargan, Gordon Elementary School, Dillon District 4

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Janice Dargan, Gordon Elementary School, Dillon District 4

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Andrea Summey, East Clarendon Middle School, Clarendon 3

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Andrea Summey, East Clarendon Middle School, Clarendon 3

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Andrea Summey - East Clarendon Middle School, Clarendon 3

SEP Videos notes

#1 - Asking Questions and Defining Problems

Science                                    | Engineering
study of the phenomenon.   | solving human problems.
asks questions first that leads to inquiry.                                                                                                          | Define a problem first that leads to design.
Trying to explain phenomenon | Making something we need
Questions come from curiosity,                                                              models or theories we already
have, search for better solutions     | Questions are used to define the
problem: Needs? Criteria?
Constraints? Technology? What to
test?
Scientific vs nonscientific questions |

From elementary to high school we need to help students refine their questioning.  Eliminate nonscientific questions.

SEP #2 - Developing and Using Models

Mental Models are not good for science and engineering.  AWWWWWW!!!!  Explains misconceptions that students don’t get until they BUILD it

In Science:

Structural Models - ex. DNA - shows how it is built and performs

Behavioral Models - computer programs - shows how the phenomena responds

Functional Models -

Types of models: mathematical, diagrams, computer simulation, analogy

In Engineering:

Models are used to test designs and build designs.

Physical and shared representations.

As teachers we need to not only help student develop models but USE them.

From elementary to high school they should be developing and using models.  Constructing drawings is important to lead to model building.  Move from developing and using models to using simulations.

***  Need to explore NetLogo  ***   And the students should then be creating and testing models they build themselves.

SEP #3 - Planning and Carrying Out Investigations

DATA DATA DATA - Analysis leads to formulating answers and / or generating new questions.

Steps: Questions → Variables → Controls

Use the variables to refine the question.  Vary ONE THING and keep all others controlled.

Data Table - IV on Left     MV on Right

Accuracy (close to target) and Precision (close to each other but not to target)

Sample size helps the investigation to be accurate and precise.

Goal:  plan and then carry out investigations

From elementary to high school we give them a good question and then suggest variables.  As they get older they should be asking the questions and then control the variables.  Be sure to focus on whether the data collected is good or not.  Allow students to repeat, repeat, repeat.

SEP #4 - Analyzing and Interpreting Data

In Science data analysis is used to derive meaning while in Engineering it helps test solutions.

Data must be organized and then graphed so it can be evaluated and then analyzed mathematically.

Elementary to high school progression starts with notebooking in elementary.  Collecting data into tables is later elementary followed by graphing.  Scaffold types of graphs.  Middle school they collect data and then they should be able to pick the type of graph (line - change over time, scatter - correlation, bar - comparing, pie - parts of a whole).  Late Middle is important time to teach causation vs correlation. High school slope and correlation value are important and into mathematical statistics.

SEP #5 - Using Mathematics and computational thinking

In science is allows us to represent variable and in engineering it allows design to be improved. Math is at the core of science.  Computational thinking is doing calculations using computers.  NetLogo again!!!!

Big data - we are collection so much data and need to learn how to study it and learn from it.

In engineering use simulators to test designs

Quantities, Units and mathematical relationships.

In elementary using the measurement tools, collecting data into data.  Using words and symbols.  Middle school needs to learn spreadsheets and probes for gathering and analysis.

SEP #6 Constructing Explanations and Designing Solutions (Theories)

Theory

an idea → experiment → idea supported? → if yes then a THEORY → new evidence → improve theory → REPEAT

Hypothesis is NOT a scientific theory!!! Hypothesis is a plausible guess for our observations.  Hypotheses bridge our observations with theories.

In engineering cycle of design is used.  Starts with explanation!

Elementary to high school - start with constructing explanations.  Middle school problems get harder but the explanations must be BETTER to fit with established facts. Designing solutions in high school is at higher level.

SEP #9 Construct Devices or Design Solutions

Engineering Process

SEP #7  Engaging in Argument from Evidence

In science allows for the best explanations to be developed and in engineering the best solutions!

Informal arguments scientists talking and sharing thoughts.

Formal arguments scientists test, evidence gathered and then information peer reviewed before publishing.

Engineers deal with problems.

Construct arguments, critique arguments and peer reviews

Elementary to High School - elementary kids should be making guesses and be able to support their claims using evidence.

SEP #8 Obtaining, Evaluating and Communicating Information

Formal Communication - science journals, books, presentations, websites, peer review ending in publishing findings.

Informal Communication - talking, emailing

Scientific jargon makes it difficult for students to understand scientific reading.  Another reason it is difficult is the purpose is not entertainment but to share information.  Science text is also multi-modal so student have to learn how to “read” diagrams, charts, data, etc

Consume information, create and share information - reading books but also the primary literature

Elementary to high school - Science teachers must teach science reading!  Elementary needs to be reading science articles on their level.  Spend time teaching them to read diagrams, graphs, etc.  Don’t do science experimentation in isolation but in conjunction with reading science articles.

Adapted Primary Literature - Scientific American is on a high school level.  Find some good adapted primary literature!!!

Communicating explanations in their notebooks and then sharing.

High schoolers should be presenting findings.  Mini-posters to present.

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Andrea Summey, East Clarendon Middle, Clarendon 3

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Andrea Summey, East Clarendon Middle, Clarendon 3

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After viewing the SEP videos I completely changed my original plan because I realized how WEAK my first lesson was.  I have learned throughout this process I need to up my game!

My progression is 2.1A.6 ( Construct Explanations) where my students performed a hands-on activity where they observed earthworms as they responded to the stimulus of moisture.  After collecting their data they moved into 2.1A.4 (Analyze and Interpret Data) where they were introduced the the CCC of PATTERNS as they looked at their data, the classes data and looked for patterns in the worms' behavior.  This included finding the mean (which proved to be difficult).  This lead into the final SEP 2.1A.8 (Obtaining, Evaluating and Communicating Information) where students had to revisit their initial hypothesis and, based on data gathered, reject or accept it. And then they had to come up with a claim about earthworms and their response to moisture.  This discussion went nicely with the CCC of CAUSE AND EFFECT.

A. Student lens     Wondering about Worms - Stimulus and Response

Today I struggled with what a stimulus is and how to identify the stimulus and response.

My teacher helped me by designing a learning experience that allowed me to actually see a worm responding to a stimulus when we did a lab.

The use of the CCC(s) CAUSE AND EFFECT  helped me engage with the content by letting me add the water to the worm and see what happened.  I was able to watch the effect when I added the water.

The other CCC was PATTERNS.  By seeing the patterns in the worms’ behavior in our group and in all the worms in our class I could see that most worms preferred the moist area.

I now can understand that a stimulus is the cause of the organism's response.  The response is the effect that happens to the organism after the change in the environment.

And I showed my understanding by explaining what the stimulus was in the experiment and what the response was to that stimulus.

This new learning is important because all living things respond to stimuli and that is what keeps them alive.

B. I learned that I am missing so many learning opportunities in my lessons when I forget to include ALL 3 dimensions in the lesson. I have to make time for them to do the informational text reading, allow them time to refine their conclusions with some research and I can't rush through data analysis. I am also very aware that I will have to scaffold the students even more than Bozeman said due to a lack of strong Science instruction at the elementary level. Plus the next couple of years the students will not have had any exposure to the CCCs and SEPs.

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JET Middle School
Edgefield County Schools
My lesson utilized SEP 3. Planning & Carrying Out Investigations & 4. Analyzing & Interpreting Data. My students completed a lab inquiry where students classify matter and pure substances. They classified matter using physical properties to determine whether the matter was a pure substance or a mixture. They went through an investigation to determine if the matter had a magnetic properties and whether or not it could be separated physically. They determined mass, volume, and density of the matter and placed data in a chart. Finally, they answered questions related to the lab.
What do these SEP's look like in the classroom from the student lens? Students carrying out the investigation, analyzing & interpreting data.
I learned much from the SEP video's! These are more thoroughly explained with examples and showed me how I can utilize them in the classroom. I now see more clearly how they are applicable to all of the science standards for my grade. Finally, feel more confident that I will incorporate more fully SEP's in my lessons to help guide instruction.

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For my lesson I used SEP S.1A.2 “develop, use, and refine models to understand a phenomena.” My students created 3D models of cells to help them better understand how these microscopic things in our bodies allow us to survive, create energy, and function on a day to day basis. From a student lense, they should better see how cells are made up of individual organelles that have specific functions that allow the cell to function correctly.

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David Williams Brookdale Elementary School OCSD5

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David Williams Brookdale Elementary School OCSD5

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The SEPs I chosen for implementation were  5.P.2A.1, 5.P.2A. Energy and Matter. Matter is evident in three main states: solid, liquid, and gas based on their properties. In order to change the state of matter, energy must be added or removed.  Systems and System Models, Properties and arrangements of atoms (particles) form the states of matter. The recordings helped me by separating how every SEP identifies with science and building independently. I could perceive how the designing part is a greater amount of the application part of the SEP. They additionally helped me see how to step by step bring them into the classroom and how it is a procedure all through their school profession to ace these SEPs. By using the notes from the recordings, I will have the capacity to design lessons that take after these SEPs all the more nearly and enable my understudies to go more inside and out to them.

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Esther Thomas Carver-Edisto Middle School OCSD4

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Esther Thomas Carver-Edisto Middle School OCSD4

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The SEPs I chose for implementation are 8.S.1A.2 - "Develop, use, and refine models to understand or represent phenomena, processes and relationships," 8.S.1A.6 - "Construct explanations of phenomena using primary or secondary scientific evidence and models," and 8.S.1A.8 - "Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models..."                                   a). From a student's perspective, developing and refining a model    (SEP 2 and 8) that represents an oceanic-continental convergence helps me to understand why maps of South America show a long mountain belt that runs from north to south along the western (Pacific) edge of the entire continent.  Because my model shows a subducting oceanic plate, I understand why those mountains in South America are volcanic and why strong earthquakes also occur there. Additionally, I notice that the volcanic activity along this plate boundary which is located on the eastern edge of the Pacific Plate is in an area that is part of the region known as the Pacific Ring of Fire.                                                                   By comparing and analyzing  (SEP 6 and 8) 3 different global maps - a Lithospheric Plate Map, a Seismic Activity Map, and a map of Earth's Active Volcanoes, I am able to see that there is a definite connection between plate boundaries and the occurrence of volcanoes and earthquakes. The location pattern of seismic and volcanic activity on the maps is the same pattern/shape that is  seen on the lithospheric plate map along the boundaries of plates.                                                b).      The SEP videos were very informative. I learned that there are specific behaviors, expectations, and outcomes that are singular to Science as well as to Engineering. For example, a). SEP 6: "Science is theoretical - constructing explanations while Engineering is practical - designing and testing solutions. b). SEP 2: Science: explains phenomena and shares understanding; Engineering analyzes systems. I also learned how the SEPs are to be scaffold from elementary  school though middle school  with the skills increasing in complexity as the students matriculate to higher grade levels thereby equipping them with the skills necessary for success in their high school science classes.

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SCIENCE PLO NOTES FROM VIEWING SEP VIDEOS

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Herman Jamison Brookdale Elementary School OCSD5

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Herman Jamison Brookdale Elementary School OCSD5

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The SEP that I have been implementing   4.S.1A.2 and 4.S.1A.8, which are Define, use, and refine models and Obtain and Evaluate. The standard we have been work on is 4.E.2A.1.The CCC's according to the support document we are going to implement are 2, 3, 4, and 5. From the student lens, students will create models of the water cycle and analyze the water cycle.  They should be able to explain the the process of the water cycle and what does it detail.  Also students should be able to analyze the weather and the different information that is aligned with standard 4.E.2A.1.

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I am a veteran teacher, so I am very familiar and supportive of the video support given to us via the SEP videos. I taught pre-engineering for 15 years and realized that students absolutely need to start thinking critically, using math, making models, drafting/ blueprinting and the like before Kindergarten.
I used music, movement and gaming in many situations to get my students to embrace science and math.
The videos reminded me of how we as teachers need to think deeply about how our students learn and how to meet them there and push them forward.
S. Bickerstaff

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Aa.For my lesson, my students will use SEP S.1A.8 ( Obtain, evaluate, and communicate information). This SEP looks like a lot of reading for  collecting information, and presenting the information through models. So through the students lens, it looks like hands on activities with a lot of explanations in text. The students need to gather information about different animal structures and need to discuss about how its structure help them to gather resources, defense and movement. At the end they are expected to create an animal of their own design and describe how each body part can be used for defense, movement, and/or resource obtainment.
Ab. After watching the videos, I learned that, as teachers we should provide explicit instruction to read scientific text, graphic features, etc..... ,without making any assumptions.
B. Notes upload:

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Robbie Cooper, Gable Middle, Spartanburg 6

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Robbie Cooper, Gable Middle, Spartanburg 6

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A. For my unit on waves, my students will be focusing on SEP S.1A.2 (develop and use models). From the student lens this will look like drawing and labeling representations of transverse and longitudinal waves. It will also involve using slinkys and ropes to model the behavior and properties of both types of waves. Hopefully, through the study of longitudinal waves, the student's mental model of what a wave looks like will be expanded.

B. From watching the video, I learned that models don't have to be physical. Mental models can be constructed and changed as well. I also learned about the NetLogo website where hundreds of computer models are available to use in the classroom.

Link to notes for all SEP videos: https://docs.google.com/document/d/12LwkFlk2ik8MWJz58jgH1G4h0aMdgTZdHrwKJRxzocM/edit?usp=sharing

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Samantha Wood, Woodruff Elementary, Spartanburg District 4

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Samantha Wood, Woodruff Elementary, Spartanburg District 4

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a. For my lessons students will use SEPS 1, 2, and 8. For SEP 1 (ask questions and define problems) students will be presented with a D cell battery, wire, and a light bulb. Students discuss questions they have from the materials given. With SEP 2, students will create a model using the materials given to create a closed circuit to make the light bulb light up. Later, students will be given a D cell holder to make an open and closed circuit using multiple light bulbs. After students have created the circuits, they will need to communicate how they have made the light bulb successfully light up and possibilities of the light bulb not lighting up. This information will be communicated to their classmates through a short, informal presentation.
b. The videos were very helpful in breaking down each SEP by how they relate to science and engineering. The examples and diagrams were helpful as well. The goal and progression piece to each SEP showed me how to introduce and appropriately add these to my science lessons in my classroom. I can use these videos and notes to aid in planning to make learning more meaningful for my students.

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For the "Write something..." portion, answer the following questions in alignment to only the SEPs you are planning on implementing in your learning path for students prior to our next face to face.

a. What do the SEPs I've chosen for implementation "look like" in a classroom from the student lens?
b. What new learning did you gain from reviewing those specific SEP videos and describe its application in your classroom.

Below, click on the attachment buttom and upload your notes from watching all SEP videos.

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Paige Fowler, Woodruff Elementary, Spartanburg District 4

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Paige Fowler, Woodruff Elementary, Spartanburg District 4

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a.) For my lessons I used the SEPs 1, 8, and 9. For students, I believe SEP 1 can be a challenge. Students are used to coming up with questions, but they aren't always deep questions. Students want to ask questions that will have a definite answer or an answer they can get to easily. This comes natural to some kids, but not others. In my lesson, students had to come up with questions on how to make a toy car move across different terrains and what was causing the toy car to stop. For SEP 8, students had to share what they saw and did in the investigation. For most of my students, this was easy because they like to talk to each other. However, for some of the students, this was difficult. Even though they had their results, it was still hard for them to communicate. Students aren't used to scientific jargon which can affect how they explain their results, especially when they aren't sure how to read charts. SEP 9 connected with the actual science investigation. Students had to construct/design solutions to get the toy car to move across the floor, paper towels, tissue paper, and a sweater. They had books and a ruler to make a ramp if they needed. Students were able
to use these materials to construct solutions to eventually figure out the different materials were causing friction and they needed to add force to get the toy car across.

b.) The videos helped me by breaking down how each SEP relates to science and engineering separately. I was able to see how the engineering part is more of the application part of the SEP. They also helped me understand how to gradually introduce them into the classroom and how it is a process throughout their school career to master these SEPs. By utilizing the notes from the videos, I will be able to plan lessons that follow these SEPs more closely and help my students go more in depth to them.