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Why are these three together?  Which lens and why?

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Why are these three together?  Which lens and why?

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Strat 5:  How might you explicitly teach students CSW?

Strat 6:  How is analyzing data different from interpreting data?

Strat 7:  What is the difference between explanation and argumentation (two of the eight essential science practices for K-12 science education)?  How are they related?

Strat 7:  What are the key components of a scientific explanation?

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build on students’ curiosity

construct explanations, test their own explanations and those of others, listen and respond to others, critique the evidence and reasoning from their ideas and those of others, make sense of phenomena

CER= scientific explanation

coming to a shared understanding through argument

evaluate, compare, and communicate

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put together logical explanations supported by evidence.

deepen student understanding of important science ideas

create an account of how events happen

apply scientific reasoning, theory, and/or models to link evidence to claims

assess the extent to which the reasoning and data support the explanation

students understand science as more than a collection of facts, but rather as a way of looking at the world to understand and explain what is happening and how it happens.

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Organize data-constructing tables. graphs, or diagrams

Determine difference between observation & interpretation

Record data using numbers, words, and/or drawings

Students look for patterns

Share data, observations, and analyses

Analyze data and observations to identify patterns, similarities and differences

Interpret data - bring meaning to the patterns of data and find relationships using science ideas and knowledge in their experience

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Organize data, identify patterns within the data, and then bring meaning to those patterns

Reveal patterns and uncover cause-and-effect or correlational relationships

Make sense of the data and observations so that they can use them as evidence in constructing explanations of phenomena or solving problems.

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Communicating in Scientific Ways KEY FEATURES

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Communicating in Scientific Ways KEY FEATURES

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Explicitly taught

Sentence starters

Teacher’s role shifts--- from intermediary in student conversations to listening, noting progress, diagnosing problems in student understanding, and planning for instruction

practicing productive social interactions with peers

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Communicating in Scientific Ways PURPOSES

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Communicating in Scientific Ways PURPOSES

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To help students think more like scientists, develop scientific habits of mind, and engage in scientific discourse.

To practice using evidence, coherent reasoning, and consistency in explanations

Students’ thinking will be revealed more clearly

Understand the nature of science

Improve the overall clarity, precision, and elaboration of their ideas.

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STRATEGY 7: Engage students in constructing explanations and arguments

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STRATEGY 7: Engage students in constructing explanations and arguments

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STRATEGY 5: Engage students in analyzing and interpreting data and observations

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STRATEGY 5: Engage students in analyzing and interpreting data and observations

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STRATEGY 4:  Communicating in Scientific Ways

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STRATEGY 4:  Communicating in Scientific Ways