https://padlet.com/hartdistrict/sep Do ALL the Science! en-us 2017-01-27 19:04:47 UTC 2026-03-25 23:51:50 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Clouds.png jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149975769 They are the DO of science. Remember, the Disciplinary Core Ideas (DCI's) are what students are supposed to know about science, and the Crosscutting Concepts (CCC's) are how students are supposed to think about science. The Science and Engineering Practices (SEP's) are what they do in science!]]> 2017-01-27 19:06:46 UTC https://padlet.com/hartdistrict/sep/wish/149975769 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149994993 Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework 2012, p. 56) Scientific questions arise in a variety of ways. They can be driven by curiosity about the world, inspired by the predictions of a model, theory, or findings from previous investigations, or they can be stimulated by the need to solve a problem. Scientific questions are distinguished from other types of questions in that the answers lie in explanations supported by empirical evidence, including evidence gathered by others or through investigation. While science begins with questions, engineering begins with defining a problem to solve. However, engineering may also involve asking questions to define a problem, such as: What is the need or desire that underlies the problem? What are the criteria for a successful solution? Other questions arise when generating ideas, or testing possible solutions, such as: What are the possible trade-offs? What evidence is necessary to determine which solution is best? Asking questions and defining problems also involves asking questions about data, claims that are made, and proposed designs. It is important to realize that asking a question also leads to involvement in another practice. A student can ask a question about data that will lead to further analysis and interpretation. Or a student might ask a question that leads to planning and design, an investigation, or the refinement of a design. Whether engaged in science or engineering, the ability to ask good questions and clearly define problems is essential for everyone. The following progression of Practice 1 summarizes what students should be able to do by the end of each grade band. Each of the examples of asking questions below leads to students engaging in other scientific practices. ]]> 2017-01-27 20:15:38 UTC https://padlet.com/hartdistrict/sep/wish/149994993 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149997079 Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58) Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Although models do not correspond exactly to the real world, they bring certain features into focus while obscuring others. All models contain approximations and assumptions that limit the range of validity and predictive power, so it is important for students to recognize their limitations. In science, models are used to represent a system (or parts of a system) under study, to aid in the development of questions and explanations, to generate data that can be used to make predictions, and to communicate ideas to others. Students can be expected to evaluate and refine models through an iterative cycle of comparing their predictions with the real world and then adjusting them to gain insights into the phenomenon being modeled. As such, models are based upon evidence. When new evidence is uncovered that the models can’t explain, models are modified. In engineering, models may be used to analyze a system to see where or under what conditions flaws might develop, or to test possible solutions to a problem. Models can also be used to visualize and refine a design, to communicate a design’s features to others, and as prototypes for testing design performance. ]]> 2017-01-27 20:27:50 UTC https://padlet.com/hartdistrict/sep/wish/149997079 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149997358   Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)— to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61) Scientific investigations may be undertaken to describe a phenomenon, or to test a theory or model for how the world works. The purpose of engineering investigations might be to find out how to fix or improve the functioning of a technological system or to compare different solutions to see which best solves a problem. Whether students are doing science or engineering, it is always important for them to state the goal of an investigation, predict outcomes, and plan a course of action that will provide the best evidence to support their conclusions. Students should design investigations that generate data to provide evidence to support claims they make about phenomena. Data aren’t evidence until used in the process of supporting a claim. Students should use reasoning and scientific ideas, principles, and theories to show why data can be considered evidence. Over time, students are expected to become more systematic and careful in their methods. In laboratory experiments, students are expected to decide which variables should be treated as results or outputs, which should be treated as inputs and intentionally varied from trial to trial, and which should be controlled, or kept the same across trials. In the case of field observations, planning involves deciding how to collect different samples of data under different conditions, even though not all conditions are under the direct control of the investigator. Planning and carrying out investigations may include elements of all of the other practices. ]]> 2017-01-27 20:29:21 UTC https://padlet.com/hartdistrict/sep/wish/149997358 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149997639 Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence. Engineers, too, make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the prediction or assessment of performance but also helps define or clarify problems, determine economic feasibility, evaluate alternatives, and investigate failures. (NRC Framework, 2012, p. 61-62) As students mature, they are expected to expand their capabilities to use a range of tools for tabulation, graphical representation, visualization, and statistical analysis. Students are also expected to improve their abilities to interpret data by identifying significant features and patterns, use mathematics to represent relationships between variables, and take into account sources of error. When possible and feasible, students should use digital tools to analyze and interpret data. Whether analyzing data for the purpose of science or engineering, it is important students present data as evidence to support their conclusions. ]]> 2017-01-27 20:30:50 UTC https://padlet.com/hartdistrict/sep/wish/149997639 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149997979 Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question. (NRC Framework, 2012, p. 65) Students are expected to use mathematics to represent physical variables and their relationships, and to make quantitative predictions. Other applications of mathematics in science and engineering include logic, geometry, and at the highest levels, calculus. Computers and digital tools can enhance the power of mathematics by automating calculations, approximating solutions to problems that cannot be calculated precisely, and analyzing large data sets available to identify meaningful patterns. Students are expected to use laboratory tools connected to computers for observing, measuring, recording, and processing data. Students are also expected to engage in computational thinking, which involves strategies for organizing and searching data, creating sequences of steps called algorithms, and using and developing new simulations of natural and designed systems. Mathematics is a tool that is key to understanding science. As such, classroom instruction must include critical skills of mathematics. The NGSS displays many of those skills through the performance expectations, but classroom instruction should enhance all of science through the use of quality mathematical and computational thinking. ]]> 2017-01-27 20:32:29 UTC https://padlet.com/hartdistrict/sep/wish/149997979 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149998492 The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. The Framework states the following about explanation: “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52) An explanation includes a claim that relates how a variable or variables relate to another variable or a set of variables. A claim is often made in response to a question and in the process of answering the question, scientists often design investigations to generate data. The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions. This practice is described in the Framework as follows. Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur. In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or a theory in science. Engineers’ activities, however, have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design criteria, and refining design ideas based on the performance of a prototype or simulation. (NRC Framework, 2012, p. 68-69) ]]> 2017-01-27 20:35:05 UTC https://padlet.com/hartdistrict/sep/wish/149998492 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/149999497 The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73) Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community. Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims. ]]> 2017-01-27 20:41:24 UTC https://padlet.com/hartdistrict/sep/wish/149999497 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150000281 Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p. 76) Being able to read, interpret, and produce scientific and technical text are fundamental practices of science and engineering, as is the ability to communicate clearly and persuasively. Being a critical consumer of information about science and engineering requires the ability to read or view reports of scientific or technological advances or applications (whether found in the press, the Internet, or in a town meeting) and to recognize the salient ideas, identify sources of error and methodological flaws, distinguish observations from inferences, arguments from explanations, and claims from evidence. Scientists and engineers employ multiple sources to obtain information used to evaluate the merit and validity of claims, methods, and designs. Communicating information, evidence, and ideas can be done in multiple ways: using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussions. ]]> 2017-01-27 20:46:06 UTC https://padlet.com/hartdistrict/sep/wish/150000281 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150002744 2017-01-27 21:01:44 UTC https://padlet.com/hartdistrict/sep/wish/150002744 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150115336 2017-01-29 20:20:11 UTC https://padlet.com/hartdistrict/sep/wish/150115336 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150115739 2017-01-29 20:25:48 UTC https://padlet.com/hartdistrict/sep/wish/150115739 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150115845 2017-01-29 20:27:26 UTC https://padlet.com/hartdistrict/sep/wish/150115845 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150115954 2017-01-29 20:29:19 UTC https://padlet.com/hartdistrict/sep/wish/150115954 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150116079 2017-01-29 20:31:10 UTC https://padlet.com/hartdistrict/sep/wish/150116079 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150118981 2017-01-29 21:13:13 UTC https://padlet.com/hartdistrict/sep/wish/150118981 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150119252 2017-01-29 21:17:04 UTC https://padlet.com/hartdistrict/sep/wish/150119252 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150119312 2017-01-29 21:18:14 UTC https://padlet.com/hartdistrict/sep/wish/150119312 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150353756 ...for Asking Questions and Defining Problems]]> 2017-01-30 19:06:16 UTC https://padlet.com/hartdistrict/sep/wish/150353756 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150367485 2017-01-30 19:40:43 UTC https://padlet.com/hartdistrict/sep/wish/150367485 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150367800 2017-01-30 19:41:28 UTC https://padlet.com/hartdistrict/sep/wish/150367800 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150415119 ...for Developing and Using Models]]> 2017-01-31 00:08:01 UTC https://padlet.com/hartdistrict/sep/wish/150415119 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/150417404 2017-01-31 00:37:28 UTC https://padlet.com/hartdistrict/sep/wish/150417404 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/152636598 2017-02-08 22:12:10 UTC https://padlet.com/hartdistrict/sep/wish/152636598 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/152637645 ...for Constructing Explanations and Designing Solutions]]> 2017-02-08 22:18:00 UTC https://padlet.com/hartdistrict/sep/wish/152637645 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/152638086 2017-02-08 22:20:33 UTC https://padlet.com/hartdistrict/sep/wish/152638086 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153580059 2017-02-13 21:50:17 UTC https://padlet.com/hartdistrict/sep/wish/153580059 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153868426 Some resources I find are just THAT good. This is one of them!

The Concord Consortium offers an online tool Find Your Path through the NGSS that lets you find lesson ideas based on Core Idea, Crosscutting Concept, and Science and Engineering Practices. Geared towards middle and high school]]> 2017-02-14 20:50:30 UTC https://padlet.com/hartdistrict/sep/wish/153868426 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153871115 2017-02-14 21:04:55 UTC https://padlet.com/hartdistrict/sep/wish/153871115 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153872078 2017-02-14 21:10:25 UTC https://padlet.com/hartdistrict/sep/wish/153872078 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153872703 2017-02-14 21:13:57 UTC https://padlet.com/hartdistrict/sep/wish/153872703 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153872868 2017-02-14 21:14:51 UTC https://padlet.com/hartdistrict/sep/wish/153872868 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153878309 2017-02-14 21:45:33 UTC https://padlet.com/hartdistrict/sep/wish/153878309 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153910753 2017-02-15 02:42:00 UTC https://padlet.com/hartdistrict/sep/wish/153910753 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153913252 Understanding Science:  How Science Really Works has several great pages about planning and carrying out investigations. ]]> 2017-02-15 03:15:34 UTC https://padlet.com/hartdistrict/sep/wish/153913252 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153914273 2017-02-15 03:24:01 UTC https://padlet.com/hartdistrict/sep/wish/153914273 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153917631 2017-02-15 03:55:29 UTC https://padlet.com/hartdistrict/sep/wish/153917631 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153918295 2017-02-15 04:04:06 UTC https://padlet.com/hartdistrict/sep/wish/153918295 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153918408 2017-02-15 04:05:45 UTC https://padlet.com/hartdistrict/sep/wish/153918408 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153919362 2017-02-15 04:18:28 UTC https://padlet.com/hartdistrict/sep/wish/153919362 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/153920941 2017-02-15 04:38:38 UTC https://padlet.com/hartdistrict/sep/wish/153920941 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154061921 2017-02-15 16:18:45 UTC https://padlet.com/hartdistrict/sep/wish/154061921 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154114061 2017-02-15 18:28:30 UTC https://padlet.com/hartdistrict/sep/wish/154114061 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154114387 2017-02-15 18:29:22 UTC https://padlet.com/hartdistrict/sep/wish/154114387 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154164405 2017-02-15 20:48:15 UTC https://padlet.com/hartdistrict/sep/wish/154164405 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154164778 2017-02-15 20:49:29 UTC https://padlet.com/hartdistrict/sep/wish/154164778 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154186888 Activities Are Below!]]> 2017-02-15 23:06:19 UTC https://padlet.com/hartdistrict/sep/wish/154186888 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154187054 2017-02-15 23:07:56 UTC https://padlet.com/hartdistrict/sep/wish/154187054 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154187147 2017-02-15 23:09:08 UTC https://padlet.com/hartdistrict/sep/wish/154187147 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154187184 2017-02-15 23:09:31 UTC https://padlet.com/hartdistrict/sep/wish/154187184 jhuffman26_2 https://padlet.com/hartdistrict/sep/wish/154187256 2017-02-15 23:10:22 UTC https://padlet.com/hartdistrict/sep/wish/154187256 https://padlet.com/hartdistrict/sep/wish/158188195 2017-03-06 21:53:12 UTC https://padlet.com/hartdistrict/sep/wish/158188195