Teaching and Assessing Systems in the Science Classroom

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Teaching and Assessing Systems in the Science Classroom. Jeff Ryan Regional Science Coordinator Olympic Educational Service District 114. Session Sections. What is a System? (Session #1) Teaching Systems in the Science Classroom (Session #2) Classroom Assessment and Systems (Session #3)
Teaching and Assessing Systems in the Science ClassroomJeff RyanRegional Science Coordinator Olympic Educational Service District 114Session Sections
  • What is a System? (Session #1)
  • Teaching Systems in the Science Classroom (Session #2)
  • Classroom Assessment and Systems (Session #3)
  • Professional Learning Clock HoursModule Outcomes
  • Deepen understanding of EALR: 1 Systems
  • Use “Systems Thinking Framework” to support planning for classroom instruction
  • Deepen understanding of the Washington State MSP- Systems Scenarios
  • Create a System Scenario to use in your classroom
  • Professional Learning Possibilities
  • Individual, teacher team, leadership
  • Professional Learning Clock Hours
  • Online Learning Community
  • What Is a System?Session #1 What you will need?
  • WA State Systems Standards at a Glance Handout
  • Notebook/ Paper/ Pen
  • Habits of a Systems Thinker Handout
  • Is it a System?
  • Volume 4 page 81
  • SystemsScience Standards GlossarySystems. An assemblage of interrelated parts or conditions through which matter, energy and information flow.What is a System?Two or more parts interacting to function as a whole within some boundary. The elements and processes of a system interact and affect one another, often in ways we cannot see. And in systems, the relationship among the parts matters. If elements or parts of a system are added or taken away, the behavior of the system changes. Why Systems Thinking?
  • Complexity in many science fields has increased
  • These complex problems and phenomena require systems thinking.
  • Systems thinking habits must be taught beginning in primary grades
  • Issues that face our society require a citizenry that understand complex behaviors and cause and effect relationships
  • Support Students Developing Causal Explanations of Complex Phenomena
  • Focusing on a defined system allows teachers and students to consider complex phenomena within the defined boundaries of that system
  • Explore the flow of matter and energy in a system
  • Promote classroom discourse and evidence-based explanations through system modeling
  • Self Reflection
  • Focusing on your grade level and the Systems Standards for your grade level:
  • What two ways in which you can bring systems thinking into your classroom?
  • How do you use system thinking in your everyday life. (hint: reference the Habits of a Systems Thinker handout)
  • Teaching Systems in the Science ClassroomSession #2 What materials will you need?
  • Systems Thinking Framework
  • Samples of Completed Systems Thinking Frameworks
  • Energy Transfer Diagram Introductions
  • Energy Transfer Diagram template
  • Washington State Science Standards- 2009
  • Notebook/ Paper/ Pen
  • Uncovering Teacher Ideas about the Science MSP
  • How Much of the MSP is :
  • Systems
  • Inquiry
  • Application
  • Life Science
  • Earth Science
  • Physical Science
  • Make a Pie Graph
  • Why Teach Systems Thinking?Systems Thinking Framework for identifying and describing relevant systems in your science kits.
  • Identify a system
  • Complete framework
  • Consider instruction and assessment implications
  • Thinking it ThroughEnergy Transfers in a SystemEnergy Transfer DiagramEnergy Transfer Diagram (Rubber Band Car System)SourceReceiver Stored Chemical Energy(Arm)Rubber Band CarMechanical Energy TransferIncrease in Stored Elastic EnergyDecrease in Chemical EnergyENERGY TRANSFER CHARTINTERACTION TYPEAppliedContactGravitationalMagneticElectric ChargeElectricCircuit*Heat ConvectionHeatConductionInfraredVisible LightChemicalhastypesElasticFrictionrequiresrequiresrequiresrequiresrequiresrequiresrequiresrequiresrequiresrequirestouching objects that push or pull on each otherobjects near each othermagnet nearferro-magneticobject orsecond magnetcharged object near another charged object or an uncharged objectsource of electricalenergyconnectedto adevicegravity,heat frombelow, and flowingmaterialwarmerand coolerobjectstouchinghigh Tobject andtransparent mediumsource ofvisible lightilluminatingobjectchemical bonds being formed orbrokenresults inresults inresults inresults inresults inMechanicalEnergyTransferElectricalEnergyTransferHeatEnergyTransferLightEnergyTransferChemicalEnergyTransferwhen energy is absorbed in object, always causeswhen energycaptured byphoto-syntheticorganism,always causesalwayscausesChange inPotential EnergymaycausealwayscausesalwayscausesChange inKinetic EnergyChange inThermal EnergyChange inChemical Energyalwayscausessometimescausesalwayscausessometimescauses*Note: A Heat Convection interaction implicitly includes a gravitational interaction. When you draw a heat convection interaction diagram, you do not need to separately specify the mechanical energy transfer or resulting change in motion energy.Diagram the Energy TransfersUse the provided template to illustrate the energy transfers in your identified system.Self Reflection
  • How will you use the Systems Thinking Framework and the Energy Transfer Diagrams to inform your classroom instruction?
  • Classroom Assessment and SystemsSession #3 A Word About Assessment
  • Formative Assessment
  • Day by day, minute by minute (planned process)
  • Information on progress for both teacher and student
  • Feedback to support learning
  • Summative Assessment
  • To report a grade
  • Our focus today- State MSP System Scenarios aligned to your instructional materials (could serve either purpose)
  • Science MSP Test and Item Specificationshttp://www.k12.wa.us/Science/TestItemSpec.aspxAssessment TemplatesMaterials Needed Cont.
  • Completed Systems Thinking Framework
  • Completed Energy Transfer Diagrams
  • Science MSP Test and Item Specificationshttp://www.k12.wa.us/Science/TestItemSpec.aspxSystems Scenarios5th
  • Systems, Subsystems, inputs, outputs
  • Identify systems and subsystems
  • Describe inputs and outputs
  • Predict how inputs effect outputs
  • Predict the effect of a defective subsystem
  • Page 9 of Test and Item SpecificationsWhat Kind of Questions?Test & Item SpecificationsMultiple ChoiceOr CompletionShort AnswerItem Writing
  • Test and Item Specifications (pg. 8 & 23) 5th
  • Template (need to hunt for system diagram)
  • Scenario Writing Guidelines Handout
  • Does not need to be an entire scenario!One or two well written MC, CP, or SA items can provide you great data!Analyzing Student Work
  • Independent Study- Clock Hours
  • Share anonymous student work with region
  • Embedded Professional Learning
  • Thinking it ThroughConstruct Understanding
  • Apply writing a Systems Scenario to the kit or science unit you teach.
  • Examples
  • Terrariums & Aquariums
  • Stream tables
  • Pencil Balance & Roller Coaster
  • Open for Questions?
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