Integrating Modeling into the 3 - PowerPoint Presentation

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Integrating Modeling into the 3-Dimensions of NGSS

Office of STEM

Integration / Innovation

San Joaquin County Office of EducationSlide2

OverviewNGSS and Modeling Overview 9-10 amLaser Jello Modeling Activity 10am – 11amStop Motion Animation 11:00 am – 11:45 amModeling Our Solar System 12:30 pm – 1:30 pmComputer Simulations 1:45pm – 2:30 pm 3D Modeling Lesson Ideas 2:30 pm – 3:30 pmSlide3

The NGSS 3 DimensionsPracticesCrosscutting Concepts

Disciplinary Core Ideas (Content)Slide4

NGSS Science and Engineering Practices

Asking questions (science) and defining problems (engineering)

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations (science) and designing solutions (engineering)

Engaging

in argument from evidence

Obtaining, evaluating, and communicating informationSlide5

Asking questions (science) and defining problems (engineering)

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations (science) and designing solutions (engineering)

Engaging

in argument from evidence

Obtaining, evaluating, and communicating information

NGSS Science and Engineering PracticesSlide6

Core/Component IdeasSlide7

Structure of the NGSSSlide8

Structure of the NGSS- EngineeringSlide9

Models and ModelingQuickwrite:Describe what you know about scientific models.Why do we engage in the practice of modeling? What are some examples of each type?Slide10

What are Scientific Models?Models are used to represent a system (or parts of a system), 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. –NRC Framework, page 58Slide11

Scientific modeling is the generation of a physical, conceptual or mathematical representation of a real phenomenon that is difficult to observe directlyScientific Modeling

Tsunami Animation:

Tohku

, Japan 2011 (Mercator) by PTWCSlide12

Categories with ExamplesClass of ModelsExamplesConcrete Models

Scale models, Mockups, FigurinesPictorial/graphic models

Blueprints, photographs, Diagrams

Mathematical models

Formulae and equations, Graphs, Topographic maps

Simulation models

Simulation games, Cockpit simulators,

Crash test dummies

Verbal

Models

Descriptions, Scripts, Directions

Symbolic models (semiotic models)Words and numbers, Mathematical figures, Stoplights and signsModels-Based Science Teaching, by Sean W. GilbertSlide13

NGSS EmphasisThe word “modeling” is referenced 87 times in the 9-12 NGSS standards!Practice 2 Developing and Using ModelsModeling 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) Slide14

NGSS, Volume 2 Appendixes, pg. 53

K-12 Modeling Progression Matrix Slide15

PRETHINK Using your Individual Whiteboard. Draw a picture of what you think red laser light will do as it strikes red Jell-O.Write a brief caption that summarizes what your drawing illustrates about light striking Jell-O? Share your model with your partner.Slide16

PRETHINKCome up with a shared modelShare your model with your nearest neighborSlide17

Stop Motion Animation:Red into Green Jell-O ModelSlide18

At Your Table Exploration Red or Green Laser PointerRed, and Green GelatinSlide19

Laser Jell-OPlay with the lasers and the Jell-O.Be careful not to look directly into the Lasers, be careful where the beam is pointedS

hine the light into the different Jell-O and observe the phenomena. With your partner record your observations and your questions in your notebooks.Slide20

Laser Jell-O - EXPLORATIONWhat are the fates of the laser light in each of three colors of gelatin?Revisit and Revise your Model of what happens to light as red light strikes red Jell-OExplore other combinations or laser color and gelatin colors.Slide21

Laser Jell-O – CONTENT DEBRIEFWhat is transmittance? What is refraction? What is reflection?What is absorption?Slide22

Fates of LightSlide23

www.rkm.com.auTotal Internal ReflectionSlide24
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Debrief How is this approach potentially different than previous lessons? Have a elbow partner discussion.Slide26

Three Dimensional LessonSlide27

Modeling Earth’s SeasonsUse the individual white boards to represent your mental model of the reason for the seasonsPair up with a partner and come to a consensus modelSlide28
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Titled Earth ActivityThe Styrofoam ball represents the EarthThe light bulb represents the Sun Different colored dots represent different latitudes: red=North Pole, blue=far north location, green=mid lat. Such as SFRevise your modelPossible Stop Motion AnimationAdapted from Reasons for the Seasons GEMS kitSlide30

Lay out envelopes

CCC

DCI

SEPSlide31

3D Lesson ActivityThink of a Lesson that would target the selected modeling practice tied to the specific content that uses the selected cross cutting concept.Put the practice back into the envelope after selecting a new one. Replace it and discuss how that change would effect the lesson.Slide32

Modeling in Your ClassroomIdentify an upcoming science lesson in which you can incorporate modeling.How can you shift the lesson to include some of the principles that were used today?Slide33

Modeling ResourcesNetLogo: https://ccl.northwestern.edu/netlogo/PhET Interactive Simulations:

https://phet.colorado.eduMolecular Workbench Simulations:

http://mw.concord.org/modeler

/

Models and Modeling: An Introduction

http://goo.gl/

niSJU0

Physics Central Laser Jell-O Lesson:

http://goo.gl/KdGhJjSlide34

Questions and EvaluationBret States, bstates@sjcoe.net209-468-4880