Integrating Computational Thinking into Science Learning for All

Integrating Computational Thinking into Science Learning for All Students Alison Haas, Okhee Lee New York University Connecticut Science Educators Annual Conference Connecticut Science Teachers Association (CSTA) Southbury, CT – November 2019

3 Emerging Forces Provide Context for Our Work The Next Generation Science Standards Broadening Participation Computational Thinking and Modeling

3 Emerging Forces Provide Context for Our Work SAIL + CTM Science And Integrated Language + Computational Thinking and Modeling Broadening Participation The Next Generation Science Standards

SAIL+CTM The purpose of SAIL+CTM is to integrate computational thinking and modeling into a year-long, NGSS-aligned 5 th grade curriculum.

To align with our SAIL+CTMModalities philosophy, we want to SHOW you Star. Logo Nova, not just TELL you about Star. Logo Nova. Experience comes first.

Task: Star. Logo Nova (SLN) Orientation • Work with a partner (2 people per 1 computer) • Connect to the internet Wifi: heritageguest Password: welcome 522 • Login to SLN using this link: bit. ly/2 qe 703 g • Follow the SLN Nova Orientation Packet: Can you can make elephants eat apples using SLN?

Star Logo Nova You just experienced Star. Logo Nova (SLN). SLN is a powerful tool for 5 th graders because it is: Agent Based Blocks Based Data Focused (e. g. , data boxes and graphs)

Programming Blocks Terrapin Logo Star. Logo Nova GET TO THE HARD FUN PART “Low threshhold, high ceiling”

Logo "The Children's Machine” (Seymour Papert & Harper. Collins, 1993) Terrapin Logo http: //sydlexia. com/imagesandstuff/logo/star. png

How do we integrate computational thinking and modeling into NGSS-aligned instruction?

Consider: 1) What is the role of computational thinking and modeling in science? 2) How can we ensure all students have the access and ability to program and code as a means to do science?

Science and Language Instructional Shifts Science Instructional Shifts Phenomenon Three-dimensional Learning Coherence (“storyline”)

Science and. Instructional Language Instructional Shifts Language Shifts Modalities Smell Talk, text, diagrams, symbols, tables, graphs, etc. Registers EWWW! It stinks! Smell is a Smell is something. gas made of It’s a gas. particles. Smell is a gas made of particles too small to see moving freely in space. From everyday to specialized registers Interactions One-to-Small Group One-to-Many

Science learning and language learning are mutually supportive Shift 1: Phenomenon Shift 3: Coherence Shift 2: 3 -D Learning

What about computational thinking and modeling?

SAIL+CTM Curriculum Physical Science: What happens to our garbage? Earth Science: Why does it matter if I drink tap water or bottled water? Life Science: Why did the tiger salamanders disappear? Space Science: Why do falling stars fall?

Unit 1: The Garbage Unit

OPEN SYSTEM CLOSED SYSTEM

HOW do microbes cause changes in the food materials in the landfill bottle?

Unit 1 • Two ideas were challenging for students: 1) the microbes decomposed the fruit from solid particles into gas particles (smell) and 2) in the closed system, the weight didn’t change because the fruit materials were still inside as gas particles. • How can we use CTM to represent this abstract process?

Task: Relating Code to Science Ideas Take a look at the code blocks printed on your table. • Can you figure out what ideas each student is trying to represent? • Are the science ideas accurate?

Task: Related Code to Science Ideas • Through feedback, students discuss how their models represent what they saw in the real world through their physical landfill bottle models. • Students revise computational models to accurately represent what they observed in the real world.

How Do We Make This Accessible for Students? Starter Models Reference Guides

How Do We Make This Accessible for Students?

How Do We Make This Accessible for Students? Procedure Blocks

Discussion: 1) What is the role of computational thinking and modeling in science? 2) How can we ensure all students have the access and ability to program and code as a means to do science? 3) Other questions

Take-Aways • Our teachers are able to integrate computational thinking and modeling into NGSS-aligned instruction. • Our students are able to develop and use computational models that help them engage in NGSS threedimensional learning. • Meaningful integration takes committed teachers and instructional time.

Questions and Answers

THANK YOU!