Questioning and Discussion in Science The 5 Practices

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Questioning and Discussion in Science

Questioning and Discussion in Science

“The 5 Practices” Focus on student’s use of: Experimentation Data representation, analysis and interpretation

“The 5 Practices” Focus on student’s use of: Experimentation Data representation, analysis and interpretation Explanation of patterns and phenomenon Increasing cognitive demand of tasks: Minimize prescriptive directions Provide complex data that students must interpret Give students an audience Re-sequence lessons – let students explore before teaching

“The 5 Practices” After developing a rigorous task: 1. Anticipate how students will respond

“The 5 Practices” After developing a rigorous task: 1. Anticipate how students will respond 2. Monitor what students do as they work 3. Select students to present their work 4. Sequence the presenting students in a meaningful order 5. Connect student responses to science content.

Picture Prompt Show the class a complex diagram/image. Each person must explain one thing

Picture Prompt Show the class a complex diagram/image. Each person must explain one thing about the image.

Thinkathon Each group begins at a station with a chart paper containing a diagram

Thinkathon Each group begins at a station with a chart paper containing a diagram or question. Students explain the diagram/answer the question. Groups rotate to the next diagram. They agree or disagree with previous answers by making a “ ” or “X” and then write their own answer. After groups finish rotating, they present their diagram/question to the clas. .

If you hold a fire to steel wool, it will burn and change color.

If you hold a fire to steel wool, it will burn and change color. After it changes color, it will not burn anymore. Why? Explain what is happening.

Layered-Cake Discussion Students are broken into groups Groups all work on the same task

Layered-Cake Discussion Students are broken into groups Groups all work on the same task After a set amount of time, groups share out and have a class discussion

A student made a copper bracelet by hammering a small copper bar into the

A student made a copper bracelet by hammering a small copper bar into the desired shape. The bracelet has a mass of 30. 1 grams and was at a temperature of 21°C in the classroom. After the student wore the bracelet, the bracelet reached a temperature of 33°C. Later, the student removed the bracelet and placed it on a desk at home, where it cooled from 33°C to 19°C. The specific heat capacity of copper is 0. 385 J/g • K. Explain, in terms of heat flow, the change in the temperature of the bracelet when the student wore the bracelet.

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