Introduction to the Tools for Reasoning Power point presentation given to teachers during professional development workshop, Alan Berkowitz 1, Brad Blank.

Introduction to the Tools for ReasoningPower point presentation given to teachers during professional development workshop

, Alan Berkowitz1, Brad Blank2, Aubrey Cano3, Bess Caplan1, Beth Covitt4, Katherine Emery3, Kristin Gunckel5, LaTisha Hammond6, Bill Hoyt7, Nicole LaDue8, John Moore2, Tamara Newcomer1, Tom Noel2, Lisa Pitot2, Jen Schuttlefield9, Sara Syswerda8, Dave Swartz2, Ray Tschillard10, Andrew Warnock and Ali Whitmer6.

Cary Institute1, Colorado State Univ. 2, U.C. Santa Barbara3, Univ. Montana4, Univ. of Arizona5, Georgetown Univ.6, Univ. Northern Colorado 7, Michigan State Univ.8, Univ. Wisconsin9, Poudre Learning Center10

Culturally relevant ecology, learning progressions and environmental literacyLong Term Ecological Research Math Science Partnership

May 2012Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not

necessarily reflect the views of the National Science Foundation.

Introduction toWater Tools for Reasoning

What Are Tools For Reasoning?

• Form similar to a graphic organizer• Intended to scaffold development of scientific

accounts• Address specific LP-related challenges

students encounter, e.g. …– Considering likelihood of multiple/diverse

pathways of water– Attending to driving forces and constraining

factors for moving water

Pathways Tool

After

After

After

Before

Before

Before

Pathways Tool AffordancesEmphasizes…•Multiple pathways (not just evap., cond., prec.)•Conservation of matter --- water must come from somewhere and go somewhere•Invisible pathways•Connections between systems

Scaffolds…•Thinking across spans of time and space•Social construction of understanding•Opportunities for scientific argumentation

Pathways Tool Example

After

In Clark Fork River by

Frenchtown

In the atmosphere

In Missoula Aquifer

After

In Clark Fork River near Superior

In a fish in the Clark Fork

In a Mountain Water Well in

Missoula

In a cloud above Turah

After

In a Mountain Water pipe

heading to my house

In my belly (I caught and ate the fish,

but this is not very likely)

BeforeFalling as rain in E. Missoula

In groundwater near Milltown

Running off over the

ground in Clinton

In Rattlesnake Creek

Before

In a cloud above Idaho

In the groundwater

Snow on ground in Anaconda

Running off over the

ground near Blackfoot

River

Before

Instructional Context: Exploration (with maps handy) of where water in the river in our town comes from and goes to

Drivers And Constraints ToolWhere does the

water start?

Where can the water go? What is the

process?

What drives or moves the water? How? What are the constraining factors,

and how do they work?

Drivers & Constraints Tool Affordances

• Focuses students on scientific explanations for pathways, especially driving forces and constraining variables

• Supports developing awareness of system structures, pathways, and processes

• Scaffolds social construction of understanding• Scaffolds students in scientific argumentation

(e.g., debating processes/likelihoods of possible pathways)

Where does thewater start?

Where can the water go? What is the

process?

What drives or moves the water? How?

What are the constraining factors, and how do they work?

Drivers & Constraints Example

Instructional Context: It hasn’t rained in Missoula in over a month. Why is there still water in the Clark Fork River?

Gravity

Topography/elevation - water flows to lower areas.

Floodgates --- opened or closed to manage flowDischarge

Where does thewater start?

Where can the water go? What is the

process?

What drives or moves the water? How?

What are the constraining factors, and how do they work?

Gravity

Topography and permeability – GW flow follows topography of

impermeable layer. In river, water table is above ground.GW Discharge

Gravity

Temperature --- Water won’t runoff unless it first melts at

temperature above 32°F.Topography – see above.Runoff

Drivers & Constraints Example

Heat Energy

Relative Humidity – Evaporation is slower in humid compared with arid conditions.

Air movement – Evaporation is slower when there is less air movement

compared with more.Evaporation

Where does thewater start?

Where can the water go? What is the

process?

What drives or moves the water? How?

What are the constraining factors, and how do they work?

Pressure – Fluid moves from high to low pressure

areas The well pump changes the pressure in

well tube to draw water to top.

Permeability of substrate material around well – Water will pump more slowly when drawing

from less permeable material.Pumping

Drivers & Constraints Example

Atmosphere

How can you use the tools?

• For eliciting and responding to students’ ideas• For supporting student-centered discussion

and argumentation about water systems• Drivers & Constraints Tool helps focus lessons

on causal explanations (how & why)