Teaching and Assessing Systems in the Science Classroom

Teaching and Assessing Systems in the Science Classroom

Jeff RyanRegional 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)

Professional Learning Clock Hours

Module 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

Systems

Science Standards Glossary

Systems. 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 Classroom

Session #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 Through

Energy Transfers in a System

Energy Transfer Diagram

Stored Chemical Energy(Arm) Rubber Band Car

Decrease in Chemical

Energy

Increase in Stored Elastic

Energy

Energy Transfer Diagram (Rubber Band Car System)

Mechanical Energy Transfer

Source Receiver

*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.

INTERACTION TYPE

Contact Gravitational MagneticElectric Charge

ElectricCircuit

HeatConduction

Infrared Visible Light

Chemical

Applied

Elastic

Friction

hastypes

touching objects

that push or pull on each other

objects near

each other

magnet nearferro-

magneticobject orsecond magnet

charged object near

another charged

object or an uncharged

object

MechanicalEnergyTransfer

requires requires requires requires

source of electricalenergy

connectedto a

device

warmerand cooler

objectstouching

high Tobject and

transparent medium

source ofvisible lightilluminating

object

chemical bonds being

formed orbroken

ElectricalEnergyTransfer

HeatEnergyTransfer

ChemicalEnergyTransfer

Change inKinetic Energy

requires requires requires requires

Change inThermal Energy

results in results in results in results in results in

alwayscauses

sometimescauses

alwayscauses

alwayscauses

when energy is absorbed in object,

always causes

alwayscauses

when energycaptured by

photo-syntheticorganism,

always causes

alwayscauses

sometimescauses

Change inChemical Energy

LightEnergyTransfer

*Heat Convection

requiresrequires

gravity,heat frombelow,

and flowingmaterial

ENERGY TRANSFER CHART

maycause

Change inPotential Energy

Diagram the Energy Transfers

Use the provided template to illustrate the energy transfers in your identified system.

Self Reflection

1. 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 Specifications

http://www.k12.wa.us/Science/TestItemSpec.aspx

Assessment Templates

Materials Needed Cont.

• Completed Systems Thinking Framework• Completed Energy Transfer Diagrams

Science MSP Test and Item Specifications

http://www.k12.wa.us/Science/TestItemSpec.aspx

Systems 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

Specifications

What Kind of Questions?

Multiple Choice

Or

Completion

Short Answer

Test & Ite

m

Specificatio

ns

Item 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 Through

Construct 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?