Sense-Making Discussions for Three-Dimensional Learning-Grade 7 - FOSS® Next Generation™

Full Option Science System Copyright © The Regents of the University of California E1 Sense-Making Discussions for Three-Dimensional Learning INTRODUCTION—GRADE 7 In FOSS, sense-making discussion is a prominent part of active investigation. The sense-making discussion follows the context setting, activity, data acquisition and management, and is a critically important part of the analysis process. The following vignette describes a sense-making discussion. Throughout the Populations and Ecosystems course, students monitor a milkweed bug population and document its changes. By Investigation 7, they have several months of population data. In the first part of Investigation 7, students considered patterns in the data and thought about how big the population could be in a month or year. They learned about reproductive potential and were presented with information and scaffolds to help them calculate the potential population size, then identified limiting factors that could prevent a population from reaching its potential. At this point in the investigation, students use an online simulation to manipulate variables in a milkweed bug habitat and determine effects on population size. They have gathered data from the simulation results and analyzed the data in their groups. The teacher asks students to bring their notebooks and form a discussion circle, standing shoulder to shoulder next to someone Sense-Making Discussions for Three-Dimensional Learning Contents Introduction—Grade 7............ E1 Planning and Preparing for Sense-Making Discussions....... E3 Conducting a Sense-Making Discussion............................. E12 Sense-Making Samples— Grade 7................................ E17 In the context of the classroom, talk is not an add-on. It addresses important academic content and is a critical component of the lesson, including whole class, small group, and pair or partner discussions. Through talk, teachers and students explore ideas and use evidence to build and critique academic arguments. There is solid research evidence and wide-spread agreement that academically productive talk is critical for learning in science. Sarah Michaels and Cathy O’Connor, Talk Science Primer The FOSS active investigation has four parts. • Context setting: sharing prior knowledge, questioning, and planning • Activity: doing and observing • Data management: recording, organizing, and processing • Analysis: discussing and writing explanations

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