Sense-Making Discussions for Three-Dimensional Learning-Grade 8 - 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 8 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. In the Electromagnetic Force course, students explored net force in Investigation 1 by pushing and pulling objects and measuring force in Newtons. In Investigation 2, students explored the force of magnetism by testing properties of magnets and various materials. In Part 3 of the investigation, students explored the force needed to break apart two attracted magnets when the magnets had varying distance between them. They determined that the force of attraction between magnets decreases over distance. Next they tested multiple magnets to determine how their force of magnetism increases as magnets are added to the system. Students recorded the “jump distance” of a paperclip, how far a paperclip moved, as a measure of the strength of the magnetic force applied. Then, they developed and recorded a model of the magnetic field of multiple magnets based on their experimental results. At this point in the investigation, the teacher asks Contents Introduction—Grade 8............ E1 Planning and Preparing for Sense-Making Discussions....... E3 Conducting a Sense-Making Discussion............................. E12 Sense-Making Samples— Grade 8................................ 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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