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Engaging In A Science Seminar
- 1. CHAPTER 4 – SCIENCE SEMINAR
- 2. NS 4.2.1 WARM-UP Revisiting the Evidence Organize your thoughts and decide which evidence cards offer the strongest support for each claim. You will utilize student sheets and evidence cards collected at the end of Lesson 4.1 to complete the Warm-Up.
- 3. Through individual and partner work, you will strengthen your arguments in preparation for the Science Seminar. (15 min) You will be participating in a student-led, whole-class discussion called a Science Seminar. You will share your claims and evidence as you work together to answer the Chapter 4 Question. NS 4.2.2 STUDENT DISCUSSION What caused the stickleback population to have less armor and become faster?
- 4. You can refer to these sentence starters to connect your ideas and articulate your sentences more clearly. When scientists are speaking, they use these types of questions and statements to explain their thinking, make their arguments more convincing, and respectfully agree and disagree. NS 4.2.2 STUDENT DISCUSSION It is acceptable to change your minds. As you discuss the evidence, you might be convinced by your partner’s argument. you may change your minds about which claim is the most convincing. This is fine; scientists often change their minds as well.
- 5. You will prepare for the whole-class discussion by first sharing your ideas with your partners. You will take turns sharing your ideas as well as listening to your partners' ideas. NS 4.2.2 STUDENT DISCUSSION
- 6. 4.2.3 SCIENCE SEMINAR Science Seminar Expectations. A Science Seminar is a scientific discussion in which ideas are shared and students can question and challenge one another. The purpose of the Science Seminar is to use everyone’s knowledge to come to a deeper understanding of something. Today’s Science Seminar is specifically about why the sticklebacks now have less armor and more speed.
- 7. 4.2.3 SCIENCE SEMINAR The group of students in the outer semicircle will listen and take notes. The group in the inner semicircle will share and discuss their ideas about the evidence. Halfway through, students will switch positions and switch roles. Students who were in the outer semicircle will now be in the inner semicircle and will share and discuss.
- 8. 4.2.3 SCIENCE SEMINAR The group of students in the outer semicircle will listen and take notes. The group in the inner semicircle will share and discuss their ideas about the evidence. Halfway through, students will switch positions and switch roles. Students who were in the outer semicircle will now be in the inner semicircle and will share and discuss.
- 9. 4.2.3 SCIENCE SEMINAR When you are sitting in the outer semicircle, you will use this sheet to take notes as you listen to the discussion.
- 10. 4.2.3 SCIENCE SEMINAR Teacher role in the Science Seminar. I’ll start the conversation and offer prompts when needed, but, otherwise, I’ll just be observing and taking notes. As much as possible, I want you to run the discussion. It’s okay if things are quiet for a few minutes while we think about our ideas. This is your time to come together as a team of student biologists and build the best explanation for why a change in environment would cause the stickleback population to change.
- 11. 4.2.3 SCIENCE SEMINAR Remember to refer to the question and claims as you participate in the Science Seminar. You should also use the language of scientific argumentation. You and your classmates are responsible for presenting ideas and evidence, discussing one another’s ideas, and asking questions.
- 12. 4.2.3 SCIENCE SEMINAR Take your seats in the semicircles. - Group 1: Discussions - Group 2: Observations Bring your folders: - Argument Organizer sheets, - Stickleback Evidence Cards, - Science Seminar Observations sheets, and - a pencil or pen Remember to take notes on Observation Sheets
- 13. 4.2.3 SCIENCE SEMINAR What does Evidence Card C show and why does this evidence matters? Look at your Argument Organizer sheets to see which claim Evidence Card C supports. What caused the stickleback population to have less armor and become faster? Claim 1: The sticklebacks have less armor so that they can escape predators. Claim 2:The sticklebacks have less armor so that they can catch prey.
- 20. 4.2.3 SCIENCE SEMINAR Take your seats in the semicircles. - Group 1: Observations - Group 2: Discussions Bring your folders: - Argument Organizer sheets, - Stickleback Evidence Cards, - Science Seminar Observations sheets, and - a pencil or pen Remember to take notes on Observation Sheets
- 21. 4.2.3 SCIENCE SEMINAR What this evidence card can tell them about the stickleback prey in their current and previous environments. What caused the stickleback population to have less armor and become faster? Claim 1: The sticklebacks have less armor so that they can escape predators. Claim 2:The sticklebacks have less armor so that they can catch prey.
- 22. 4.2.3 SCIENCE SEMINAR What caused the stickleback population to have less armor and become faster? Claim 1: The sticklebacks have less armor so that they can escape predators. Claim 2:The sticklebacks have less armor so that they can catch prey. Concluding the Science Seminar Congratulations on your work today. Participating in the Science Seminar will help you build a more complete explanation to send to Dr.AlexYoung. Like scientists, we did not all agree on the claims presented in the Science Seminar. However, listening to one another’s ideas about the evidence that supports the claims helped us deepen our understanding. Disagreements help us explain our thinking and consider new ideas.This kind of discussion helps us to construct better explanations for scientific questions.
- 23. 4.2.4 HOMEWORK Reflecting on the Science Seminar: You will reflect on how the Science Seminar affected your thinking about the claims. Now that the Science Seminar is over, think back on the claim you selected. After participating in the discussion, you may have changed your mind about which claim is best. Describe your current thinking by answering the questions below. What caused the stickleback population to have less armor and become faster?