Norms and Commitments

• Be vulnerable: Grow comfortable switching between student

and teacher roles.

• Be active: Engage in science and engineering practices with the

same level of enthusiasm you would want from your students.

• Be growth-minded: Recognize the value of the pedagogy, find

your place in these practices, and set reasonable goals for yourself.
Time Frame Tasks Objectives/Purpose
10-15 min ENGAGE: Phenomena Construct initial explanations about phenomena associated
with forces that act at a distance.
5 min pre-EVALUATE Introduce idea of forces. Gather insight about initial
conceptual understanding of forces that act at a distance.

15-20 min EXPLORE Carry out investigations that explore phenomena associated
with forces that act at a distance. Begin to make connections
between how these forces may support explanations to some
of the earlier phenomena.
20 min EXPLAIN Isolate one phenomenon, imploding railroad car tank, through
a teacher led demonstration, direct instruction on modeling,
and time for obtaining additional information. Construct final
explanations about imploding railroad car tank.

10 min EXPLORE Preview next steps in the learning cycle (explain phases of
lightning, magnetic Earth) with reflections for
 S8P5. Obtain, evaluate, and communicate
information about gravity, electricity, and
magnetism as major forces acting in nature.
• a. Construct an argument using evidence to support the claim that
fields (i.e., magnetic fields, gravitational fields, and electric fields)
exist between objects exerting forces on each other even when the
objects are not in contact.
Let’s start with a couple of phenomena:
What do all three of these have in common?
How do you evaluate students’
thoughts about forces?
Share your examples. Could you draw it?
Which of these acts on objects when things are in
direct contact?
What other forces should have been included?

Our Concentration:
Non Contact Forces
Explore:
Carry out investigations with non contact forces.
Share some of your reflections.
So….if we asked this question again…..?
Let’s closely examine one of these
phenomenon.
Observe Before/After…..
Make your thinking visible.
Make your thinking visible -Labels to Consider:
particles thermal energy pressure/gravity
Let’s use a similar phenomenon to help us
make connections to the imploding tank.
Keep careful records of your observations.
Record any information that helps explain the
demonstration and imploding tank.
Make your NEW thinking visible.
How do these models align with what you are
thinking?
What about this one?
….this one?
What are all these models missing?
So now….make your NEW thinking visible.
Where does the learning cycle go from here?
Electro Static Force Fields
Support Student Sense Making
Initial Model for Gas Tank Explosion Obtained Information from Revised Model of Gas Tank Explosion
Discovery Stations
From Station 1: BEFORE EXPLOSION:

From Station 2: AFTER EXPLOSION:

(include labels)
Developing Models
Make a Claim.
Why did the gas tank explode?
Sentence Starters:
• The effect of _________ on ______________ is _____.

• _______ will have a ____________ effect on ___________.

• ___________ and ____________ are ____________.

Ex. (“Fat and soap are two different substances.”)
Provide the Evidence.
Examples: 0bservations, results from experiments, other identical examples,
research compiled from reputable resources (Remember that is it best to have
multiple sources of evidence.)
Sentence Starters
• According to the resource, (name of resource), it stated that
………………………………………….

• The graphic in the resource, (name of resource) showed…………………

• The ______________ activity showed that……………….

Phenomena: Lightning
Gravitational Force Fields
What do you think?
How can a human run the loop without falling or
hurting themselves?
What do you think?
Magnetic Force Fields
History of Science: Einstein
New Phenomenon:
Elaborate: Plan and Carry Out an Investigation
My Approach:
• Unpack GSE
• Identify Disciplinary Core Ideas
• Identify Science and Engineering Practices
• Identify Cross Cutting Concepts
• Determine Complexity of Core Ideas
• Identify Necessary Learning Progression
• Compile Possible Performance/Application Based Assessment Probes
• Identify Possible Anchoring and Supporting Phenomena
• Determine Best Fit Sequence of Core Ideas (from simple to complex)
• Determine Baseline of Discovery Learning Stations to Hit Both Below and
Above Expected Experiences
• Compile Resources for Informational Text