Supporting Class Discussion

Supporting Class Discussion

Page Keeley, in the book “Science Formative Assessment” (2008), uses the analogy of ping-pong and volleyball to describe discussion interaction. Ping-pong represents the back and forth question-answer pattern: the teacher asks a question, a student answers, the teacher asks another question, a student answers, and so on. Volleyball represents a different discussion pattern: the teacher asks a question, a student answers, and other students respond in succession; each building upon the previous student’s response. Discussion continues until the teacher “serves” another question.

A “volleyball” discussion encourages deeper student engagement with scientific ideas. Students state and give reasons for their ideas. Through the interaction, ideas may be challenged and clarified. Extensions and applications of ideas may arise as well. Discussions should avoid the personal and always revolve around ideas, explanations and reasons. The goal is for students to achieve better understanding.

Share the ping-pong and volleyball analogies with your students. Good discussion takes practice. You and your students will improve. Many teachers find discussion works best if all students can see each other, such as in a circle, at least until they become accustomed to listening and responding to each other.

As the teacher, you will need to:

• 
  establish and maintain a respectful and supportive environment;
  
• 
  provide clear expectations;
  
• 
  keep the talk focused on the science;
  
• 
  carefully orchestrate talk to provide for equitable participation.
  

It is important to establish discussion norms with your class. Your expectations may include:

• 
  Everyone has a right to participate and be heard.
  
• 
  Everyone has an obligation to listen and try to understand.
  
• 
  Everyone is obliged to ask questions when they do not understand.
  
• 
  The speaker has an obligation to attempt to be clear.
  

It is helpful if teacher questions refer to a big idea rather than specifics. (Could humans and chickens move their bones without muscles?) Questions should be phrased so that anyone can enter into the conversation. Opinion questions are especially good for this (What do you think . . . ?

How do you think . . . ? What if . . . ? Why . . . ?).
Provide plenty of wait time for students. Students give more detailed and complex answers when given sufficient wait time. Allow wait time after student responses. When students are engaged and thinking, they need time to process other responses before contributing. If the discussion is not progressing, have students engage in partner talk. Partner talk enables the teacher the opportunity to insert “overheard” ideas.

Helpful teacher prompts:

1. 
   What outcome do you predict?
   
2. 
   Say more about that.
   
3. 
   What do you mean by . . . ?
   
4. 
   How do you know?
   
5. 
   Can you repeat what ____ said in another way?
   
6. 
   Does anyone agree or disagree with . . . ?
   
7. 
   Does anyone want to add to or build on to . . . ?
   
8. 
   Who understands ___’s idea and can explain it in their own words?
   
9. 
   Let me see if I have got your idea right. Are you saying . . . ?
   
10. 
    So you are saying that . . .
    
11. 
    What evidence helped you to think that?
    
12. 
    Okay, we do not agree. How does each position fit the evidence? What else could we find out?
    

Keeley, Page (2008). Science Formative Assessment. Thousand Oaks, CA: Corwin Press and Arlington, VA: NSTA Press

Michaels, Sarah, Shouse,Andrew W., and Schweingruber, Heidi A. (2008). Ready, Set, SCIENCE! Washington, DC: The National Academies Press

Materials List

Popsicle sticks

Ball

Book

A variety of different items to wrap food such as plastic wrap, aluminum foil and waxed paper

Nylons

Different types of fabric

Plastic water bottles

Mira (from Math Program)

Piece of cardboard

Several pieces of white paper

Object that casts a shadow (e.g. their heads or a toy, ball, book, pencil)

Bright light (slide, overhead, LCD projector)

Measuring tape or another way to estimate distance

For larger objects - wall or flat vertical surface (back of a bookshelf, door);

For smaller objects – flat vertical surface as well as a horizontal surface

Tinfoil – smooth and crumpled

Bowl or pan of water

Smooth mirror

Curved mirror

Spoon

Optional: Large cardboard box or desk/table that can be covered with a blanket to eliminate or reduce the amount of ambient light

Student Version of Outcomes

104-6 I will use words that scientists use.

106-4 I will explain how scientific ideas and discoveries have led to new inventions and uses for different things.

107-1 I will describe examples of tools, materials, and ways of doing things that can be used to help people meet their needs.

204-7 I will plan a set of steps to solve a problem and carry out a fair test of a science-related idea.

205-3 I will follow a given set a procedures.

205-5 I will make observations and collect information that helps me answer a question or solve a problem.

205-10 I will make an object with a specific purpose.

206-1 I will classify objects and use a chart or picture to show my classification rule.

206-5 I will make a conclusion based on evidence I have gathered that answers a question.

207-1 I will share my questions, ideas and intentions, and listen to others while doing experiments or activities.

303-4 I will investigate if objects cast shadows, allow light to pass through or reflect light when light shines on those objects.

303-5 I will predict the location, shape and size of a shadow when a light source is placed in a certain location near an object.

Does light pass through?

1. Before testing each item, predict whether the object will allow all, some or none of the light to pass through. Record your prediction on the table below.

2. Turn on the flashlight. Aim it at the object being tested. Record your observations.

Material	Predict how much light passes through (all, some, none)	The actual amount of light passing through (all, some, none)

3. After you have tested all of the items, classify your items as “all light passed through”, “Some light passed through”, or “no light passed through”.

4. As a group compare and discuss your predictions and your results from your experiment.

All light passed through	Some light passed through	No light passed through

Return to “Does light pass through” activity

Seeing the Light

Draw where you think the light rays go when they:
Pass through an object



Flashlight Draw your object screen (paper)


Are blocked by an object


Flashlight Draw your object screen (paper)

Some light passes through the object




Flashlight Draw your object screen (paper)

Remember: Light always travels in straight lines!

Return to Does light pass through activity

Archimedes

Archimedes was a famous scientist and inventor who lived in Sicily about 2,000 years ago.

Archimedes created machines that were powerful enough to lift ships out of the water. His inventions were used to defend his city against enemy ships.

One of Archimedes’ famous inventions is called the Archimedes Heat Ray. Using just the sun’s rays and mirrors, it is said the heat ray could cause an enemy ship to burst into flames!

Using his knowledge of reflection, Archimedes placed flat mirrors (or perhaps polished shields) along the shore. The sunlight was reflected off the mirrors and focused on to an enemy ship.
Enemy sailors were blinded by the reflected light. It is said the heat from the sun’s rays was so intense the cotton sails would burst into flames. The rest of the wooden ship would then catch on fire.

How did the enemies react to Archimedes’ invention?

They sailed on cloudy days!

Sources:

Archimedes sculpture http://www.crystalinks.com/archimedes.html

Painting of weapon in use http://www.math.nyu.edu/~crorres/Archimedes/Mirrors/Tzetzes.html

Archimedes Heat Ray diagram http://en.wikipedia.org/wiki/Archimedes

Archimedes painting http://en.wikipedia.org/wiki/Archimedes

Hakim, Joy. (2004). The Story of Science: Aristotle Leads the Way. Washington, DC: Smithsonian Books.

Observation Chart Sheet

Outcomes:

name	name		name	name		name
name		name	name		name		name
name		name	name		name		name
name		name	name		name		name
name		name	name		name		name
name		name	name		name		name

Observation Checklist

names

104-6 Demonstrate that specific terminology is used in science and technology contexts

106-4 Describe instances in which scientific ideas and discoveries have led to new inventions and applications

107-1 Describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs

204-7 Plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea

205-3 Follow a given set of procedures

205-5 Make observations and collect information that is relevant to a given question or problem

205-10 Construct and use devices for a specific purpose

206-1 Classify according to several attributes and create a chart or diagram that shows the method of classifying

206-5 Draw a conclusion, based on evidence gathered through research and observation, that answers an initial question

207-1 Communicate questions, ideas, and intentions, and listen to others while conducting investigations

303-4 Investigate how a beam of light interacts with a variety of objects, to determine whether the objects cast shadows, allow light to pass through, or reflect the light

303-5 Predict the location, shape, and size of a shadow when a light source is placed in a given location relative to an object

Checklist Sheet

Outcomes	Correlations with Cycles	Yes	No
104-6 Demonstrate that specific terminology is used in science and technology contexts	1st cycle: class discussion, journal/foldable 3rd cycle: student observations from activity; class discussion; journal 4th cycle: activity; class discussion; journal
106-4 Describe instances in which scientific ideas and discoveries have led to new inventions and applications	1st cycle: class discussion 2nd cycle: class discussion; think like a scientist 3rd cycle: class discussion; Archimedes article
107-1 Describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs	1st cycle: class discussion 2nd cycle: think like a scientist, extension activity 3rd cycle: class discussion 4th cycle: class discussion
204-7 Plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea	2nd cycle: activity 4th cycle: activity
205-3 Follow a given set of procedures	1st cycle: activity 3rd cycle: activity
205-5 Make observations and collect information that is relevant to a given question or problem	1st cycle: activity 2nd cycle: activity 3rd cycle: activity 4th cycle: activity
205-10 Construct and use devices for a specific purpose	4th cycle: activity
206-1 Classify according to several attributes and create a chart or diagram that shows the method of classifying	1st cycle: activity
206-5 Draw a conclusion, based on evidence gathered through research and observation, that answers an initial question	1st to 4th cycles: activity; class discussion
207-1 Communicate questions, ideas, and intentions, and listen to others while conducting investigations	1st to 4th cycles: student activities; class discussions
303-4 Investigate how a beam of light interacts with a variety of objects, to determine whether the objects cast shadows, allow light to pass through, or reflect the light	1st to 4th cycles: students activities; class discussions
303-5 Predict the location, shape, and size of a shadow when a light source is placed in a given location relative to an object	2nd cycle: activity, class discussion

Student Record

Outcome goal	Evidence
I can use words that scientists use. (104-6)
I can explain how scientific ideas and discoveries have led to new inventions and uses for different things. (106-4)
I can describe examples of tools, materials, and ways of doing things that can be used to help people meet their needs. (107-1)
I can plan a set of steps to solve a problem and carry out a fair test of a science-related idea. (204-7)
I can follow a given set of procedures. (205-3)
I can make observations and collect information that helps me answer a question or solve a problem. (205-5)
I can make something with a specific purpose. (205-10)
I can classify objects and use a chart or picture to show my classification rule. (206-1)
I can make a conclusion based on evidence I have gathered that answers a question. (206-5)
I can share my questions, ideas and intentions, and listen to others while doing experiments or activities. (207-1)
I can investigate if objects cast shadows, allow light to pass through or reflect light when light shines on those objects. (303-4)
I can predict the location, shape and size of a shadow when a light source is placed in a certain location near an object. (303-5)

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