Let’s Do a 5 E Science Lesson Together and then Discuss the Nature of the Lesson Components

1. SCE 4310: Habits of Mind (HoM) in the K-6 Classroom. Exploring an Important Role of HoM in Understanding A New Conceptual Framework in Science Teaching Four Levels of Educational Outcomes (Source: Costa & Kallick, 2008, Learning and Leading with Habits of Mind, p. 48.

2. Let’s Do a 5 E Science Lesson Together and then Discuss the Nature of the Lesson Components FIU WORLDS AHEAD Strategy -- Let’s break out into cooperating learning groups, we’ll share materials and equipment! Each group should have a copy of a Guide to Communicating in Scientific Ways (Later we’ll check to find out which Scientific Ways Participants Used to do Science) Use Science Notebooks today, please write down your responses to questions & place your ideas, observations, questions, notes, etc. in your science notebook.

3. 1. Cognitive Tasks – Activity: Which is more Dense? FIU WORLDS AHEAD Although you are working in a small group, do the following actions alone and without discussion with others. Make a list of some objects that you know will float and another list of those that you know will sink. How are the two lists different?

4. 2. Cognitive Tasks – Activity: Which is more Dense? FIU WORLDS AHEAD Examine an unpopped kernal of popcorn. Can you predict whether it will sink or float in tap water? Write down the reasons for your prediction.

5. 3. Cognitive Tasks – Activity: Which is more Dense? FIU WORLDS AHEAD Now work together with your small group mates Place the kernal in a small cup of water. What happens? Write observations, draw the science activity set-up.

6. 4. Cognitive Tasks – Activity: Which is more Dense? • Now think about a popped kernal of popcorn. How does it differ? • Do you think it will sink or float? Why? FIU WORLDS AHEAD

7. 5. Cognitive Tasks – Activity: Which is more Dense? • Put it in the water to test your prediction. • What happens? • How do the two kernals compare? FIU WORLDS AHEAD

8. 6. Cognitive Tasks – Activity: Which is more Dense? • How do the kernals compare in mass? • How do the kernals compare in volume? • WE JUST PARTICIPATED IN THE ENGAGE PHASE OF A 5 E LESSON! NOW WE CAN MOVE TO THE EXPLORE PHASE! • We will investigate the following question: How do the mass and volume compare for popped and unpopped popcorn? FIU WORLDS AHEAD

9. 7. Cognitive Tasks – Activity: Which is more Dense? • EXPLORE PHASE – THIS IS SET UP AS A MORE GUIDED INQUIRY LESSON! • We will investigate the following question: How do the mass and volume compare for popped and unpopped popcorn? • Place 10 kernals of unpopped popcorn in a plastic cup on ane pan of a balance, and a cup of 10 kernals of popped popcorn on the other pan. How do the masses compare? FIU WORLDS AHEAD

10. 8. Cognitive Tasks – Activity: Which is more Dense? • EXPLORE PHASE • How does the amount of space or volume of each group of kernals compare to that of the other? • Place several kernals of popped and unpopped popcorn in a cup of water and observe. Draw a picture of what you observe. FIU WORLDS AHEAD

11. 9. Cognitive Tasks – Activity: Which is more Dense? • EXPLORE PHASE • How can you explain what happened to the popped and unpopped popcorn? What evidence supports your explanation? FIU WORLDS AHEAD

12. 10. Cognitive Tasks – Activity: Which is more Dense? • EXPLAIN PHASE • When corn is popped, which changes more: its mass or its volume? • Dense is a word used to compare the mass of an object and the amount of space it takes up (volume). How have you used the word dense? What does it mean to you? FIU WORLDS AHEAD

13. 11. Cognitive Tasks – Activity: Which is more Dense? • EXPLAIN PHASE • Objects that have relatively large masses and take up little space or volume are said to be dense. Objects that have about the same mass but take up lots of space or volume are less dense. Explain why popped popcorn is less dense than unpopped popcorn. • How do the mass and volume compare for popped and unpopped popcorn? FIU WORLDS AHEAD

14. 12. Cognitive Tasks – Activity: Which is more Dense? • EXTEND PHASE • Which is more dense, an empty balloon or the same balloon when inflated? Before you make a guess, consider the mass and volume of each. • Now try to determine the mass and volume for the empty and inflated balloons. • Which is more dense? • What is your evidence? FIU WORLDS AHEAD

15. 9. Cognitive Tasks – Activity: Which is more Dense? • EXTEND PHASE • Earlier, you were asked to define what the word dense meant? You have been exploring the concept of density. Write in your science notebook how you would explain the concept of density to one of your friends. • Place a can of diet soda and a can of regular soda (of the same brand) into a container of water. Record your observations. Because the two cans are the exact same volume, what can you deduce about their masses? Why? Which can is more dense? • END OF EXTEND PHASE FIU WORLDS AHEAD

16. 10. Cognitive Tasks – Activity: Which is more Dense? • APPLICATION • Several kernals of popped corn are floating in a cup of water. After some time, one of the kernals sinks to the bottom. How does density of a floating kernal compare to that of the one that sank? What might have caused the kernal to sink? FIU WORLDS AHEAD

17. 11. Cognitive Tasks – Activity: Which is more Dense? • EXPLORE PHASE • Place a can of diet soda and a can of regular soda (of the same brand) into a container of water. Record your observations. Because the two cans are the exact same volume, what can you deduce about their masses? Why? Which can is more dense? • END OF EXPLORE PHASE! FIU WORLDS AHEAD

18. 12. Cognitive Tasks – Activity: Which is more Dense? • We have been doing a 5 E Lesson from the source: Teaching Science as Investigations: Modeling Inquiry Through Learning Cycle Lessons by Richard H. Moyer, Jay K. Hackett, & Susan A. Everett • I have Lesson Planning sheets and teacher’s information as a handout if you want to try this activity concerning Density! FIU WORLDS AHEAD

19. Next: Let’s Breakdown our 5 E Lesson focused on Density using the Four Levels of Educational Outcomes Four Levels of Educational Outcomes (Source: Costa & Kallick, 2008, Learning and Leading with Habits of Mind, p. 48.

20. A. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes • Four Educational Levels of Educational Outcomes [Content, Thinking Skills, Cognitive Tasks (specific activities), HoM] • Content – National Science Education Standards (NSES, 1996, reference, grades 5-8): Properties of Matter • “A substance has characteristics properties such as density. The density of a substance is independent of the amount of the sample” (National Research Council, 1996, p. 154). • Task - Place this activity in context to NGSSS (Big Ideas-level), new NSES Framework, 2012, level) FIU WORLDS AHEAD

21. B. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes • Four Educational Levels of Educational Outcomes [Content, Thinking Skills, Cognitive Tasks (specific activities), HoM] • Science Background: The ratio of an object’s mass to its volume is know as density. That is, the heavier an object is for its size, the more dense it is. (See more background info in handout) FIU WORLDS AHEAD

22. C. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes • Four Educational Levels of Educational Outcomes [Content, Thinking Skills, Cognitive Tasks (specific activities), HoM] • Misconceptions Information – Density is a difficult topic for most students, so many students will have misconceptions related to sinking and floating. Many of the misconceptions result from overgeneralizations – see handout. FIU WORLDS AHEAD

23. D. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes • Four Educational Levels of Educational Outcomes [Content, Thinking Skills, Cognitive Tasks (specific activities), HoM] • Thinking skills – First, identify ways you were able to use communicating in scientific ways during the activity? Check off on sheet! • Next, can you recognize any of the Thinking Verbs that the participants in this 5 E lesson used [PERFORMANCE INDICATOR VERBS] - See next slide! FIU WORLDS AHEAD

24. E. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes • Four Educational Levels of Educational Outcomes [Content, Thinking Skills, Cognitive Tasks (specific activities), HoM] • THINKING VERBS FOUND IN STANDARDS AND NEW COMMON CORE STANDARDS AND NEW NSES FRAMEWORK, See NSTA Document/handout • ANALYZE, APPLY, CLASSIFY, COMPARE, CONNECT, CONTRAST, DESCRIBE, DISCUSS, ELABORATE, EXPLORE, DIAGRAM, IDENTIFY, INTERPRET, JUDGE, OBSERVE, ORGANIZE, PARAPHRASE, PREDICT, RESPOND, SUPPORT, REPRESENT, VISUALIZE, REASON, VERIFY, SOLVE, SUMMARIZE, SIMPLIFY FIU WORLDS AHEAD

25. F. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes “Scientific” Habits of Mind FIU WORLDS AHEAD “Science can be thought to be a way of thinking, a spirit of inquiry driven by a curiosity to understand nature. The scientific habits of mind insist that students are not indoctrinated to think or act in a certain way. Rather, students must acquire the ability to make up their own minds, to develop freedom of the mind, and to learn to make decisions based upon reason and evidence. In this sense, the scientific values are the most complete expression of one of the deepest human values-the belief in human dignity.” (Anton E. Lawson, 2010)

26. G. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes • Four Educational Levels of Educational Outcomes [Content, Thinking Skills, Cognitive Tasks (specific activities), HoM] • Nature of the Standards-based curriculum and teaching in teaching Science and STEM lessons is helping children to problem solve. Can you identify any Habits of Mind pertinent to the 5 E lesson about Density? See the list that follows: • Persisting; Managing impulsivity; Listening to others – with understanding and empathy; Thinking flexibly; Thinking about thinking (Metacognition); Striving for accuracy and precision; Questioning and posing problems; Applying past knowledge to new situations; Thinking and communicating with clarity and precision; Gathering data through all senses; Creating, imagining, and innovating; Responding with wonderment and awe; Taking responsible risks; Finding humor; Thinking interdependently, Learning continuously FIU WORLDS AHEAD

27. H. Setting up Design of a Lesson Using the Four Levels of Educational Outcomes • Four Educational Levels of Educational Outcomes [Content, Thinking Skills, Cognitive Tasks (specific activities), HoM] • Nature of teaching Habits of Mind (K-5) over the entire span of six years is that given lessons like the one today featuring density can have a focus on one or two of the 16 HoM that follow: Persisting; Managing impulsivity; Listening to others – with understanding and empathy; Thinking flexibly; Thinking about thinking (Metacognition); Striving for accuracy and precision; Questioning and posing problems; Applying past knowledge to new situations; Thinking and communicating with clarity and precision; Gathering data through all senses; Creating, imagining, and innovating; Responding with wonderment and awe; Taking responsible risks; Finding humor; Thinking interdependently, Learning continuously. FIU WORLDS AHEAD

28. Let’s do another 5E Inquiry Learning Cycle Lesson – Do Raisons Sink or Float? See handouts! • Like the previous lesson with popcorn, write down all of your work in your science notebooks. • Although you are working in a small group, do the following actions alone and without discussion with others. • Work from a worksheet this time instead of from the powerpoint directions. FIU WORLDS AHEAD

29. I. Other Resourses-- Habits of Mind, Science for All Americans Project 2061 Benchmarks (2009, 1993) FIU WORLDS AHEAD A. Values and Attitudes (Being honest, Being open to new ideas, Being curious, Being skeptical) B. Computation and Estimation (Not a focus in the study) C. Manipulation and Observation (Manipulating and observing thoughtfully to answer scientific questions) D. Communication Skills (Using communication skills effectively that complement the scientific knowledge base) E. Critical-Response Skills (Using supportive evidence thoughtfully and carefully to accept or reject claims or propositions)

30. INFO: FIU WORLDS AHEAD George E. O'Brien, Ph.D.Associate Professor, Science EducationFlorida International UniversityThe Department of Teaching and LearningCollege of Education257A Sanford and Dolores Ziff and Family Building (ZEB)11200 S.W. 8th StreetModesto A. Maidique CampusMiami, Florida 33199 USATel.(305) 348-2599e-mail: obrieng@fiu.edu