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ESI Day 2 Welcome/Introductions/SharePoint Nature of Science (NOS)

ESI Day 2 Welcome/Introductions/SharePoint Nature of Science (NOS) . Goals of the Session. Participants will Pre-assess their understanding of the Nature of Science Explore the VA NOS aspects via an Investigation and a simulation

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ESI Day 2 Welcome/Introductions/SharePoint Nature of Science (NOS)

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  1. ESI Day 2Welcome/Introductions/SharePointNature of Science (NOS)

  2. Goals of the Session Participants will Pre-assess their understanding of the Nature of Science Explore the VA NOS aspects via an Investigation and a simulation Be introduced to the VA NOS aspects that students in grades 3-6 need to understand Learn about the need to be explicit with students and talk about strategies for making that happen in camp (and their classroom).

  3. Card Sort Individually Each person should read their set of statements and sort them into agree with, disagree with, and not sure of. Paper clip each stack together and put a sticky note on them so that you remember how you categorized them. Share with your table group one statement you disagree with and why you disagree with it. Whole group discussion

  4. Examining a Specimen Observe and record your observations of the specimen. What do you think this is? Why? What other information would be helpful to refine your ideas?

  5. Further Examination With your group, use the available tools to make and record additional observations about your specimen. Have your ideas about what this is changed? How? Why? What other technologies/tools/tests would help us refine our ideas further?

  6. Examining the Process What did you do as you were trying to figure out what this specimen is? Did you have an initial idea before you got to examine it closely? Why? Do we know how this became what it is? Could we find out? Do we know why this became what it is? Could we find out?

  7. Nature of Science(Virginia SOL Training) The natural world is understandable Science demands evidence Science is a blend of logic and imagination Scientific ideas are durable yet subject to change as new data are collected Science is a complex social activity (endeavor) Scientists try to remain objective and engage in peer review to help avoid bias Scientific knowledge is the product of observation and inference. Scientific laws and theories are different kinds of scientific knowledge Scientists use many methods to develop scientific knowledge. Scientific knowledge is subjective and culturally influenced.

  8. Implicit or Explicit? NOS Implicit or Explicit Implicit Implied but not plainly expressed Explicit fully revealed or expressed without vagueness, implication, or ambiguity : leaving no question as to meaning or intent For students to develop a fluency with the NOS, we need to be explicit.

  9. Examining Classroom Practice Read each of the transcripts. Is NOS explicit or implicit? If NOS is implicit, how could you make it more explicit? Identify which transcript models better practice for student learning of NOS.

  10. Examining Classroom Practice How can we be more explicit? Brainstorm How can we as teachers be more explicit? How can we help our students be more explicit?

  11. Discussion Prompts to help us be more EXPLICIT Review the prompts for each of the aspects of NOS. In small groups, discuss how you might incorporate these into your teaching.

  12. The Nature of Science from Scientists’ Perspectives

  13. NOS Card Sort - Revisit Revisit your cards from the card sort. If your thinking has changed, move the card to the pile you think it belongs in now. Group discussion

  14. Break

  15. PBL Unit Planning for Camp What do kids (4th- 6th graders) like? What engages them? Science Tuesday Energizer

  16. THEME Brainstorm potential real world problems around our theme: The Impact of Energy Extraction, Production and Use Problem – Posed as a question Scenario Student Role Resources Culminating Activity

  17. Lunch

  18. Revisit Theme/Problem/Scenario Continue to develop camp including student role, culminating activity and resources Theme: Energy Problem: Scenario:

  19. Question Mapping Develop the Question Map Level 1 – The problem written as a question Level 2- Questions that arise from considering this question Level 3- Daily questions that guide student activities (approx. 15-16)

  20. Initial Camp Team Planning Brainstorm activities to go with each question Start writing lesson plans

  21. Exit Ticket https://www.vistascience.org/ESI/files/Exit_Slip_Day_2.aspx?PageView=Shared&InitialTabId=Ribbon.WebPartPage&VisibilityContext=WSSWebPartPage

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