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Next week : bring some examples of evidence of student learning from the lesson that you taught (i.e., copies of student worksheets, writing samples, pictures of models they created and so on are all fine). Agenda. Final Assignment reminder Returning to I-AIM: Planning a lesson sequence
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Next week: bring some examples of evidence of student learning from the lesson that you taught (i.e., copies of student worksheets, writing samples, pictures of models they created and so on are all fine) Agenda • Final Assignment reminder • Returning to I-AIM: Planning a lesson sequence • Narrative and Expository Writing • Other forms of integration
school Final Assignment Reminder • Due Dec 6th by 5:00pm • For your final assignment you need to reflect on your science teaching in a way that reveals your growth as a science teacher this semester and that shows others what you care about. Head on over to the wiki: Assignments.
Warm up activity • With the other members in your group, review • the children’s force and motion books at your table. • Prepare a brief presentation sharing your book with the class. Share the title, author, and discuss: • Would you use this book with your class? What age group? How would you use it in the classroom? • What specific force and motion concepts are addressed in your book? (show examples using the document camera!) • What activities, demonstrations or lessons might be paired with this book? What learning goals would they address? • What opportunities to integrate other content areas are found in this book?
I-AIM • Inquiry (Experiences, Patterns, Explanations) • Application (Explanations, Patterns, Experiences) • Instructional • Model
Ball Toss • Two volunteers – Toss the ball to each other a few times • Class (in groups): • What do you notice about motion? • Write down as many “sight” observations as you can about the tossed ball. Using as many descriptive words as you can. • Draw the motion
Sharing Ideas Groups present observations Discuss: • Based on the class observations, what are some common ways that we describe motion • In our talk • In our pictures
What I might hope from 4th graders: Ways to Describe Motion • Sketcingusing a line to show the path • Using arrows to show the direction of the motion • Using labels for start and stop • Using speed words to show where the motion was fast, slow, stopped, speeding up or slowing down • Writing sentences that tell about the motion
Return to your group observations • Work on your observations in a way you might want 4th graders to do: • Sketch a line to show the path • Use arrows to show the direction of the motion • Use labels for start and stop • Use speed words to show where the motion was fast, slow, stopped, speeding up or slowing down • Write sentences that tell about the motion
Typical EPE for 3rd and 4th graders How do your ideas compare?
Motion Hunt • Walk around Erickson or immediately outside and find something that moves. • Observe it moving for a couple of minutes • Notice: Path, direction, Starting & Stopping, Speed • Draw a picture of your object in motion, and label what you notice • Write sentences that tell about the motion
Draw a picture of a moving object that you observed (use labels) Here are my sentences about what happened when the object moved
We can learn by sharing We can teach by sharing We can be respectful when we share We can show respect by: Listening carefully Sharing our Ideas
Look at your group’s set of student work • What patterns in students ideas do you see in these samples of student work? • How would you use these ideas to get students to see patterns in their observations? Some things to think about: • Path • Direction • Speed • Start & Stops
Revising a lesson sequence & plan • All Groups: Read through the entire lesson plan • Group 1: 4th grade: Look closely at the lesson sequence • Group 2: 4th grade: Look at the I-AIM for Lesson plan • Group 3: 4th grade: Revise plan for incorporation of literacy goals: fiction and/or nonfiction texts • Group 4: Kinder: Look at the I-AIM for Lesson plan • Group 5: 4th grade: Revise plan for deaf and hard of hearing students • Group 6: Kinder: Revise plan fordeaf and hard of hearing students
Group 1: Lesson Sequence • Review the sequence of 5 lessons • How do the lessons move students through the I-AIM process (Engage, Explore, Explain, Apply)? • Strengths • Weaknesses • What modifications would you recommend?
Group 2: Lesson Plan (I-AIM) • Review the lesson plan table (activity sequence for lesson 1 and procedures table) • What phases of I-AIM are covered in the actual lesson (Engage, Explore, Explain, Apply)? • How are these phases covered? How are they connected to each other? • Strengths • Weaknesses • What modifications would you recommend?
Group 3: Literacy integration • Review the lesson plan table (activity sequence for lesson 1) • What phases of I-AIM are covered in the actual lesson (Engage, Explore, Explain, Apply)? • How are these phases covered? How are they connected to each other? • How would you modify the lesson to integrate literacy? What would your goals be?
Group 4: Kindergarten Lesson • Review the lesson plan • What phases of I-AIM are covered in the actual lesson (Engage, Explore, Explain, Apply)? • How are these phases covered? How are they connected to each other? • Strengths • Weaknesses • What modifications would you recommend?
Group 5: Modifying for Deaf Ed. & Hard of Hearing – 4th grade • What specific challenges does this lesson plan present? • What modifications would you make to the plan?
Group 6: Modifying for Deaf & Hard of Hearing – Kinder • What specific challenges does this lesson plan present? • What modifications would you make to the plan?
In groups, write down responses to the following questions: • Words that I would use to describe EXPOSITORY writing. • Examples of things that I have read that draw upon EXPOSITORY writing in science. • Words that I would use to describe NARRATIVE writing. • Examples of things that I have read that draw upon NARRATIVE writing in science. Now look at the handout on Expository and Narrative writing together. How do your responses compare?
Let’s read Owl Moon • By Jane Yolen • Listen to the story closely. • What observations can you make about owls? • What kind of writing does Owl Moon involve?
Work in groups to reflect on the story and to record at least 6 observations about owls. • Draw upon your observations about owls to prepare their own narrative writing sample about owls. • Draw upon your observations about owls to prepare your own expository writing sample (Each group will be assigned a form)
Cause & Effect Comparison
