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Making Science Essential

Making Science Essential. Facilitating Learning through Enjoyment. August 6 Agenda. Desired Outcomes. Develop teacher content knowledge of the NC Science Essential Standards 2) Experience a 5E Lesson from the perspectives of a student and of a teacher

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Making Science Essential

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  1. Making Science Essential Facilitating Learning through Enjoyment

  2. August 6 Agenda

  3. Desired Outcomes • Develop teacher content knowledge of the NC Science Essential Standards • 2) Experience a 5E Lesson from the perspectives of a student and of a teacher • 3) Learn to facilitate Science instruction using the 5E Lesson Planning format • 4) Utilize formative assessment strategies to check for student understanding in Science content and for student progress in informational reading and writing related to Science

  4. The 5 E+ Model • Engage • Explore • Explain • Elaborate • Evaluate

  5. Notebooking • http://goo.gl/1n383A

  6. Why the “+”? Enjoyment!

  7. Solid, Liquid or Gas? 5E + Model Lesson

  8. Engage

  9. Engage • The “hook” to pique students’ interest • Activate prior knowledge • An activity or event that raises questions & motivates students to discover more about the topic

  10. Take 5 to . . . . • Show what you know! • Begin the concept map by “bubbling” everything you know about each state of matter: • Solid • Liquid • Gas • Use your choice of words, diagrams, or a combination of both.

  11. Mystery Material

  12. Asking Questions . . . JOBS! Scientists: Work with your group members to generate questions. Recorder: Record your groups’ questions on chart paper Reporter: Be prepared to share your questions with the whole class

  13. Sharing Out Sharing Out Same? Different? Negotiating the Most Important

  14. Mystery Material • Solid, Liquid, Gas? • Where does it belong? • How do you know? • What’s your evidence?

  15. Teacher Hat

  16. Engage • How did the teacher capture • students’ interest? • What kind of questions • should/did the students ask • themselves after the engagement?

  17. Teacher Hats • Role of the teacher? • Role of the student?

  18. Teacher Hats • Reflections? • Questions? • Ah-ha moments?

  19. Strategies to Engage • Hands-on experience • Active modeling • Discussion • Use a book as a hook • Mystery Pictures • Group of items/pictures – what is the connection? • Mystery (in general) • Video

  20. Break!

  21. Explore

  22. Explore • Active exploration of the concept through a hands-on activity • Establishes a commonly shared classroom experience • Allows students to share their ideas about the concept • Experiences occur before explanations! • High student engagement – low teacher explanation

  23. Our Big Question How do we decide if a material is solid, liquid, or gas?

  24. Concept Map

  25. Learning Log #1 Where do you say our Mystery Material fits on your concept map?

  26. Learning Log Stems I think the Mystery Material is a ____________. My reasons are The Mystery Material is an example of a___________. My evidence is ____________

  27. Share it Out! Turn to a partner and share your thinking and evidence. As your partner shares his or her Learning Log entry, think of at least one question to ask him or her. Ask the question to help them think a little deeper.

  28. Scientist Stations 9 stations around the room You and a partner will be assigned a letter. This is your starting station. 2 minutes at each station

  29. Data Chart

  30. Group Share Negotiate where each material belongs – solid, liquid, gas?

  31. Negotiating Norms: • Argue ideas not people • Speak up! • Use evidence to justify your claims • Challenge through questioning • Listen with an open-mind

  32. Data Chart

  33. Reflecting on Our Learning • Re-read your Learning Log #1 • After exploring new materials, are you still comfortable with your classification and justification? • Share your thoughts with a partner

  34. Learning Log #2 After the explore stations, I agree/disagree with my classification of our Mystery Material. My reasons for this are ______________.

  35. Teacher Hat

  36. Explore • In what hands-on/minds-on activities did “students” participate? • What are the “big idea” conceptual questions that the teacher used to encourage and/or focus students’ exploration?

  37. Teacher Hats • Role of the teacher? • Role of the student?

  38. Teacher Hats • Reflections? • Questions? • Ah-ha moments?

  39. Strategies to Explore • Collaborative learning • Movement • Sorting& Classifying • Negotiating • Providing evidence for & defend classifications • Data collection • Introduction to vocabulary • Use of prior knowledge

  40. Explain

  41. Explain • Teachers use questioning strategies to lead students’ discussion of information discovered during Explore • Introduction of new science terms & explanations at appropriate times during the discussion • Students pool their explanations based on observations, construct new understandings, & have a clear focus for additional learning

  42. Time to Explain! JOBS Recorders: Write each object’s name on a sticky note and place it on the chart that matches your group’s negotiation Reporter :Share out as appropriate with the whole group during our Making Meaning Conference

  43. Not So Fast! It’s not just the reporters who have a job during this part of our investigation! You need to step into the Active Listening Role Active Listening Tool

  44. Active Listening Tool

  45. Negotiating Norms: • Argue ideas not people • Speak up! • Use evidence to justify your claims • Challenge through questioning • Listen with an open-mind

  46. Me, Us, We Me: In your notebook, write a definition for solid, liquid, and gas Us: Share your definitions with your partner. Make changes to your definition if you need to. We: Our class will negotiate a class definition of solid, liquid, and gas.

  47. Learning Log #3 After our class explain session, I agree/disagree with my classification of our Mystery Material. My reasons for this are ___________ .

  48. Teacher Hat

  49. Explain • What questions or techniques did the teacher use to help students connect their exploration to the concept under examination? • What were the higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations?

  50. Teacher Hats • Role of the teacher? • Role of the student?

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