Animal Systems

1. Animal Systems September 20, 2008 Monica Hartman Hartman.monica@sccresa.org Laura A. Chambless Chambless.laura@sccresa.org St. Clair RESA Math/Science

2. Welcome • Introduction • Laura Chambless – Assistant Director of Math/Science • Proto Page: www.protopage.com/lchambless • Value Line • How comfortable are you teaching science? • Make Name Cards • Your Name • What are your goals for today- What question do you want answered? • Your Question About Today’s Session (on back)

3. Norms • Use words and actions that are respectful • Contribute to the work of the group • Share Talk Time • Listen to Understand • Challenge Ideas, Not People • Share your experiences, thoughts, and knowledge • Ask Questions

4. Goals • What Is Inquiry • Introduction Companion Documents • Animal Systems • Position & Motion of Objects in the Sky • Measuring Changes in Motion • Evolution & Traits of Organisms • Planning a New Program & Wish List • Inquiry Activities: • Animal Systems

5. Inquiry Lesson • Our class has been asked to put on a health fair for the school. We need to teach the other students not only how to keep their bodies healthy but how our body works to stay healthy. • Let’s brainstorm as a class on how to do this and what we need to include. • What is a health fair? • Activities at each booth?

6. Project Based Science • Driving Question • Investigation • Artifacts • Collaboration • Technology

7. Inquiry Hands-On Hands-On Inquiry • Concrete/physical • textbook experiment • students follow step by step • answer questions • thought process • questioning • understanding • problem solving • finding out • Creating Meaningful Problems • Investigation Questions • Designing and Conducting Experiment • Drawing Conclusions • Presenting Results Hands-on can be inquiry! Not all hands-on is inquiry!

8. Inquiry “Research shows that simply “doing” science activities often leaves students with an inaccurate sense of what science is and how it works. To build their science knowledge and skill across the strands- • Learning scientific explanations • Generating scientific evidence • Reflecting on scientific knowledge • Participating in the social processes of science requires intentional, sustained instruction and support.” From: Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms, National Research Council, 2008, pg.127

9. Reading Inquiry and the National Science Education Standards Chapter 2 • Learners are engaged by scientifically oriented questions. • Learners give priority to evidence • Learners formulate explanations from evidence to address questions • Learners evaluate their explanations in light of alternative explanations • Learners communicate and justify their proposed explanations

10. Reading Strategy Facilitator’s Job: Make sure everyone shares, keep group on task and on time Scribe's Job: Write answers for group Reporter: Reports to whole group Directions: (What to focus on & set times for tasks) • Read your groups section (5 minutes) • Group answers questions ( 3 min. per question) • General Impression about section • What specific inquiry approaches did you notice? • What considerations are need to be used in your classroom? • How can this be adapted or improved for your classroom? • Report Out (3 min. per group)

11. Ready, Set, Science! • Strategies for Teaching How to Construct Scientific Knowledge pg 147 • Talk Moves Pg. 91 • Increasingly Sophisticated Metacognition Pg. 143

12. Break 15 minutes

13. Driving Question • How to keep our bodies healthy and how our bodies work to stay healthy?

14. Human Systems Digestive System Circulatory System Respiratory System Skeletal System Muscular System Nervous System Excretory System Reproductive System Endocrine System ?

15. Human Systems - Resources • Companion Document- Animal Systems • 2 Content Expectations • Inquiry Process, Inquiry Analysis & Communication, and Reflection & Social Implications • Human Resources – Resources from Port Huron Teachers • Anatomy Book • Activities- 7 systems • Protopage- Laura’s & Monica’s

16. Activity and Preparation • Break into System groups • Brainstorm what kind of Health Fair activity can be done at your systems booth? (10 min) • What other systems work with your system? • Report out on your ideas (3 min)

17. Lunch 1 Hour

18. Chicken Wing Dissection • Introduce Investigation • How does our skeletal system and muscle system work together? (first thing written in journal) • Have students talk about questions they have and want they want to find out about the chicken wing. DO NOT give them any step by step lab activity. • Watch Video to see how to cut skin • Dissect Chicken Wing

19. Chicken Wing Dissection • Have students discover the parts of the chicken wing giving vocabulary words as they need them. • Use the internet pictures and vocabulary cards as students discover each part. • When students are talking about how different parts work, don’t forget to have the use evidence in their explanation. • Draw Conclusions- Use one of the lab sheets to have students record what they have learned. (Working in partners) • Lab Notebook • Reflection- Have students write a journal page on: How does our skeletal system and muscle system work together?

20. Break & Clean Up 15 minutes

21. Companion Documents • Divide into 3 groups • Position & Motion of Objects in the Sky • Measuring Changes in Motion • Evolution & Traits of Organisms • Review All Resources for Your Documents –(20 min) • What is needed to teach the GLCEs for your companion documents? • Kits, Supplementary Resources (AIMS, GEMS), PD, Technology • Report Out – (5 min)

22. Goals Are all your questions answered on the back of your name cards?

23. Evaluation Thanks for a great day! 