attendance: Participation & Professionalism (microteaching days count double) 40 Safety Quiz 09/12/2017 35 Draft Microteaching Lesson Plan – Upload to TK20 + Hard Copy to Course Instructor Must be a Physical Science Lesson Plan Lesson Plan Template in Blackboard 10/03/2017 35 Concept Maps – Physical Science Lesson Plan Life Science Lesson Plan Earth & Space Science Lesson Plan 10/03/2017 20 20 20 Mid-Term Exam 10/20/2017 50 Microteaching 35 Physical Science Lesson Plan Upload to TK20 + Hard Copy to Course Instructor 12/05/2017 35 Life Science Lesson Plan Upload to TK20 + Hard Copy to Course Instructor 35 Earth & Space Science Lesson Plan Upload to TK20 + Hard Copy to Course Instructor 35 Microteaching Self-Reflection Hard Copy to Course Instructor 12/11/2017 25 Exam Monday 12/11/2017 100 Science Notebook 20
10 Arrives within the 10 minutes of class. Has clearly read the reading assignments prior to class; has reflected upon them and or is moderately prepared to discuss them. In small and large group discussions, sometimes participates, and participations is generally appropriate. Comments are sometimes insightful and contribute positively to the discussion. Generally though, not always respects and listens to the perspectives and ideas of classmates. 5 More than 10 minutes late to class Has skimmed the reading assignments or has not read them, and is clearly unprepared to discuss them. Does not participate in class discussions, or participation is inappropriate. Comments are off-topic or otherwise do not contribute positively to class discussion. 0 Absent from class Lesson Plan Assignments 3 Lesson Plans + 1 Draft Lesson Plan For this course you will design three lesson plans – a Physical Science Lesson Plan, a Life Science Lesson Plan and an Earth & Space Science Lesson Plan.
Elaborate Elaborate is missing. Missing three or more of the following components: student centered, activities or deepen understanding OR apply concept to a real world situation. Missing two of the following components: student centered, activities or deepen understanding OR apply concept to a real world situation. Missing one of the following components: student centered, activities or deepen understanding OR apply concept to a real world situation. Addresses all components: student centered, activities or deepen understanding OR apply concept to a real world situation. Evaluate Evaluate is missing. Missing or more of the following components: Appropriate preplanned assessment with answer key is used (i.e., diagnostic and formative assessment). Teacher adjusts instruction for student learning and concept development, students reflect on learning at least twice during the lesson. Missing two of the following components: Appropriate preplanned assessment with answer key is used (i.e., diagnostic and formative assessment). Teacher adjusts instruction for student learning and concept development, students reflect on learning at twice during the lesson. Missing one of the following components: Appropriate preplanned assessment with answer key is used (i.e., diagnostic and formative assessment). Teacher adjusts instruction for student learning and concept development, students reflect on learning at least twice during the lesson. Appropriate preplanned assessment with answer key is used (i.e., diagnostic and formative assessment). Teacher adjusts instruction for student learning and concept development, students reflect on learning at twice during the lesson. Score (35 points)
0 5 10 15 20 Missing three of the following elements: Reflection; Action Phase of Teaching; Reflection *(post- instruction reflection using peer feedback and personal reflection). Missing two of the following elements: Reflection; Action Phase of Teaching; Reflection *(post- instruction reflection using peer feedback and personal reflection). Missing one of the following elements: Reflection; Action Phase of Teaching; Reflection *(post- instruction reflection using peer feedback and personal reflection). All of the following elements are present but lack sufficient detail and support (evidence) using peer feedback, personal reflection, and lesson plan components: Reflection; Action Phase of Teaching; Reflection *(post- instruction reflection using peer feedback and personal reflection). All of the following elements are clearly detailed, elaborated, and supported (evidence) using peer feedback, personal reflection, and lesson plan components. Reflection; Action Phase of Teaching; Reflection *(post- instruction reflection using peer feedback and personal reflection). 0 5 Writing is incoherent with a number of grammatical errors. Writing is coherent with no grammatical errors. Total (25 points) Week 1: What You Will Learn Instruction Instruction Instruction Pre- Pre- Pre-
Leaning Cycles Process Skills ISTE Performance Standards* STEM/NGSS The NGSS Framework identifies eight scientific and engineering practices that should be used Practices include: NETS-S** NETS-T*** 5E Engage Explore Explain Expand/Elaborate Evaluate 6E/7E Engage Explore Explain Expand/Elaborate Evaluate E-Learning Observation Identifying Variables Creativity& Innovation Facilitate & Inspire Student Learning & Creativity Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data mathematics, information and computer technology, and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information Classification Controlling Variables Communication & Collaboration Design & Develop Digital-Age Learning Experiences and Assessments Communication Defining Operationally Research & Information Fluency Model Digital-Age Work & Learning Measurement Forming Hypotheses Critical Thinking, Problem Solving, & Decision Making Promote & Model Digital Citizenship & Responsibility Estimation Experimenting Digital Citizenship Engage in Professional Growth & Leadership Predication Graphing Technology Operations and Concepts Inference Interpreting Data Modeling Investigating
Assesses current knowledge, including misconceptions Lectures “What can I do to find out about this?” Shows interest in the topic Insists on answers and explanations Explore Provides time for students to work together Observes and listens to students as they interact Asks probing questions to redirect students’ investigations when necessary Explains how to work through the problem or provides answers Tells students they are wrong information or facts that solve the problem Thinks creatively, but within the limits of the activity Tests predictions and hypotheses Records observations and ideas Passively allows others to do the thinking and exploring “plays around” indiscriminately with no goal in mind with one solution Explain Asks for evidence and clarification from students Uses students’ previous experiences as a basis for explaining concepts Encourages students to explain concepts and definition sin their own words, then Teacher provides scientific explanations and vocabulary Does not solicit the students’ explanations Accepts explanations that have no justification Introduces unrelated concepts or skills Explains possible solutions to others Listens critically to explanations of other students and the teacher Uses recorded observations in explanations Proposes explanations from “thin air” with no relationship to previous experiences Brings up irrelevant experiences and examples Accepts explanations without justification What the Teacher Does What the Student Does Consistent Inconsistent Consistent Inconsistent
Expects students to apply scientific concepts, skills, and vocabulary to new situations Reminds students of alternative explanations Refers to students to alternative explanations Provides definite answers Leads students to step-by-step solutions to new problems Lectures Applies new labels, definitions, explanations, and skills in a new but similar situation Uses previous information to ask questions, propose solutions, make decisions, and design experiments Records observations and explanations “Plays around” with no goal in mind Ignores previous information or evidence Neglects to record data Evaluate Observes and assesses students as they apply new concepts and skills Asks students to assess their own learning and group process skills Asks questions Tests vocabulary words and isolated facts Introduces new or concepts Promotes discussion unrelated to the concept Demonstrates an understanding of the concept or skill Answers questions by using observations, evidence, and previously accepted explanations Evaluates his or her own progress and knowledge Draws conclusions, not using evidence or previously accepted explanations Offers only yes or no answers and memorized definitions or explanations Fails to express satisfactory explanations in his or her own words
determine test possible solutions, and communicate designs to others Informal educator discussion and demonstration: question and answer session. Transitions Teacher used students’ definition and asked students if they could design a filter. Students’ defined the problem for inquiry as a question: “What type of materials are needed in our filter to remove soil from a solution?” Claim and Evidence data sheet. Review of students’ Claim and Evidence sheet. Reflection and Summary Student Actions shared their reasons for selecting certain items. discussed their working definition. entered the activity sheet and class“ filter” definition into their science notebook. used a Predict and Test activity sheet worked in their groups, students tested the materials and recorded their observations (text and drawings). reviewed and interpreted their data as a team to answer four sentence starters on a Claim and Evidence data sheet. glued their Claim and Evidence data sheet into their science notebooks. Students Explanations reported the class tally in a pre-constructed table on the interactive whiteboard for the most effective and least effective material to remove soil from water. organized as frequency tally provided reasons for their claims. reflected and wrote a summary of their filter’s effectiveness based upon evidence used their material test data to design their filter on the Water Filter Design activity sheet Science notebook entries. 5E Learning Cycle Phases Engage Explore Explain Elaborate Evaluate
Topic 1: How to generate interest and curiosity Strategies & the 5E Learning Cycle in the Science Classroom Motivational Strategies: Activating Prior Scientific Knowledge Questioning Discrepant Event Fact or Fiction Word Splash Demonstrations Predict, Observe & Explain (P.O.E) Concept Mapping Managing Strategies: Comparing and Contrasting Taking Notes Grouping Word Ball Picture Talks What Comes Next/ May I Quote you? Chunk & Chew/RRR Repeat Tell Me More Think-Pair-Share The Ambassador Game Reciprocal Teaching Mystery Drawing Graphic Organizers Models Concept Mapping Big Ideas Bridging Mastery Strategies: Summarizing Final ABC’s/A-B-C Summarize Final Chants Buddy Draw Planted Question 10-2 Activity Learning Buddies Approach 3-2-1 Activity Learning Logs Relay Summary Exit
Essential characteristics of good driving questions 1. Must be consistent with existing curriculum frameworks · In exploring the driving question students develop conceptual understandings stipulated by national and state science standards. · Must encompass real-world problems that students find meaningful. · This motivates students to take ownership of the driving questions and to thoughtfully pursue answers to them. · Must be feasible. Students need the prerequisite knowledge and skills to design and conduct investigations to find answers to their driving question/driving questions. Project-Based Driving Questions · Projects designed to help students answer the driving question last from 2 up to the entire school year – normal time span is 6-8 weeks. · Teachers can create projects by adapting topic-based units and instructional materials. · Well-designed projects enable students to ask their own sub-questions that personalize the driving question.
Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure. Student sharpens/ clarifies question provided by teacher, materials, or other source. Student given data and asked to analyze. Student given possible ways to use evidence to formulate explanation. Student possible connections. Student provided broad guidelines to sharpen communication. 2 Guided Inquiry: Students investigate a teacher-presented question using student designed/selected procedures. Student selects among questions provided by teacher and poses new questions. Student directed to collect certain data. Student guided in process of formulating explanations from evidence. Student directed toward and sources of scientific knowledge. Student coached in development of communication. 3 Open Inquiry: Students investigate questions that are student formulated through student designed/ selected procedures Student poses a question. Student determines and constitutes evidence and collects it. Student formulates explanations after summarizing evidence. Student independently examines other resources and forms the links to explanations. Student forms reasonable and logical argument to communicate explanations. 4 Key: action verb: examples asked, coached, provided, directed, given, guided, told = Teacher’s teaching/instructional strategies. action verb: examples clarifies, collect, communicates, connects, constitutes, determines, engages, examines, forms, formulates, justifies, poses, selects, sharpens, summarizing = Student actions within inquiry-based activities. (Subramaniam, 2006) Group Members (remember to rotate role assignments) 1. Principal Investigator 2. Materials Manager 3. The Recorder 4. The Reporter 5. The Maintenance Director
After an examination, you notice that the wings of the airplanes are different. The wings of the airplane that glides 60 cm are slightly larger than the wings of the other plane. a prediction based upon your observation in the form “If …, then …” statement. Write the independent variable after the word If, and the dependent variable after the word then. To make a hypothesis, explain why you think what you predicted will occur. Write the explanation after the word because. Inferring An inference is a logical conclusion draw from the available evidence and knowledge. Inferences are often made from observations. Observations Inferences Observations: are recorded by the student. Inferences: are made on the basis of the observations. When you make inferences, be sure to look at all of the evidence available and combine it with what you already know. Inferences depend on observations and on the knowledge of the people making the inferences. Activity: Predicting vs. Hypothesizing – Which one of the Inferences is wrong? is a hole in the acorn, about 0.5 cm in diameter, where the insect crawled out. The insect formed from the material inside the acorn, grew to its present size, and ate its way out of the acorn. There is a second hole, which is about the size of a pinhole, on the other side of the acorn. The insect crawled through the smaller hole, ate the inside of the acorn, grew to its present size, and ate its way out of the acorn. The inside of the is hollow. An egg was laid inside the acorn through the smaller hole. The egg hatched into a larva that ate inside of the acorn, grew to its present size, and ate its way out of the acorn.
Examples of Variables Question Independent Variable (What I change) Dependent Variables (What I observe) Controlled Variables (What I keep the same) How much water flows through a faucet at different openings? Water faucet opening (closed, half open, fully open) Amount of water flowing, measured in liters per minute The faucet pressure, or how much the water is "pushing" "Different water pressure might also cause different amounts of water to flow and different faucets may behave differently, so to ensure a fair test, I want to keep the water pressure and the faucet the same for each faucet opening that I test." Does heating allow it to dissolve more sugar? Temperature of the water measured in degrees Celsius Amount of sugar that dissolves completely, measured in grams Stirring Type of "More stirring might also increase the amount of sugar that dissolves, and different sugars might dissolve in different amounts, so to ensure a fair test I want to keep these variables the same for each cup of water." Does fertilizer make a plant grow bigger? Amount of fertilizer, measured in grams Growth of the plant, measured by its height Growth of the plant, measured by the number of leaves Same type of fertilizer Same pot size for each Same plant type in each pot Same type and amount of soil in each pot Same amount of and light
Assignments Due Concept Maps and Draft Physical Science Lesson Plan Resources chapter 9: Using Models and Engineering Design for Teaching and Learning Science Key Facts Models, of Models A model is sometimes a physical structure, either a smaller or a larger representation of a system or an object. A can also be a mental construct—a picture or idea you carry in your head. From your reading in Chapter 9, how would you define a virtual model? Students’ Brainstorming In the Science Story “An Edible Solar System,” why does Mr. Johnston have students “brainstorm” the questions they need to answer to construct a model? How would he handle the situation if students failed to list a question he considered important? Classifying in the Solar System How would you define a planet in our solar system? Why do you suppose there was a lot of debate when Pluto, originally called a planet, was reclassified as a “dwarf planet” in 2006? Models and Meaning With technology like the WorldWide Telescope available to provide stunning images and models of the solar system, why does Mr. Johnston’s class build a much less accurate model with fruit? Why does it make for the lesson to combine high-tech and low-tech approaches? Perihelion and Aphelion At what time of year is Earth closest to the sun (Earth’s perihelion)? (Hint: It’s not when you might expect.) At what time of year is Earth farthest from the sun (Earth’s aphelion)?
Recording Solutions “Draw what you have done here,” Ms. Travis says to one group of students who have managed to get a bulb to light. “It really seems to work.” If the students have solved the problem with real materials, why does she want them to draw a picture of solution? Series and Parallel Circuits With two bulbs in a series circuit, disconnecting one bulb makes the other one go out. Why does that happen? Why doesn’t it happen when the bulbs are in a parallel circuit? Conserving Electricity When Ms. Travis’s students explore compact fluorescent bulbs, they learn more about how light bulbs work. They also begin to discover the importance of conserving electricity. In what other ways could you connect a unit on electricity to “green science”? The Science “Kit” Ms. Stone and Ms. Travis have vastly different approaches to the commercial “kits” they are given for lessons on electricity. What do you think is the best way to approach a prepared “kit”? What sorts of things will you do before presenting the materials to your students? The Teacher as Authority After reading about Ms. Stone and Ms. Travis, how would you describe their different kinds of “authority” in the classroom? What kind of authority do you plan to establish in your classroom? Teacher Explain – 5E LEARNING CYCLE EXPLAIN PHASE Much of this research has further suggested that inclusion of more symmetry in interactions is key to pedagogical efficacy.
(From Meeting the standards in primary science by Lynn D. Newton 2000: Chapter 13: 243-268) Methods of Assessments: Purposes and Stages of Classroom Assessment Type of Classroom Assessment Purpose Link to Stage in an Instructional Sequence Formative/Diagnostic (pre-instruction) Diagnostic- to find out students’ existing ideas. Elicitation Stage – Used prior to developing instruction or during the instructional sequence when new ideas are encountered. Formative To monitor student learning and/or to provide feedback to students on their learning. Exploration and Concept Development – Used continuously throughout the instructional sequence. Summative To measure the extent to which students have achieved a learning goal. Application Stage – Used primarily at the end of an instructional sequence.
Pictorial Requires students to complete reasoning tasks based on pictures used and the context associated with the pictures. Can be used for young children whose writing skills are less well developed. A lot of information can be obtained from analyzing the pictures the children produce in response to tasks given orally. Encourages children to demonstrate their capability to use science process skills – predicting, comparing, classifying, identifying etc. Can be used concurrently with the learning activities. More than one answer is possible. The pictures have to represent familiar objects and events. Grades 1-3 Draw a tree and it with the stick on labels – can produce evidence as the child’s understanding of the concept “tree” and their abilities to identify and name the different parts of the tree. Grades 4-6 Give children a diagram to Worksheet “Complete the picture of the flowering plant. Write the names of the parts of the plant that the arrows point to”. To help the children, give a list of for labels. – can produce evidence of children’s basic knowledge and understanding. Reflective questioning Consists of written tasks that expect children to respond to a wide range of intellectual tasks. Children may be required to use recall information, analyze information, the information in new contexts and build new meanings. Encourage children to use a variety of approaches to solve a problem. Hands-on Children manipulate materials from the lesson in to complete tasks that enable them to demonstrate what they understand. Enables the teacher to observe how well a student can perform: the use of science content, tools and thinking. The Laboratory Practical An activity the child has been asked to directly interact with the materials and phenomenon as opposed to reading a description of it. A learning experience.
Interviews The teacher asking a student a series of questions about a carefully selected concept/topic or asking the child to perform a task. Enables the teacher to ask clarifying questions, focus on errors, misconceptions, and gaps in knowledge. Documents how students can apply their knowledge in concrete settings: problem solving etc – formative assessment. Requires a great deal of the teacher’s time. Venn Diagrams A relational diagram that children represent their understanding of the relationship between concepts. Serves as a measure of children’s understandings as it asks for interpretations. Investigates a limited number of concepts at a time. Prediction-Observation-Explanation (POE) Investigates children’s understanding by asking them to on a series of three tasks: predict the outcome of an event and give a reason for the prediction describe an event that has been observed resolve any conflicts that occur between prediction and observation. Places the assessment directly into the context of the prior experiences: Enables the teacher to evaluate the conceptual understanding the child has at the prediction and explanation phases. Investigates a limited number of concepts at a time. Does not provide a “bigger picture” of children’s thoughts the whole science content. Inquiry-Based (Adapted from Abruscato, 2004) This approach focuses on children’s ability to design and carry out their own science experiments. Assessment is carried out in an interactive manner between teacher and student/students in the following steps of the inquiry based approach: Writing a hypothesis based on research and analysis Planning the investigation Carrying out the investigation Writing the report.
Key Concepts: Magnets pull some things but not others Magnets pull through some materials Magnets are strongest at each end Science Learning Center: Center Types Exploration Center Problem-Solving Centers Teacher Center Game Center Application Center Reading and Writing Center Exploration Center Materials Assorted magnets Tray of assorted iron/steel objects – paper clips, nails, keys, chains, bolts, screws. Tray of non-iron-steel objects – wood, clay, card, paper, pencil, crayon, string, rubber bands, aluminum Activity Free exploration – What can you do with these materials? Find out how many of the objects the magnets will pull. Can you find other objects that the magnets will pull? Teacher Center Materials Paper clips Small nails Bits of wool Horseshoe magnets Bar magnets Activity Scatter bits of wool on the table. Children take turns to see if any of the steel is attracted to the curved part of the magnet. Next, they try the ends of the magnet. Children take turns using the bar magnets to attract steel wool. Use the bar magnets to attract paper clips and small nails. Do both ends attract the same number of paper clips and small nails. Are any attracted to the middle of the magnet? Problem-Solving Center One Materials magnets paper clips, nails, washers, bolts, card, paper, aluminum, shoe box, thin wood Activity Find out if the magnets will pick up paper clips that are covered with paper. Try card, wood, and aluminum. Put nails, washers, and bolts in the shoe box and cover with sand and dirt. Can you use the magnets to find the iron and objects? Draw a picture and write your findings in the science notebook. Problem-Solving Center One Materials Three or four different magnets Paper clips Nails washers Activity Which one is the strongest magnet? and draw results in the science journal. Game Center Materials card box box Application Center Materials Small magnets
[A response to the question “How can I increase student learning, engagement, etc. next time I teach this lesson”] Conclusion [The Conclusion must include the following: Respond to: “What did you from teaching this lesson that can apply to other lessons?” Details of at least 2 teaching suggestions to improve the lesson you taught in class.]