Presentation on theme: "Welcome to the 4th-6th Breakout"— Presentation transcript:
1Welcome to the 4th-6th Breakout Judi KusnickCenter for Math & Science Ed, Sac StateNancy LuduIsabelle Jackson Elementary, EGUSD
2What’s our goal here?Provide some examples of science lessons with literacy and dialogue strategies integrated throughout.Provide some models of engaging science and a sample of teacher talk that encourages student engagement.Give you some ideas for inserting strategies that address Common Core standards (S&L, R, W) and engaging science strategies into your lessons.
3What we AREN’T trying to do: Teach you science content for your specific grade level.Provide a packaged lesson for every grade level.Dictate to you how to teach.We just want to enlarge your toolbox for teaching.
4Rules of EngagementBe considerate and respectful in language and tone.Make sure everyone has a chance to express their ideas.Begin speaking by paraphrasing what the last speaker said, then transition to your comments.Try not to steal anyone’s “Aha!” moment by telling them your answers—instead, ask questions that will help guide the person to these ideas.
5Let’s try a 4th grade lesson Read the Doogie & Kyle scenarioThink silently about their ideas. Who do you agree with more?Then share your ideas with your partner.
6Preassessment: Agree/Disagree Find your Thinking About Electricity handout.Read each statement. Mark agree, disagree, it depends or not sure.Then write a short sentence about your thinking.Do all three statements without discussion.
7Now let’s discuss Protocol: Paraphrase Passport First person talks. Next person paraphrases, then talks about their own idea.Continue around the circle (paraphrase ONLY the person before you, NOT the whole circle)When it comes back to the first person, she paraphrases the last person.Next round – a different person starts.
9Now let’s investigate Batteries and Bulbs handout First, assign roles in the group of 3-4.RecorderReporterMaterials ManagerEncouragerExplicit roles increase participation and equity.
10Ready to explore! Your group will get two bags. Each bag has: 2 batteries2 holiday lights1 piece of wireYour job: figure out what the rules are in lighting up the light bulbs.
11Remember… Materials manager gets the stuff Recorder writes your rules on the whiteboardEncourager makes sure everyone gets to handle the materials, and that everyone is contributing.Reporter will share your results when you are done.
13Now you get to ask the question Think about the Doogie & Kyle problem:One string of lights was plugged in but no bulbs lit up.One string had all the bulbs but one lit up.Kyle thought a broken bulb made the whole string not light upDoogie thought the electricity in the dark string had gotten used up.
14Ask a question that will help us solve this problem You can use the materials you have plus:More bulbsMore batteriesDifferent sizes of batteriesExtra wire???? Whatever we can scroungeOn half your whiteboard, write your question and draw the experiment you plan to run. Bring it to us to get your new stuff.
15As you experiment…Record your observations on the other half of the board.Write a first-draft explanation of what you think is happening.Remember, everyone gets to use the materials and contribute ideas.
17Now let’s do some reading Find your text on series and parallel circuits.Feel free to use the highlighters as your read.Look for answers to these questions:How are the wires arranged in each kind of circuit?Does the electricity travel all on the same path or on different paths?What happens if a light bulb in the circuit burns out?
18Now let’s process the reading In your group, use the graphic organizer to sort out these ideas:Things that are true of just series circuitsThings that are true of just parallel circuitsThings that are true of both kinds of circuits
19Did you already make each kind of circuit? In your group make one series circuit with more than one light bulb.In your group, make one set of parallel circuits with more than one light bulb.Are all the rules the same for both kinds of circuits?
20Now we’re ready to school Doogie and Kyle Write a letter to Doogie and Kyle solving their problem with the holiday lights.Use the graphic organizer to build your arguments.We’re not going to write the final letter – just talk it through in your group.
21And finally, the post assessment Find Batteries, Bulbs and WiresThis doesn’t explicitly assess parallel and series circuits.How could you change it to include those concepts?
22Deconstructing the Lesson Teaching the scienceSpeaking & ListeningReadingWritingIn your group, think about all the pieces of the lesson we just did. Identify strategies that we used in each of these four areas.
23Deconstructing the Lesson Teaching the scienceSpeaking & ListeningReadingWritingContext in real life problemRolesGraphic OrganizerAnticipatory set (A&D) to activate prior knowledgeRules of engagementGuiding questionsPersuasive writingGuided inquiry (student-centered discourse)Think-Pair-ShareInformational textArguments with evidenceI do one, you do oneParaphrase passportText-based evidenceWriting to learn as well as formal writing
24Deconstructing the Lesson Now, let’s take a look at the Speaking and Listening standards.Find the right standards for your grade level.Read through them, thinking about what you currently teach and what you could teach in the future.Make a T-chart: what I currently teach, what I could teach
25Processing your T-charts Use Paraphrase PassportMethod is on p. 77.
26Looking at the assessment Sample assessmentsIn group of 3-4 people, choose either the 4th grade or 6th grade assessment to read.Instructions for group discussion (Final Word) on handout.
27Let’s get practicalThink about a piece of your curriculum that could use more student engagement.Design a prompt that addresses the Speaking and Listening standards.Use one of the strategies in Chapter 6 in your book.
283-2-1Think about what you’ve experienced today. Write down the following:3 things that you learned2 questions you have.1 thing you can commit to using and how you might use it (or a new idea that came to you as a result of today’s experience)Find a partner and take turns sharing your lists.Sacramento Area Science Project
29Most Important Points (MIPs) Think about what you’ve experienced todayWrite down two to four Most Important Points (MIPs)Find a partner with whom you haven’t worked much – share your list and listen to theirsSwitch partners and repeat your conversation about your MIPsSacramento Area Science Project