1. Agenda Opening activity (15 min) I-AIM Revisit framework (15 min) Sound activities (30 min) Discussion (20 min) Literacy Integration Texts in the classroom Scientist cocktail party

2. Quick check in…. On wiki posts I’ve noticed folks are falling behind… These should be easy and fun and get you ready for the class each week. They also help me tailor my plan to your questions and needs. So, how do I make this process better for you? Don’t forget each wiki post = 1 point towards your final grade!

3. Big questions of the day (continued from last week) How do children learn science? How should we teach science?

4. How do Children Learn Science? Research shows that elementary science students develop a conceptual understanding of science concepts and big ideas when they do science. They also develop and practice science process skills when they do science.

5. Experiences Patterns Explanations Dozens of patterns in experience A few explanations Millions of experiences in the material world Inquiry: Learning from Experience Application: Using Knowledge Scientists’ Science Doing science Figuring out what that doing means

6. I-AIM Dozens of patterns in experience A few explanatio ns Millions of experiences in the material world Inquiry: Learning from Experience Application: Using Knowledge Why do you think we call our instructional model I-AIM?? I – Inquiry A - Application I - Instructional M - Model

7. Inquiry and Application Instructional Model Inquiry Application

8. Ideally during a science unit you will bring your students through one or more I- AIM cycles. Not all individuals lessons will have all 4 components of the I-AIM model - some lessons may cover only one aspect, some may cover more or even all 4 Lessons should be sequenced to bring students through the complete I-AIM cycle. When you plan a lesson you should think about the “strategic function” of your lesson: Question Explore & Investigate Explain Apply

9. Inquiry and Application Instructional Model Inquiry Question Establish A Question Pose a question that will drive the overall inquiry and provide a sense of purpose. The question should be comprehensible, relevant & motivating. How do you make sounds? How does the sound you make get from you to your friends ear? Elicit Students’ Initial Ideas Invite students to share initial ideas about possible answers to question. Probe students’ ideas to find out how they understand the question. Talk with groups, share ideas with a poster.

10. Experiences: Question How would you describe sound to a Martian? How does the sound you make get from you to your friends ear? Share your ideas with a partner. Make a small poster that answers your questions!

11. Inquiry and Application Instructional Model Inquiry Explore & Investigate Explore Phenomena For Patterns Provide opportunities for students to explore scientific phenomena related to the question to find & understand patterns. This includes:  Conducting investigations to try out & test ideas  Making & recording observations of first hand observations  Looking for patterns in observations Explore Ideas About Patterns Provide opportunities for students to share their ideas about patterns. This includes:  Sharing ideas about patterns & evidence for them  Comparing/coming to agreement about observed patterns – share results, discussion observations and patterns.

12. Experiences: Explore and Investigate In groups, rotate across each of the “noiseand vibration stations” – Station 1: telephone – Station 2: hanger – Station 3: drums – Station 4: Adams Apple – Station 5: Vvvvvvvvvv Make as many observations as you canabout noise and vibration. Record them onyour experiences and observation sheets ateach station.

13. Experiences: What did you notice? Station 1: telephone Station 2: hanger Station 3: drums Station 4: Adams Apple Station 5: Vvvvvvvvvv

14. Explain Students Explain Patterns Provide opportunities for students to express their ideas. They can:  Share their own explanations (reasons) for the patterns  Share ideas of how their explanations answer the question.  Sharing explanations for patterns and observations Introduce Scientific Ideas Provide accurate & comprehensible representations of the scientific idea(s). This is a grade level appropriate scientific explanation for the patterns students observed. Compare Student & Scientific Ideas Help students compare their own explanations with the scientific explanation provided by the teacher. Students can compare, test & revise their own explanations. Students use the scientific explanation to answer the question. Compare explanations with scientific explanations. What new things do we need to test? What needs to be revised? What can we predict might happen related to other materials based on the information we learned? Test to see if the predictions are correct.

15. ExperiencesPatterns Station 1: tuning fork Station 2: telephone Station 3: stereo hanger Station 4: drums Station 5: Adams Apple What patterns and connections do we notice between our results and observations?

16. What is Science? “the process of looking for patterns in experiences and then testing and re-testing possible explanations that account for those patterns. These explanations are then applied to help to explain additional experiences.” EXPERIENCESPATTERNSEXPLANATIONS Sound devise Making rice drums Adams apple Exploring cup phones Things that vibrate make sounds One thing vibrating can make another thing vibrate When a drumstick hits a drum, the drum vibrates. The vibration makes the air between the drum and our eardrum vibrate. The air makes our eardrums vibrate and that vibration sends a message to our brains.

17. Explanations Return to your poster you made at the beginning. Revise it based on your experiences today. Include: A description of what sound is (that makes sense of a 2 nd grader). 2 or 3 pieces of evidence with explanation A question you are wondering about

18. Sound – Apply to New Context Explain what is happening: How do Echos Work?

19. Inquiry and Application Instructional Model Inquiry Application

20. Questions

21. Scientist Cocktail Party! Get into children’s literature and Learn about a Scientist! Mingle around the classroom as your scientist. Tell others about who you are: Where did you live? What is your field of expertise? What are you famous for? Then, with the whole class: Share a book that is about you. What is your favorite part of the book? How would you use this book in your classroom?

22. Literacy Integration I have some resources and information on the wiki:wiki

23. With the other members in your group, review the children’s 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 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?