2. Math and Science Institute Exploring Physical Science Today’s Agenda Pre-assessment and review of homework Engage in Science Tasks And Discussion of Pedagogy Facilitators: Kali Douglas – kdouglas@moed.bm@moed.bm Kalley Baxter-Williams – kbwilliams@moed.bmkbwilliams@moed.bm Content Specialist Teachers for Science 5:30 pm 6:00 – 8:30 pm

3. Let’s reflect on the homework assignment The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults.constructivist approach to learning, Read the article “The Courage to Be Constructivist” Write a brief reflection on this article

4. Review Type of Matter Has Fixed Shape/ No fixed shape Can be Compressed Can not be Compressed Has Definite NO Definite Volume SOLID LIQUID GAS

5. Review 2. The rate of condensation increases if the temperature of the gas is decreased/increased?

6. Learner Objectives O Observe how matter changes O Distinguish between reversible and irreversible changes/chemical and physical changes O Follow processes of systematically making observations, asking questions, making predictions, planning investigations, taking measurements, collecting data, and coming to decisions based on evidence. O Explore a framework for teaching scientific inquiry

7. Essential Questions 1. How can matter be changed? 2. What is the 5E framework? Readings for this session: O Kagan Questioning O Formative assessment handout O Teach Like a Champion – technique # 12 “The Hook” O Websites – 5 E lessons O Sample 5 E lesson Plan (Electricity) O 5E lesson template O Scientific Method Templates O Rubrics Data Tables & Graphs O Secondary Resources (assorted text)

8. Cooperative Learning Groups & Responsibilities Group 1Group 2Group 3 James Njeri Rhonda Jay Vernette Vinkeisha Yvonne Delia Karen Group LeaderTask ManagerMaterials ManagerRecorder Liaison between group and teacher Group speaker Ensure all members are participating, on task, and keeps track of time. Collects and returns all materials for group Records all information necessary on chart paper to reflect participants thoughts and ideas

9. I was cooking some pan fried fish for dinner but I ran out of oil. That was a problem because I had guest coming over in half an hour. This left no time to go to the store. I began to panic and frantically looked in my cabinets for something I could use. As I looked in the fridge I saw some butter. Aha! I’ll use that! 1. What kinds of things do you observe happening to the butter? 2. Write your OBSERVATIONS. 3. EXPLAIN what is happening in order for your observations to happen. Task 3: STUDENT ACTIVITY: Phase Changes

10. Engage O Activity which will focus student's attention, stimulate their thinking, and access prior knowledge.

11. Reflection 1.) Did we do Science? What were some examples that you, the students were doing during this activity. 2.) What was my role (teacher) during this activity? Discuss some of the things I did throughout the activity 3.) What was your role (student) during this activity? Discuss some of the things you and your partner did throughout the activity. 4.) Was I checking for student understanding at any point during this activity? Describe when. 5.) Recall some of the types of questions I asked students throughout activity.

12. 1. How might you get ice to melt faster? 2. How could you set up an investigation to test your method. A catch is you can not use a hot plate. 3. Discuss this with your partner 4. Conduct your investigation. 5. Be prepared to share how you carried out your investigation, why you choose the method you did and your findings. How can you get ice to melt faster?

13. Explore O Activity which gives students time to think and investigate/test/make decisions/problem solve, and collect information

14. Reflection 1.) Did we do Science? What were some examples that you, the students were doing during this activity. 2.) What was my role (teacher) during this activity? Discuss some of the things I did throughout the activity 3.) What was your role (student) during this activity? Discuss some of the things you and your partner did throughout the activity. 4.) Was I checking for student understanding at any point during this activity? Describe when. 5.) Recall some of the types of questions I asked students throughout activity.

15. Be prepared to share how you carried out your investigation, why you choose the method you did and your findings. Task 2: STUDENT ACTIVITY: Ice Melting Faster Explained…..

16. Explain O Activity which allows students to analyze Their exploration. Student's understanding is clarified and modified because of a reflective activity.

17. Reflection 1.) Did we do Science? What were some examples that you, the students were doing during this activity. 2.) What was my role (teacher) during this activity? Discuss some of the things I did throughout the activity 3.) What was your role (student) during this activity? Discuss some of the things you and your partner did throughout the activity. 4.) Was I checking for student understanding at any point during this activity? Describe when. 5.) Recall some of the types of questions I asked students throughout activity.

18. What does the particle Theory have to do with solids, liquids and gases? Condensation? Evaporating? Melting? Freezing? Task 2: STUDENT ACTIVITY: What is the particle theory?

19. Elaborate O Activity which allows students to analyze their exploration. Student's understanding is clarified and modified because of a reflective activity.

20. Evaluate 1.Circle the picture(s) that represents MELTING. 2. Fill in the blank. MELTING is when a ___________________ changes to a _____________________ due to the transfer of ________________________.

21. Evaluate O Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications

22. 1. Predict what will happen when the two substances are mixed? 2. Can you get the original materials back? 3. Complete Class T- Chart. In which scenarios are new substances formed or no new substances are formed 4. Mix the following substances. Make observations, from those observations decide if original materials can be obtained or not; from observations decide evidence that would lead them to those conclusions 1.) lemon juice and baking powder 2.) vinegar added to chalk 3.) vinegar added to salt 4.) Lemon juice added to sugar. Task 3: STUDENT ACTIVITY: Phase Changes New substance is formed NO New substance is formed

23. Homework Homework 5 E lesson GRRRREAT JOB SO FAR!! Your Homework will be to work on the ENGAGE phase of the 5 E learning cycle ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

24. STEP 1 Click on Internet resources (far left of webpage) STEP 2 Click on Science Internet Resources STEP 3 Click on any of the links How to Access Internet Links for the Exploring Matter Course LINKS