1. Welcome to EDM 544: Science Methods!  Please sit in 3 groups of 4.  You will need access to the internet- feel free to use a laptop from the cart.  You’ll also need a “science notebook” (paper, computer, notebook, your choice)- Let me know if you need something. Your Science Notebook (5 entries) Grounding reflection Community Scientists Standards Model lesson 1- Oh Deer

2. Connecting- Accessing Prior Knowledge  Characteristics of Science classes I took:  Characteristics of the best Science classes: Start your “Science Notebook” on paper or a computer. Let’s start with a T-chart like below… write or draw the first thoughts that come to you… When you’re ready, along with your table group, add pictographs or icons to the whiteboard T-chart to share. Discussion is encouraged.

3. Why am I teaching this? Or: Who are you and why should we care  Certified as a teacher in Michigan in 2003.  Moved to Milwaukee to teach for MPS  Taught 2 years at Sarah Scott Middle School (no longer exists)  Job was cut, moved to Shorewood  Been a 7 th -8 th grade Science teacher there since.  Got MEd. at Stritch in 2006.  National Board Certified in 2010  Been teaching this class for 6 (?) years.

4. Group Norms?  Does everyone bring their own food or do you sign up?  Breaks? How often, how long?  Feedback? How have you gotten your rubrics?  Timing?- starting and ending  Anyone else new?  Electronics use  Pacing… tend towards fast- feel free to slow me down

5. Who is Mrs. Steiner (Kelly) ‏  One possible way to introduce yourself to students while encouraging “scientific” observation.  Choose questions that highlight your similarities to students.  Please be patient while I try to balance modeling classroom instruction with treating you as adults.

6. Who is Mrs. Steiner? What color are Mrs. Steiner’s eyes? Is Mrs. S. married? Does Mrs. S. have any kids? If so, how many? What type of music is Mrs. S’s favorite? What is Mrs. S.’s favorite food? Does Mrs. S. play any sports? If so, what? What does Mrs. S. do for fun? Did Mrs. S. go to college? If so, where? How many siblings does Mrs. S. have?

7. Who is Mrs. Steiner- in pictures

8. Now please introduce yourselves  Please tell me your name as you want me to learn it  And… one powerful science learning experience that shapes how you think about science teaching

9. Now about you…  Either roll the dice to pick a question to answerdice 1) Funny thing happened to me 2) Knew I wanted to be a teacher when 3) Crazy job I’ve had 4) I’ll bet I’m the only one who… 5) My family is so crazy that … 6) Your choice  Or… answer: What are we celebrating today?  Thankful for  Funny  Good news  Compliment a classmate Source: Hal Urban

10. Science Notebook Prompt Grounding reflection Community Scientists Standards Model lesson 1- Oh Deer  Label: “COMMUNITY BUILDING ACTIVITY”  In your Notebook please write down one community building activity you might use in your classroom  Describe it in as much detail as you’ll need to remember it later.

11. Outcomes:  Candidates feel positive and confident about the practice of and teaching of Science  Candidates accurately describe science and scientists  Candidates can use and understand the fundamental principles of NGSS  Candidates assess and improve a lesson using constructivist principles  Candidates locate, assess and align quality resources  Candidates feel confident using management strategies to tackle the unique challenges of science

12. Our approach As you can see in the agenda we’ll work together to answer the 5Ws and How.  Who- who is a scientist? Who can/ would want to teach science?  What- the standards- what do students need to know and be able to do  Where- to find science, do science, find resources  When- finding the time, making time effective  Why- benefits of science education  How- management, questioning, assessments, find resources, inquirize/ constructivism

13. What are we doing/ Should we do Understanding by design: By the end of the course we need to: How will we know if you know it?

14. Let’s begin with Who  On a piece of scrap paper please draw: A sketch (or stick figure) of a scientist (stop)  What gender was your picture?  How old is the person in your picture?  What are they doing?/ where?  How do you know that they are a scientist?

15. Who is a scientist?  Scientists are people who use the practices of science to see the world around them. These practices include:  Asking questions and defining problems  Developing and using models  Planning and carrying out investigations  Analyzing and interpreting data  Using mathematics and computational thinking  Constructing explanations and designing solutions  Engaging in argument from evidence  Obtaining, evaluating, and communicating information So let’s reflect again… what do you picture now as a scientist?

16. This is an important change

17. WHY SCIENCE IS THE BEST SUBJECT EVER A running commentary by Kelly Steiner All the good stuff Play for work It’s right to be wrong Process is as important as product Hands and minds on Kids are naturals Never the same thing twice or a dull moment

18. Let’s get up…  Line up from “I’ve always felt like I’m a scientist” to “I get what you’re saying, but I still think- ‘Yikes! Science’”  I have seen science done well to I’ve only seen lecture or cookbook lab science.  Science is a regular part of the classes I’ve observed to science gets put aside for reading and math

19. Science Notebook Prompt  Label: “What makes a scientist”  In your Notebook please answer these two prompts:  One misconception I have/had about scientists___  We need to confront student misconceptions about scientists because___ Grounding reflection Community Scientists Standards Model lesson 1- Oh Deer

20. Technology we’ll try  Wiki for discussions and sharing files  Surveymonkey for evaluation surveys  Diigo  Prezi (?)  Glogster (?)

21. Observing Teaching of Science  What have you seen in your placement about teaching science?  What types of activities are done?  What resources are used?  How are supplies managed?  Where do the supplies come from?  How are students grouped? Managed?  Other?

22. INVESTIGATING THE NEXT GENERATION SCIENCE STANDARDS (NGSS) 22 Used with permission from: Kevin Anderson, Ph.D.

23. Why NGSS?  Current Standards are out of date  Advances in science & technology  Advances in understanding of learning  Links to CCSS  College & Career Readiness  More authentic science learning  STEM integration  Global competitiveness and job market

24. Building on the Past; Preparing for the Future 7/2011 – April 2013 1/2010 - 7/2011 1990s 1990s-2009 Phase IIPhase I

25. State-led Effort  The federal government is not involved in this effort.  It is state-led, and states will decide whether or not to adopt the standards.  The work undertaken by the NRC and Achieve is being supported by the Carnegie Corporation of New York.  No federal funds have been used to develop the standards. 25 Video

26. Each Standard Integrates 3 Dimensions Scientific and Engineering Practices Ask Questions and develop problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics, Information and Computer Technology, and Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Obtaining, Evaluating, and Communicating Information Cross-Cutting Concepts Patterns Cause and Effect: Mechanism and Explanation Scale, Proportion, and Quantity Systems and System Models Energy and Matter: Flows, Cycles, and Conservation Structure and FunctionStability and Change Disciplinary Core Ideas Physical Science Life Science Earth and Space Science Engineering, Technology and Application of Science

27.  Meaningful Logo NGSS Standards Walk-Through

28. Conceptual shifts in the standards: Do it to learn it, coherently, with engineering, integrated with ELA and Math 1. K-12 Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 2. NGSS are student performance expectations, not curriculum. 3. The science concepts in the NGSS build coherently from K- 12. 4. The NGSS focus on deeper understanding of content as well as application of content. 5. Science and engineering are integrated in the NGSS from K- 12. 6. The NGSS are designed to prepare students for college, career and citizenship. 7. The NGSS and Common Core State Standards (ELA and Math) are aligned.

29. 29

30. Yikes… OK, one step at a time  You’ll need three things in front of you:  The sample lesson (on waves)  The relevant page from the NGSS  The Activity Sheet  Step 1: Fill in the title and grade of the lesson and identify the big ideas in the lesson.  Step 2: Look at the orange box in the standard and find connections between the big idea and the disciplinary core ideas.  Step 3: Look at the blue box and find examples of the practices in the lesson and ways more practices could be integrated.

31. Using the standards, continued  Step 4: Look in the green box in the standards and see how the cross cutting concepts are connected to this lesson and how they could be better connected.  Step 5: As this lesson is currently laid out, how will students’ knowledge, understanding and skills be demonstrated?  Step 6: Look at the top of the standards page to the performance expectations, which do you think are supported?  Step 7: How could math & ELA CCSS be integrated within this lesson?

32. Current WI State Standards  Based on national standards  From mid-90s  8 Strands  General (not a lot of detail in information kids need to know)  Separate process and content

33. Strands of Current Standards  A- Science Connections  B- Nature of Science  C- Inquiry  D- Physical Science  E- Earth/Space Science  F- Life/Environmental Science  G- Science Applications  H- Science in Personal and Social Perspectives

34. Next Generation Science Standards (NGSS)  Being developed now- should be done near end of 2012  Developed by team of writers- teachers, scientists, higher ed, non-traditional school, etc.  Based on Framework for K-12 Science Education by the National Research Council  How they’re different  Engineering is included/ integrated  Integration of process and information

35. Example

36. Similar to Strands, Integrated Together Scientific and Engineering Practices Ask Questions and develop problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics, Information and Computer Technology, and Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument From Evidence Obtaining, Evaluating, and Communicating Information Cross-Cutting Concepts Patterns Cause and Effect: Mechanism and Explanation Scale, Proportion, and QuantitySystems and System Models Energy and Matter: Flows, Cycles, and Conservation Structure and FunctionStability and Change Disciplinary Core Ideas Physical ScienceLife ScienceEarth and Space Science Engineering, Technology and Application of Science Strand A Strands B and C Strand D Strand E Strand F Strands G and H

37. Analyzing Content Standards  Why this is important...  Jigsaw and use white boards (discuss classroom uses)  Everyone- skim all the standard areas.  In your group- summarize the standard in a1-2 sentences on a white board the standards you're assigned.  Pull out keywords that will help us find activities tied to these standards.  Think about your K-W-L on these topics.

38. KWL of Standards  What do you feel comfortable with in the standards?  What do you want to know more about of the standards?  What have you learned about the standards? Notebook FileNotebook File- Use response NOTE: If not available, can use ClassMarker.comClassMarker.com

39. Science Notebook Prompt  Label: “Science Standards”  In your Notebook please answer:  3- Important notes about the Next Generation Science Standards  2- Things I still need to know about the standards  1- Coolest thing about the standards Grounding reflection Community Scientists Standards Model lesson 1- Oh Deer

40. Where...  If students are supposed to “analyze data” where do they get the data?  Where to find good activities? (preview the resource sheet)- also you’ll be working on this as homework  Where will students “see” science?

41. Activity: “Oh Deer”  Meets performance expectation MS-LS2-2  Notice: how students design what they'll look for (and how I get it to be what I want)  That we explore before explain, and uncover the ideas before giving it terminology.  Activity comes from Project WILD (great source for life science/ environmental science activities.  Let’s play  How could this be reading or math?

42. Science Notebook Prompt  Label: “Oh Deer Activity”  In your Notebook please record any notes that might help you remember/ find the activity.  Also answer: How could this activity be tied into reading and/or math? Grounding reflection Community Scientists Standards Model lesson 1- Oh Deer

43. Fork-Bird Lab (just discuss safety and supplies)  Meets standard F.8.2 (Structure and Function)  Notice: management of supplies (getting the students to do some of the work), using affordable materials to model concepts.  Ramp up and Ramp down of same lab

44. Candyland- hunting Emineminus  Notice- not explaining, just starting  Don’t know what you’re learning until you learned it  Charting populations again (but using it differently)  IMPORTANT MISCONCEPTION NOTE: they don’t choose their color, they just are how they’re born

45. Science Notebook Prompt Community Scientists Model lesson 1- Oh Deer Standards Model lesson 2- Candyland Wrap-up/ paperwork  Label: “Candyland”  In your Notebook please record any notes that might help you remember the activity.  Also answer: How could this activity be tied into reading and/or math?

46. Next Class (we’re not done yet, just previewing)  Preview Share annotated bibliography Discuss Physical Science (Standard D) Ramp up and ramp down lessons (by level and $$) Address Science teaching fears Discuss constructivism in Science Learn about the 3 types of labs and the 5 E model Do a sample lesson evaluation Work on your lesson evaluation  Homework bookmark

47. Go Over the Syllabus and assignments  Assignment 1: reflective journal on the wiki  Assignment 2: “annotated bibliography”  4-8 resources that meet a grid of requirements  Assignment 3: lesson evaluation  1ish page paper with found lesson attached.  Assignment 4: Learning Lab  Share some information/lesson with your classmates

48. Annotated Bibliography  Discuss requirements  Look at wiki

49. For next time: (1.5 hrs max time allotted)  Read Chapter 6 in “Best Practice” (30 min.)  Post answers to the two prompts on the wiki (10 min.)  Find 4 resources for the annotated bibliography (45 min.)  Locate a sample lesson to bring in (5 min.)  Can be good, bad or ugly- internet, experience, other

50. Closure  On a post-it please fill out one thing you liked/ learned and one comment/suggestion  Place them on the chart paper on your way out  Feel free to stay for help getting started

51. Three Types of Labs Discovery- explore big concepts Exploration- further examine ideas Verification- re-enact established information Most Constructivist, Most student control Most Traditional, Most teacher control

52. A preview for next week The 5 E Model for Teaching Science

53. The 5 E's Engage- catch the interest, create questions Explore- discover the big concept Explain- connect the concept to information Elaborate- go further in depth Evaluate- assess student understanding

54. Let’s research together…  In your team (2-4 people), you will roll for a keyword from Standard F.  You then draw a card to get a grade level.  You must find a QUALITY activity that fits the keyword and the level. Use this in your annotated bibliography.  Source ideas: Delicious (demonstrate), Diigo, exchange.smarttech.com, book, Science ScopeDelicious  Ask for help if you need it.