1. Teaching Elementary Science November 2, 2010

2. Agenda ✓ Grade ✓ FA3 Assignment/Taskstream FA3 Assignment/Taskstream Concept Development Concept Development Inquiry in the Classroom/Reflection Inquiry in the Classroom/Reflection Safety in the Classroom/Reflection Safety in the Classroom/Reflection ID Hazards in the Lab ID Hazards in the Lab Upcoming Class Meetings Upcoming Class Meetings Experiments with Radish Seeds Experiments with Radish Seeds

3. Grade ✓ DateAssessmentPossible Points Total Points 8/31In-class science notebook record, in-class reflection video 10 9/7In-class science notebook record515 9/14In-class science notebook record520 9/21In-class science notebook record525 9/28In-class science notebook record530 10/5In-class science notebook record535 10/12In-class science notebook record, reflection science & children article 1045 10/19In-class science notebook record550 10/26In-class science notebook record555

4. Grade ✓ DateAssessmentPossible Points Total Points 9/7At home seed/plant observations560 Through 11/2 BSCS Tasks 1.1 – 17.4335395 FA123418 8/29 FA2 25443 9/5FA327470 9/28Chapter 1 Questions10480 10/12 Chapter 2 Questions 5485 10/19Chapter 3 Questions10495 10/26Chapter 4 Questions10505 11/2Chapter 5 Questions10515

5. Grade ✓ DateAssessmentPossible Points Total Points 10/19Food for Plants article reflection5520

6. REFLECTION THIS WEEK Which of these activities are inquiry? Answer in your JOURNAL: 1a 1b 1c 2a 2b 2c

7. QUESTION OF THE WEEK Read through each of the six descriptions on the next slide. Identify which ones are inquiry-oriented and tell why each is inquiry-oriented.

8. 1a. Students complete a Moon phase calendar by cutting out photographs of the Moon in different phases, mounting them on a monthly calendar on the proper date, and labeling each of the eight major moon phases 1b. After completing a pre- assessment activity on students’ knowledge of Moon phases, a student asks about the correct order of Moon phases. The teacher challenges students to determine the sequence of phases by observing the Moon and recording their observations for one month. 1c. The teacher begins with the question “Does the Moon rise and set at the same time every night?” Following a brief discussion of the question, the teacher demonstrates the rising and setting of the Moon for several sequential evenings using a computer simulation. The teacher then facilitates a class discussion in which the class concludes that the Moon rises and sets about 50 minutes later each evening. 2a. Students define and describe the El Niño effect by using text and images they find on the internet. 2b. Students go to the library to find newspaper accounts describing the impact of El Niño on the California coast. They then summarize what they find in a two page written report 2c. Students select a location in the U.S. then search the Internet for monthly temperature data of this location for the most recent El Niño year. Students then compare monthly temperature data for the El Niño year to the average temperature data for the past 50 years in order to assess the impact of El Niño on that particular location.

9. Answers: 1b, 1c, and 2c are inquiry-oriented because they both entail both a research question and data analysis. 1b: The teacher provides the question, “What are the phases of the Moon?” Student answers to the question are based on analysis of their own Moon observations. 1c: An inquiry lesson is incorporated into a teacher-led demonstration. Although the teacher presents the data using a computer simulation, students are involved as a class in analyzing the virtual observations. 2c: challenges students to answer the question, “What is El Niño’s impact on the climate at a given locality?” Students answer that question based on analysis of data collected on the internet.

10. Elementary Science Safety In your JOURNAL in CLASS NOTES, write five important things that all elementary teachers should remember about safety in the science classroom. At your table, have each person share his/her list.

11. SCIENCE SAFETY Look at the handout on “What NOT to Do In A Science Laboratory.” The picture displays 36 (numbered) things wrong in this lab. Each person will identify eight things, then jigsaw the observations for the table report. Each of you should have a completed paper to put in your table folder.

12. Looking Ahead In-class Activity Upcoming Dates 11-09FA3/TASKSTREAM 11-16Bring back radish seed/sprouts/seedlings & FIU Nature Preserve Outdoors Activity (30 points)