1. Wiki post Lansing Science Resources! Place Address Description Age appropriateness (if you did this with a partner then go ahead and do the post together!)

2. Today’s Plan 1.Review Goals for Course 2.Testing Materials 3.What do we mean by “science for all”? 4.Digistories

3. Questions What questions do you have about the syllabus or the wiki?

4. Goals of the course My goals for you are to: Understand science as inquiry Consider how science represents a culture with its own ways of knowing, talking and doing Apply some of the theories about student learning in science to planning and teaching science Use science benchmarks, learning goals and objectives, and the Michigan GLCE’s in planning lessons Select, evaluate, and modify curriculum materials to plan and teach instructional sequences that meet the diverse learning needs of ALL students. Develop confidence and enthusiasm for teaching science. Become students of you own teaching

5. Focusing on learning to teach all students A focus on teaching urban students Integrating concerns of ELL students and deaf education students. Taking a strengths-based approach to helping all students succeed as science learners Learning how to use community-based resources to support science learning Field trips to Detroit (tentative) and MSU Children’s garden

6. What are your goals? Take 5 minutes to reflect on our goals for the semester. On the note cards that I hand out, on one side, please write 2-3 personal goals that you have for yourself in this course. On the other side, please write 2-3 questions or concerns you want to have answered this semester. You may make put your name on the note card or leave it anonymous.

7. Testing Materials What problem do the pigs have? How might we solve that problem? What materials could they use to build their house? What materials do not blow away easily?

8. Was this a fair test? Last week we decided that the “Huff and Puff Test” would be more fair if… We had used the same testing conditions: Blowing (across all tests) Location of object Direction State of object: Size, shape, texture, weight, color Testing environment (I.e., desk top) Same units of measurement and accurate tools Repeat tests (I added this one!) Test one objective at a time Look at how the object is being used

9. What is your definition of a fair test? Take a minute and come up with a one sentence definition of a fair test.

10. Testing Materials “Testing Materials” groups Select a team name, a group manager and a messenger. Have the group manager come to the supplies table to gather materials for the next activity Your task: Test the building materials provided in order to determine which will blow away and which will not.

11. BUT…..how do we do this in a FAIR WAY? Fair test includes…. We had used the same testing conditions: Blowing (across all tests) Location of object Direction State of object: Size, shape, texture, weight, color Testing environment (I.e., desk top) Same units of measurement and accurate tools Repeat tests (I added this one!) Test one objective at a time Look at how the object is being used

12. The Huff & Puff Machine!

13. Solving the Pigs’ Problem In groups…. Build a Huffing and Puffing Machine Design a Fair Test Test objects and sort them into two groups How can we standardize our “huffs and puffs”?

14. What did you learn? How did you sort your objects? Why? How did your test help you to sort your objects? What hypotheses can you make about: How you can classify objects? How you can identify properties of materials which make them useful?

15. Writing a letter to the pigs… Dear Pigs: We tested some objects that you could use to build a house. These objects moved: These objects did NOT move: We suggest:

16. Making sense of letters… Share letters with your group mates Select a letter that you think reflects “strong scientific thinking” Share letter with class and explain why it’s a good example of strong science thinking (provide at least 3 reasons with evidence!).

17. When building a house, what other criteria might matter?

18. Testing Materials at a Glance LessonObjectives Huff and Puff To interest students in the properties of objects To allow students to understand variables and how to control them. Let it Soak To introduce students to the idea that materials have properties - the property of absorbency To explore how properties of materials make objects useful for specific purposes Keepers To consider the properties of a material used for a specific purpose Materials Matter To allow students to express their understanding of the relationship between the uses of objects and the properties of materials 3 Bears Beds To allow students to choose materials according to a specific property. To allow students to elaborate their understanding of why certain materials are chosen for a specific purpose. Pig houses To allow students to assess their understanding of why certain materials are chosen for a specific purpose. To provide an opportunity for students to engage in the process of technological design.

19. Soak it up: The property of absorbency How do you stay dry in the rain? The property of absorbency: Where did the water go? How might you design a fair test for the property of absorbency?

20. Predictions Will Absorb waterWill NOT Absorb water

21. Objects and Materials What do the Huff and Puff and the Absorbency tests tell us about OBJECTS and MATERIALS? What should young people understand about the differences between objects and materials? Generate a 3 sentence blurb on what YOU THINK kids should know about the properties of materials and objects.

22. Keepers and Materials Matter Big ideas… Objects are made of materials that serve a specific purpose You can describe objects based upon the properties of the materials of which the object is made

23. Break! Take a 10 minute break. When you get back, read the poem on the next slide and reflect on the question

24. What the moon tells about science The moon is for night, its a light for while your’re sleeping. The moon is special, its a light, a globe light, sometime it’s a half. It’s a thing that’s in the sky night and day. The sun is for morning. This poem was written by a 3rd grader. What do you think?

25. What the moon tells about science The moon is for night, its a light for while your’re sleeping. The moon is special, its a light, a globe light, sometime it’s a half. It’s a thing that’s in the sky night and day. The sun is for morning. How does your reaction change if I told you the student lived at a homeless shelter with her family, scored below grade level on reading, and was not performing well in school?

26. The goal for the rest of this morning is to think together about ways to develop the science literacy of all students. The “standards movement” was formed because of the disparities and educational chasms that exist between wealthy and poor schools, urban and suburban schools. Researchers, teachers and education leaders decided to focus on the content of science instruction and not simply rote procedures that leave many students unable to make connections among science ideas.

27. 3 perspectives on “science for all” Your own experiences and that of school children Equity (NSTA Book) Strengths-based perspective

28. With a partner discuss “what was science class like for you as an elementary student?” Recall our discussion last week of your favorite memories Recall other memories that may not be so positive. Also discuss, what you think an inclusive science learning experience would look and feel like to you. “Science for All”: Your own experiences… When did you have science learning experiences that did not feel inclusive? Where you felt "left out" or "left behind"? Why? Likewise, have you ever observed other students being left out or left behind? When? Why?

29. Your ideas When did you have science learning experiences that did not feel inclusive? Where you felt "left out" or "left behind"? Why? Likewise, have you ever observed other students being left out or left behind? When? Why?

30. Science for all: Children’s ideas Digistories What makes school interesting to me? Doing School Science Views on Teachers & Teaching In groups (at the computer centers) Watch the three digistories, and reflect on the questions listed by each digistory. Spend about 10 minutes watching & discussing each digistory. Be prepared to discuss children’s ideas on “science for all”.

31. Children’s Ideas How do children’s experiences and ideas about “science for all” compare to your own experiences and ideas?

32. Equality and/or Equity? Equality: treating all students the same Same courses & assignments Same assessment criteria Same amount of teacher time spent for each student Examples from school science? Equity: treating students fairly by taking into account differences. Different ways to demonstrate mastery Tailoring instruction to students’ learning styles Varying teacher time depending on students’ needs Providing bilingual curriculum materials to students whose first language is not English. Examples from school science? How can I create an inclusive & empowering classroom? ??

33. Being in the field Field Placements Field Tasks & Assignments (see wiki)wiki

34. Science & Me: Digistory and Lesson Plan Assignment Science and Me Digital Story Lesson Plan Due October 18 th In class work on: Sept 20 (Big ideas) Oct 4 (Story boarding) Oct 11 (Lesson Plan Connections - Focus on Learning Goals, Rationale, and Student Toolkits) Your task: Your job for this task is to create a digital story (approx. 1 to 2 minutes) that you can use with the students in your placement and to design a lesson plan that goes with it. You have two choices for digistory focus -- a story that connect the content of instruction (i.e., properties of materials) with the everyday world (i.e., what houses are made out of), or a story that helps young children "connect" to the process of science (i.e., doing a fair test, observing the world around you, gathering evidence and so on). The hows, whos and whys are explained on the assignment page!

35. Slides for next week unless I need them this week….

36. Building Pig Houses! To use understanding of properties and materials to design a house for pigs that withstands wind and rain. Conduct fair tests on the house designs to determine how effective the design is

37. Building Pig Houses! The materials I will use and Why The design I will use and Why How can I use the results of my previous experiments to support my decisions? How will you design your house?

38. How will I test my design? Fair Tests: Wind and Rain Wind Test Huff and Puff Machine Distance? Number of Puffs Water Test Water Drops Distance? Number of Drops?

39. Put Puffy Pig inside his or her house Test the house for wind did your house move? If so, modify it. test your house again Test the house for rain did Piggy get wet? If so, modify it. test your house again Testing Piggy’s house