Welcome to Class 2! Theme: Physical Science and Constructivism Please sit at the table marked with your ideal teaching level (could be based on current placement, or future plans) (showing flexible grouping) Please introduce yourself to your group mates and tell them, why you picked this level.

Questions/Concerns? What Questions/ Comments/ Concerns/ Issues do you have after last week?

Walk Away… (Goals and Outcomes) By the time you leave today you should be able to: Ramp up and ramp down lessons by level and $$ Be less afraid of Science Identify constructivist methods Know how to make lessons more student-centered Know more about Physical Science Be ready to start your lesson analysis

Show and Tell Kelly’s Favorite Toys: I’ll introduce them, then leave them out while we work on other things so that you can check them out up close.

Journal reflections Comments to share? How Science isn’t done well at higher levels Thoughts about the reading?

Annotated Bibliography Show and tell: How to store ideas: Diigo or delicious Pick your favorite resource, and tell us about it and why we would like it.

Reflection Notebook Reflect Constructivism in science Model lesson 1- classifying/sorting objects Adapting lessons Model lesson 2- measuring motion Fears Wrap up In your notebook: List one cool resource you don’t want to forget about, what you might use it for, and how to find it.

Museum Walk- Constructivism in Science What is constructivism? What does it look like? (or sound like...) What can it mean in Science?

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

The 5 E Model for Teaching Science

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

Now you try! With your group, SKETCH an outline for a 5 E lesson plan that would fit your age level. Ask if you need help Hint: you can start with a lesson or idea that someone has shared or that we’ve done as a class or that you brought for your analysis I’ll go up to the previous slide to get you started When you’re done we’ll share

Example of the 5 E's for Older Students Engage- play with flip cars Explore- what can we measure? Explain- meaning of slope/ walk-a graph Elaborate- acceleration Evaluate- assess students

Example of 5 E's with Younger Students LinkLink to PowerPoint from FSU.

Reflection Notebook Reflect Constructivism in science Model lesson 1- classifying/sorting objects Adapting lessons Model lesson 2- measuring motion Fears Wrap up In your notebook: Why is constructivism important in science? What do you think about the 5 E lesson format? Why?

Model lesson 1- sorting objects I need you to: Standards: D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances D.4.2 Group and/or classify objects and substances based on the properties of earth materials How can I get you to discover that for yourself?

Reflection Notebook Reflect Constructivism in science Model lesson 1- classifying/sorting objects Adapting lessons Model lesson 2- measuring motion Fears Wrap up In your notebook: What would you want to remember for this lesson?

Changing Levels- Practice Take one lab or activity, discuss in your group how you could make it fit the following levels (be ready to share) Early Elementary Older Elementary Middle School

Changing Cost- Practice Pick one of the lesson plans that your group brought to analyze and look at the materials. Discuss how you could do this lesson with: No budget (comes out of your pocket) Small budget Large budget Be ready to share Let’s discuss and learn from each other!

Reflection Notebook Reflect Constructivism in science Model lesson 1- classifying/sorting objects Adapting lessons Model lesson 2- measuring motion Fears Wrap up In your notebook: Do you have to find new lessons for every level? Why? Do you have to have a lot of money to teach science? Why?

Model lesson 2- measuring motion You can use ANYTHING to teach science I need you to: Standards: D.8.6 While conducting investigations, explain the motion of objects using concepts of speed, velocity, acceleration, friction, momentum, and changes over time, among others, and apply these concepts and explanations to real-life situations outside the classroom How can I get you to discover that for yourself?

Reflection Notebook Reflect Constructivism in science Model lesson 1- classifying/sorting objects Adapting lessons Model lesson 2- measuring motion Fears Wrap up In your notebook: What do you want to remember about this lesson?

Eeks! Of Teaching Science On a piece of paper, write down your biggest fear about teaching Science. Pass your paper to another person- on someone else’s paper, write something that they could do to handle the situation. Pass the paper again- add another solution to someone else’s issue. Finally, get your paper back, you should have 2 solutions to your concern. Let’s discuss them.

Un-eek with Practice Class 4 will be a learning laboratory where we will experiment on each other. Do whatever you want to try out- low risk environment. What scares you the most? Try it!

Reflection Notebook Reflect Constructivism in science Model lesson 1- classifying/sorting objects Adapting lessons Model lesson 2- measuring motion Fears Wrap up In your notebook: How prepared do you feel to confront your fears of teaching science? How much pressure is on you?

Lesson Evaluation The parts of your lesson analysis: a. How the lesson ties to the content standards, and WHY it fits that standard. b. How it integrates constructivist techniques c. How it could better utilize constructivist techniques (if applicable) d. How you would manage the materials during the lesson (Where would you get them from (affordably)? How would you hand them out? What would you do to maintain them? How would you recollect them at the end of the lesson? e. How you would manage students during the lesson (With whom would they work? Would roles be assigned, if so what would they be? How would groups be created- student selected, teacher designed, heterogeneous, homogenous?

Preview of Next Class Hand in lesson analysis Theme- All the process standards and how to design/ use labs with the Scientific Method Homework bookmark and evaluation

Evaluation Ways to get feedback from students **Warning: Must actually be willing to use feedback! Scrap paper- fill in: 1) The following was really good... 2) The following needs work... 3) Comments/ Concerns More creative- have fun with it (I.e. half-time report) Technological (surveymonkey, SMART response)