TEACHING ELEMENTARY SCIENCE September 3, 2015 Class #2 – Dr. O’Brien’s Class

Agenda  Table Questions from last week  Questions from assigned reading  Making Observations  The Earth Charter  SCIENCE  Question of the Week  5E Learning Cycle Inquiry Lesson Plan  Four Levels of Educational Outcomes

OUTCOMES  Be able to describe what information goes into each of the 5E inquiry lesson  Describe the type of information at each of the four levels of education  Match worm activity from last week with the Four Levels of Education Outcomes and the 5Es.  Identify science words.  Differentiate between living and non-living things.  Describe the meaning of the Earth Charter.

Table Questions – Report from each table Record answers in journals.  T1 Do worms have eyes? How do worms eat?  T2 How do they breathe? What do they eat?  T3 How do they sleep? Do they have brains?  T4 Which end is their head? How do they breed?  T5 Do they have two heads? What kind of worms are they?  T6 ??

THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING FOUR LEVELS OF EDUCATIONAL OUTCOMES CONTENT THINKING SKILLS

EFFECTIVE THINKING REQUIREMENTS: CONTENT SCIENCE CONTENT INCLUDES: NEXT GENERATION SCIENCE STANDARDS (NGSS) AND FLORIDA STATE SCIENCE STANDARDS (NGSSS)

THINKING SKILLS EFFECTIVE THINKING REQUIREMENTS:

THINKING VERBS FOUND IN COMMON CORE STANDARDS ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DIAGRAM DISCUSS ELABORATE EXPLORE IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT REASON REPRESENT RESPOND SIMPLIFY SOLVE SUMMARIZE SUPPORT VERIFY VISUALIZE

LEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills. Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

RICH TASKS REQUIRING SKILLFUL THINKING

WHY HABITS OF MIND?  THINKING SKILLS  TRANSDISCIPLINARY  AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS  FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS  SUPPORT 21 ST CENTURY SKILLS AND COMMON CORE STANDARDS

The Habits of Mind 1. Persisting 2. Managing Impulsivity 3. Listening with Understanding and Empathy 4. Thinking Flexibly 5. Thinking about Thinking 6. Striving for Accuracy 7. Questioning and Posing Problems 8. Applying Past Knowledge to New Situations 9. Thinking and Communicating with Clarity and Precision 10. Gathering Data Through All Senses 11. Creating, Imagining, Innovating 12. Responding with Wonderment and Awe 13. Taking Responsible Risks 14. Finding Humor 15. Thinking Interdependently 16. Remaining Open to Continuous Learning

Essential Features of Inquiry Learning 1. Learners are ENGAGED in scientifically oriented questions. 2. Learners give priority to EVIDENCE which allows them to develop and evaluate explanations that address scientifically oriented questions. 3. Learners formulate EXPLANATIONS from evidence to address scientifically oriented questions. 4. Learners evaluate their explanations in light of alternative explanations and connect explanations to scientific KNOWLEDGE and UNDERSTANDING. 5. Learners COMMUNICATE and JUSTIFY their proposed explanations.

THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING FOUR LEVELS OF EDUCATIONAL OUTCOMES CONTENT THINKING SKILLS

Dr. O’Brien and the Worms  Work in small groups of 2-3.  Reflect on your activities with the earthworms.  Dr. O’Brien was modeling the 5 Es and the Four Levels of Educational Outcomes.  Match last week’s activities with the 5 Es and Outcomes.

SCIENCE IS... NGSSS Meets NGSS + ELA +MATH CRITICAL THINKING SKILLS STEM INQUIRY 5 E COLLABORATION INTERACTION SCIENCE ARGUMENTATION PROBLEM SOLVING

SCIENCE  On the next slide are the words that you identified last week to describe science.  Read through the list and select five verbs that you identify with science.  Write these words in your JOURNAL under Class Notes/Activities (p. 29) with an explanation of why you selected these words.

VERBS of SCIENCE AnalyzeExperimentPredict ApplyExploreQuestion ChallengeFunReason ChangeHypothesizeResearch ConstructiveInquiryStimulate CuriousInteractive Think DataInteresting Theory DescribeInvestigate Thought-provoking DiscoverMeasure Understand EngageObserve Unpredictable

MAKING OBSERVATIONS  Record all your results in your JOURNAL in LAB ACTIVITIES.  Make a T-chart: living and nonliving headings.  Find a place outside – either over by the pond or outside the courtyard.  Make observations for 5-10 minutes. Use each of your senses to make observations.  List and categorize your observations as either living or nonliving (never has lived before)  What inferences can you make based on your observations?  In your JOURNAL, after your observations, describe what you learned about making observations.

OBSERVATIONS living nonliving living nonliving

OBSERVATIONS  Observations are a process skill that scientists use to collect information.  Scientists can use all five senses to collect information or data.  This information or data is considered evidence.  Measurements are a type of observation.  Instruments can be used to extend our observations (e.g., microscope, telescope).

THE EARTH CHARTER  1. Each student read the Preamble of the Earth Charter.  Divide the other parts among the table members, i.e., I, II, III, IV and The Way Forward.  Write: describe the meaning of your section.  Same sections will meet and discuss— add to notes.  Return to table and share info from all sections with table mates.

QUESTION OF THE WEEK  What is the message of the video: We’ve got to be the light?  Dr. Jeff Goldstein, Center Director National Center for Earth and Space Science Education  UncOs&feature=player_embedded# UncOs&feature=player_embedded# UncOs&feature=player_embedded#

Chapter 1 Topics The Culture of ScienceScientific Habits of MindImages of TeachingTeaching for the Purpose of LearningScience within the School CurriculumWho is Included in “Science for All”?Exploring Reasons for Science Achievement GapsCultures In and Of the Classroom ©Routledge/Taylor & Francis 2012

The Culture of Science Group norms, certain materials and specific actions = A culture Cultures suffer from stereotypes, including for scientistsScientific worldview: Seeking to explain patternsScience can confer power, control, influence and strength Some people may find science difficult because nobody took the time to explain the workings of the scientific culture. ©Routledge/Taylor & Francis 2012