Welcome to EDM 544: Science Methods!  Please find a seat wherever you’re comfortable.  You may want to boot up a computer to access resources and you’ll need to access the syllabus on MyStritch.  You’ll also need a “science notebook” (paper, computer, notebook, your choice)- Let me know if you need something.  Topics tonight:  Community  Scientists  Model lesson 1- Oh Deer  Standards  Model lesson 2- Candyland  Syllabus, resources and assignments

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  Dress? Summer or professional?  Anyone else new?  Pacing… we’ll go fast

Why am I teaching this? Or: Who are you and why should we care  Certified as a teacher in Michigan in  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  National Board Certified in 2010  Been teaching this class for 6 (?) years.

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.  After we're done you’ll roll the dice to answer one about you.  Please be patient while I try to balance modeling classroom instruction with treating you as adults.

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?

Who is Mrs. Steiner- in pictures

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

Science Notebook Prompt Community Scientist Model lesson 1- Oh Deer Standards Model lesson 2- Candyland Wrap-up/ paperwork  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.

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?

What is a scientist?  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?  What makes a scientist? (define)  Draw a new picture  Line up from “I’m confident that I’m a scientist” to “Yikes! Science”

A true scientist…

While we’re up…  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  Line up in order of comfort with using technology to teach

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

Themes by Week:  Week 1:  Life Science/ Environmental content (standard F) ‏  How to connect lessons to standards  Week 2:  Physical Science content (Standard D) ‏  How to improve constructivism in lessons.  Week 3:  Process standards  Scientific Method and gender/culture in science  Week 4:  Earth Science Content (Standard E)  Sharing lessons

Science Notebook Prompt Community Scientists Model lesson 1- Oh Deer Standards Model lesson 2- Candyland Wrap-up/ paperwork  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 miscocenptions about scientists because_

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

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?

Activity: “Oh Deer”  Meets standard F.8.8 (populations and ecosystems) ‏  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.  Whole mini-unit is posted on website.  Let’s play  How could this be reading or math?

Science Notebook Prompt Community Scientists Model lesson 1- Oh Deer Standards Model lesson 2- Candyland Wrap-up/ paperwork  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?

SCIENCE STANDARDS Old and New

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

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

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

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

Example

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

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.

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

Science Notebook Prompt Community Scientists Model lesson 1- Oh Deer Standards Model lesson 2- Candyland Wrap-up/ paperwork  Label: “Science Standards”  In your Notebook please answer:  Which standards (current state or next generation) do you think best represent science? Why?

RESOURCE SHEET Feel free to shop though samples.

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

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

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 rememberthe activity.  Also answer: How could this activity be tied into reading and/or math?

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

Go Over the Syllabus and Resource Sheet  Assignment 1: Reflective Journal  Assignment 2: annotated bibliography  8 resources (1 per standard) that you'd use to make each standard exciting/ relevant  Assignment 3: lesson evaluation  1ish page paper with found lesson attached.  Assignment 4: Learning Lab  Share some information/lesson with your classmates

Annotated Bibliography  Discuss requirements  Look at wiki

Management Challenges/ Tips from the Teenagers  Bins- assigned by group  Student jobs- set up/ clean up/ materials manager/ supervisor  Time of day- after a break- first thing or after recess  Teaching safety- not all at once, brainstorm as you introduce a lab.  Recommend Flinn course  Assigning groups  Differentiation

Tips From the Teens  Plan Ahead  Try It Yourself  Lots of Visuals/ Drama (voices, etc.)  Lots of Labs and Hands-On  Explain Over and Over  Homework to Reinforce- not to stretch  Labs- Plan more time than you think you’ll need.

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

A preview for next week 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

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.