1. 1 St. Joseph School District Paul Numedahl September 29, 2010· St. Joseph MO

2. Agenda Goals and Norms Review of Unit Analysis Work 5E Instructional Model Group work Share 2

3. 3 Overarching Goals Develop high quality instructional sequences that lead to effective learning opportunities for our students Design inquiry-based lessons with an emphasis on the 5 Essential Features of Inquiry and technology

4. Norms Actively participate - Active learning Active listening Begin and end on time Take care of personal needs as necessary Mute or turn off cell phones Laptop etiquette

5. Science Teaching Tool Box Tools: 5 Essential Features of Classroom Inquiry Scientific Explanations (CER) Argumentation Formative Assessment Unit Analysis

6. Reviewing our Work: Unit Analysis 6

8. Facts and Concepts What words or phrases come to mind when you think about “facts”? What words or phrases come to mind when you think about “concepts”?

9. Facts & Concepts Cards Part 1 Sort the cards into two categories: facts or concepts. Note those that were easy to sort and those that were difficult. Why were some easier/more difficult to sort than others? Part 2 Find all the cards with a bull’s-eye. Sequence them from most fact-like to most concept- like.

10. Facts and Concepts (Our Definition) Facts or definitions are pieces of information. Facts focus on verifiable and discrete details. Concepts are ideas that clearly show the relationships among facts. Concepts are frequently abstract.

11. Reviewing our Work In your teams from last year…. Review your graphic that displays the unit’s concepts and linking questions. –How might you change or modify your work based on our discussion of facts and concepts? Think about how the identified concepts align with the fact and concept definitions Think about how the overarching concept aligns with the fact and concept definitions 11

12. Reviewing our Work: Continued Review the questions that link the concepts together. –Are questions based on the previous concept? –How likely are students to ask these questions? 12

13. Putting it all the Unit Together: Instructional Models 13

14. Think About Jot down words or phrases that depict/describe each phase of the 5E Instructional Model –Engage –Explore –Explain –Elaborate –Evaluate 14

15. 15 Exploring the 5E Instructional Model Overarching Concept: Parents transmit genetic information to offspring via gametes as part of sexual reproduction. Genetic variation in offspring results from the sorting and recombination of genes in sexual reproduction, from mutation, or by genetic engineering which is a human intervention. In a small group of three, read the lessons described on each card Share your descriptions of each phase with your small group What “criteria” did you use to create your sequence?

16. 16 BSCS 5E Instructional Model Read the handouts about the BSCS 5E Instructional Model and discuss the following questions: What are the defining characteristics of the BSCS 5E Instructional Model and each of the five phases? How does the teacher role change throughout the 5 phases? Student role? Are the 5Es intended to be enacted in a single lesson or over a series of lessons? What is your evidence?

17. 17 BSCS 5E Instructional Model Revisit your cards in your small group of three –Would you sort them any differently? –Which “E” seems most appropriate for each lesson?

18. The 5Es in Practice Review the conceptual flow graphic from Chapter 7 from INQ2. What do you notice about the use of the 5E instructional model in this chapter? How is the 5E instructional model not being used? Share you ideas with your table group. 18

19. Reflecting on the 5Es… What more have you learned about the BSCS 5E Instructional Model? What scaffolds need to be in place in order for students to be successful with this model? How do the 5Es and the 5 Essential features of Inquiry differ? 19

20. Essential Features of Classroom Inquiry 1.Learners are engaged by 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, particularly those reflecting scientific understanding. 5.Learners communicate and justify their proposed explanations.

21. Using the 5Es: SJSD Model Lesson 21 In grade level/subject specific teams… Use the Model Lesson Template to construct an arc of lessons that incorporates the 5E Instructional Model. If helpful, draw upon the Chapter 7 example from INQ2. If helpful, use the scientific explanation design and supports documents as a guide.

22. Sharing our plans On a piece of chart paper, –Outline how your group incorporated the 5E instructional model into a lesson sequence, chapter or unit. Poster session share

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