1. Welcome! TE 401 Section 8 Class: Mondays 9:10 - noon (rm 109)
Field: 4 hrs/week
Urban Infused!

2. Plan for Today Introductions Syllabus & Wiki Review Science & Me
Diving In: Investigate curricula for K-1 students: Testing Materials

3. Intro: A Quick Survey Have you have taught before?
Have you have taught science before?
Have you taught science to early elementary students before (K-2)?
Have you lived or worked in a city before?
Have you taught in a city before?
If you have to list your 3 most important goals for teaching science to young children, what would they be?

4. Class Ideas on Teaching Science to Young Children

5. Intro, Part 2 Who are you?????? Tell us: Your Name Your Major
Something interesting about you that no one else knows, and that will help us to remember you!

6. Syllabus & Wiki review

7. Testing Materials K-1 (BSCS T.R.A.C.S.)
BSCS Science Tracks: Connecting Science & Literacy
A standards-based and inquiry-based curriculum to support students in learning about (a) the process of design, and (b) the properties of materials
Draws upon students everyday experiences and interests

8. Testing Materials
“SCIENCE & TECHNOLOGY-In this module, students investigate the materials from which objects are made. They discover that all materials have properties, such as color, hardness, transparency, and absorbency, and that people select a material for a certain purpose according to the properties of the material. Students compare materials in terms of their response to puffs of air and water. They compare structures that are made of different materials and explain why certain structures are made of specific materials.”
Teacher’s Guide and summary handout available on Wiki
TM Kit available in my office
Used widely in Lansing Public Schools

9. BSCS Curricular Framework

10. Testing Materials at a Glance
Lesson
Objectives
Doing technology
To help students become aware of the design process that scientists and engineers use.
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
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.

11. Testing Materials at a Glance
Lesson
Objectives
Doing technology
To help students become aware of the design process that scientists and engineers use.
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
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.

12. Doing Technology Objectives
For students to become engaged in the process of technological design
For students to become aware of the processes of technological design in the work of scientists and engineers
For students to become engaged in team work

13. Working in Teams - 1st grade
What skills do you need to have to work in a team?
What expectations do you have for yourself and your teammates?
Jobs:
Manager: Gets supplies and returns them
Messenger: Asks for help from the teacher and/or other teams
How might you change these skills, expectations, and jobs for older students?

14. Classroom Norms to Support Collaborative Learning
"If we expect students to work together, we must teach them social skills just as purposefully and precisely as we teach them academic skills" (Ostlund, 1992, p. 32).
Explain by telling how and why.
Give reasons for your ideas.
Find out what others think.
Its ok to be wrong!
Discuss different ideas and then decide.
No one is as smart as all of us together.
You have the right to ask anyone in your group for help.
You have the duty to help anyone who asks for help.
Help other group members without doing it for them.

15. Group Roles
Collaborative
vs.
Cooperative
Management
vs.
Learning

16. Group Roles Assigning group roles to students is often
done by teachers to make behavior management easier. But phenomenal teachers know that the best behavior management plan is a well thought out, rich and engaging lesson plan.
What types of roles would foster rich, engaging and productive student learning so that excessive behavior management is less necessary?
Work together with your partners to review the group roles. Which ones would you use in your classroom in order to foster rich and productive student learning? What additional roles might you add?

17. What is science? What is technology?
What do you think of when you hear the words:
Science?
Technology?
What examples of science and technology do you see in our classroom?
Do you know any scientists or engineers? What do they do?

18. Each group will be given a picture of “scientists” or “engineers”.
What do you think these people are doing?
What part of the process do you think they are involved in?
Can you think of times when you were involved in the technological process?
What did you do?
What tools did you use?
Did you test your results? Did you change your plan after you tested your results?

19. Three Little Pigs

20. Three Little Pigs What happened to the pigs’ houses?
Why didn’t the third pig have the same problem?
What should have the pigs done?

21. Testing materials: Whole Class Test
Which of these objects will blow away easily?
Which of these objects will not blow away easily?
Show students a pile of objects. In groups have them categorize which will move and which will not
Get 2 volunteers to do a blowing test (but make the test unfair by placing the objects in different locations)
Talk about what makes a fair test

22. What is a Fair Test?
In your groups develop a definition for a fair test.
Design a fair test to determine which objects move easily and which ones do not.
What did you learn?

23. For Next Week…. Review syllabus & come with questions!
Play around on the wiki
Readings, Chapters 20 & 21, NSTA Book