1. Welcome to Class 2!  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.

2. Metaphor  The Next Generation Science Standards are like _____________________________________ because ____________________________________________

3. Questions/Concerns? Reflections from feedback last time… What Questions/ Comments/ Concerns/ Issues do you have after last class?

4. 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

5. 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.

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

7. 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.  Take a moment and check off which boxes in the grid you have met, make a plan to complete the assignment.

8. Reflection Notebook  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.  Resources  When and Why- fitting in science  Constructivism in science  Model lesson 2- classifying/sorting objects  Adapting lessons  Management

9. When…  Let’s look at the three dimensions of the NGSS again and look for places where there is overlap with other content areas…  In your group, locate at least 5 places of overlap in an elementary school classroom  Sample problem: my daughter’s daycare center says that they don’t do much science because they only find one cool chemical reaction to try per month.

10. Scientific and Engineering Practices Ask Questions and develop problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics 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 ScienceLife ScienceEarth and Space Science Engineering, Technology and Application of Science

11. Why teach science  What are the advantages of every citizen being able to see through the lens of science?  Think- 1 min.  Pair- 3 min.  Share- 5 min.

12. Reflection Notebook  In your notebook:  What are three things that you want to remember about finding time for science?  Resources  When and Why- Fitting in Science  Constructivism in science  Model lesson 2- classifying/sorting objects  Adapting lessons  Management

13. How- Making good lessons great  “Inquirize”  Changing level  Changing budgets  Consider management

14. “Inquirize” your teaching  What does “constructivism” mean?  Why is inquiry important in Science?  But we know that this isn’t always how lessons go, so…  Pull up the article from the wiki  Think about the sample lesson you brought  You’ll get some time to read and get/eat dinner  After that we’ll discuss and then try this out in groups.

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

16. 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

17. The 5 E Model for Teaching Science

18. 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 lesson evaluation  I’ll put up the 5 Es as a guide  When you’re done we’ll share

19. 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

20. 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

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

22. Reflection Notebook  In your notebook:  Why is constructivism important in science?  What do you think about the 5 E lesson format? Why?  Resources  When and Why- Fitting in Science  Constructivism in science  Model lesson 2- classifying/sorting objects  Adapting lessons  Management

23. Model lesson 2- sorting objects I need you to: Existing WI State Science 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 NGSS Peformance Expectation: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. How can I get you to discover that for yourself?

24. Reflection Notebook  In your notebook:  What would you want to remember for this lesson?  Resources  When and Why- fitting in science  Constructivism in science  Model lesson 2- classifying/sorting objects  Adapting lessons  Management

25. 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

26. 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!

27. Reflection Notebook  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?  Resources  When and Why- fitting in science  Constructivism in science  Model lesson 1- classifying/sorting objects  Adapting lessons  Management

28. Management in Science  Open the article on management in Science.  In your group, divide the article into 4 sections.  Read your section.  Share your section with your group.  Trends, surprises, insights, summary…

29. Management Challenges/ Tips from the Teenagers  Stations  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

30. 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.

31. Reflection Notebook  In your notebook:  What unique management challenges does Science pose?  What unique strategies would help with this?  Resources  When and Why- fitting in science  Constructivism in science  Model lesson 1- classifying/sorting objects  Adapting lessons  Management

32. 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?

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

34. For next class:  Post answers to the next two prompts on the wiki  Complete the annotated bibliography, post on the wiki and bring in a hard copy to hand in  Write the lesson evaluation, attach to the lesson and bring to hand in  Think about what you’d like to do for your learning lab  Complete the half time online survey

35. Lesson Evaluation The parts of your lesson evaluation:  Justification of which performance expectation (standard) would best fit the lesson.  How it integrates constructivist techniques  How it could better utilize constructivist techniques (if applicable)  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?)  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?)

36. Half way feedback 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)

37. Closure:  What is the most important thing to remember in your future practice when teaching science?