2. Math and Science Institute Exploring Physical Science Today’s Agenda Review of homework and participant sharing of their ENGAGE components of 5E. Engage in Science Tasks And Discussion of Pedagogy Facilitators: Kali Douglas – kdouglas@moed.bm@moed.bm Kalley Baxter-Williams – kbwilliams@moed.bmkbwilliams@moed.bm Content Specialist Teachers for Science 5:30 pm 6:00 – 8:30 pm

3. Let’s reflect on the homework assignment 1. Are all physical changes reversible? 2. Are all chemical changes irreversible? 3. SHARING TIME! What’s your ENGAGE?

4. Review

6. Learner Objectives O Observe how mixtures can be separated O Distinguish between sieving, filtration, evaporation and magnetism O Follow processes of systematically making observations, asking questions, making predictions, planning investigations, taking measurements, collecting data, and coming to decisions based on evidence. O Explore a framework for teaching scientific inquiry

7. Essential Questions 1. How can mixtures be separated? 2. How does dissolving, sieving, filtration, evaporation and magnetism aid in separation of mixtures? 3. What is the 5E framework? Readings for this session: O 5E checklist O POE reading O Teach Like a Champion – technique # 12 “The Hook” O 5E lesson template O Scientific Method Templates

8. Cooperative Learning Groups & Responsibilities Group 1Group 2Group 3 James Njeri Jay Vernette Yvonne Karen Group LeaderTask ManagerMaterials ManagerRecorder Liaison between group and teacher Group speaker Ensure all members are participating, on task, and keeps track of time. Collects and returns all materials for group Records all information necessary on chart paper to reflect participants thoughts and ideas

9. Sally was given a mixture of peas, sugar and sand by her teacher. She was told to separate each item from the mixture. She used pieces of equipment and set up her apparatus. 1. Look at the apparatus set up in the front of the class. 2. Discuss with your partner what you think the purpose of the piece(s) of equipment at each stage is used for. 3. Write your answers on the sheet provided. Task : STUDENT ACTIVITY: Separation Techniques

10. Engage O Activity which will focus student's attention, stimulate their thinking, and access prior knowledge.

11. With your partner design a plan to investigate “can you separate a mixture of salt, sand, poppy seeds and iron balls?” Questions your group should ask themselves: 1. What ideas have you determined to separate the mixture? 2. What materials will be used? How are they going to be used? 3. Write out each step so someone else could do it from your directions. 4. What are the variables that will stay the same? 5. What variables might change? 6. How will you record your results (chart/graph/diagram)? 7. Carry out the experiment and report your findings. Can you separate a mixture of salt, sand, poppy seeds and iron filings?

12. Explore O Activity which gives students time to think and investigate/test/make decisions/problem solve, and collect information

13. Be prepared to share how you carried out your investigation, why you choose the method you did and your findings. Separation Techniques…..

14. Explain O Activity which allows students to analyze Their exploration. Student's understanding is clarified and modified because of a reflective activity.

15. Elaborate

16. O Activity which allows students to analyze their exploration. Student's understanding is clarified and modified because of a reflective activity.

17. (i)What is purpose of the filter paper and funnel at Stage B? ______________________________________________________ (ii) What substance remains in the evaporating dish in Stage C? ______________________________________________________ (iii) Why is water added to the mixture of sugar and sand in Stage A ____________________________________________________ (iv) Bruce got another mixture of sugar and sand. He added iron powder to it this time. How can he separate the iron powder from the mixture? ______________________________________________________

18. Evaluate O Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications

19. Let’s Start Planning!!

20. Engage o What knowledge do I want to activate from my students? O What prerequisite skills do students need to do the explore well? O How will I get my student excited about what I am teaching today THE HOOK! (Can I make any real world connections to their lives?) O What students will do? O What teacher do? O What type of questions will I ask? O How will I check for understanding? (rubrics, success criteria, student log sheets, checklist)

21. Explore O Is activity aligned to outcome O Will that activity be a structured inquiry, guided inquiry or open inquiry O Have I started with a scientifically oriented problem for them to solve O What prerequisite skills do students need? O Will students work in groups (how big) O Will activity have multiple solutions? O Will activity promote self exploration? O Do I have the resources and how will they be prepared for students? O What will students will do? O What will teacher do? O What type of questions will I ask? O How will I check for understanding? (rubrics, success criteria, student log sheets)

22. Explain O How will students present/share their findings O What will students will do? O What will teacher do?  How will I address misconceptions  What teacher strategies and resources will I use to explain concepts and skills O What type of questions will I ask? O How will I check for understanding? (rubrics, success criteria, student log sheets)

23. Evaluate O Evaluation of student understanding should take place throughout all phases of the instructional model. O How will I check for understanding? (rubrics, success criteria, student log sheets, exit cards) Elaborate O See checklist for Explore O Are students given opportunities to apply the concept in unique situations O OR are students given related ideas to explore and explain using the information and experiences they have accumulated so far

24. Homework Homework 5 E lesson GRRRREAT JOB SO FAR!! Your Homework will be to work on the next phase of the 5 E learning cycle ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

25. STEP 1 Click on Internet resources (far left of webpage) STEP 2 Click on Science Internet Resources STEP 3 Click on any of the links How to Access Internet Links for the Exploring Matter Course LINKS