1. While waiting to start – discuss with a partner one science demonstration or lab that you have done or plan to do in your classroom. What went well? What would you change next time?

2. Science Content Session 1 Enduring Understandings, Literacy, Demos John Gibney – Frankford High School

3.  Teachers will be able to build the tallest structure that can support a marshmallow at the top in 18 minutes.  Teachers will gain resources to help with lesson planning.  Teachers will be able to identify “big goals” and identify ways to prioritize content.  Teachers will be able to present 1 science demonstration to the class. Objectives

4.  Introductions (5)  Marshmallow Challenge (25)  Framing (5)  Planning (25)  Demos (20)  Exit Ticket (5) Agenda

5.  John Gibney  10 th Grade Biology and AP Biology at Frankford High School  Teaching:  New Orleans: 04-07  Richmond VA: 07-09  Philly: 09-present  BA Economics from William and Mary  Masters in Ed from University of Virginia

6.  Rebecca (Becky) Epting  7 th /8 th Grade Science Teacher  KIPP Philadelphia Charter School  ‘02 TFA NY Corp Member  ’04-Present at KPCS  BS in Biology from PSU

7.  Say your name  Where you’re from  Region you’ll be teaching in  One fun fact Introductions

8. Guess the Cup  Watch the cups and guess which one has the water in it at the end.  What happened?  What scientific principles were demonstrated?  What science classes / topics could this demo be used for?  What would you need to take into consideration before performing this demo in a classroom?

9.  1. Course Big Ideas, Literacy, Demos  2. Inquiry Labs / Routines and Procedures  3. Science Classroom Systems  4. Next Generation Science Standards and planning for the Fall Overview of Our Sessions:

10. Bringing STEM and scientific thinking into the classroom Build the Tallest Freestanding Structure: The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling or chandelier. The Entire Marshmallow Must be on Top: The entire marshmallow needs to be on the top of the structure. Cutting or eating part of the marshmallow disqualifies the team. Use as Much or as Little of the Kit: The team can use as many or as few of the 20 spaghetti sticks, as much or as little of the string or tape. The team cannot use the paper bag as part of their structure. Break up the Spaghetti, String or Tape: Teams are free to break the spaghetti, cut up the tape and string to create new structures. The Challenge Lasts 18 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified. The Marshmallow Challenge

11. 1.What went well? 2.What was challenging? 3.If you did it again, what would you do differently? Activity Debrief

13.  What concepts does it address?  What do you need to consider BEFORE doing this with your class? Think like a teacher!

14. Resource Compilation 2 Flash Drives per school Please give back to me at next week’s session. Thanks!

15. www.gibneyscience.com

18. Infusing literacy in science class is SO UNBELIEVABLY important! The great thing about science is that it’s so engaging and interesting, it can encourage students to read and think to find answers. Read briefly about columns, beams and arches. How would you apply this to the marshmallow challenge? Focus on Inquiry

19. Literacy + Inquiry = Engagement http://www.2025labs.com/structures

20.  I usually type my own questions for reading articles. Combination of low level questions and higher level questions.  Website link for other graphic organizers  www.gibneyscience.com www.gibneyscience.com Literacy Questions

22. When preparing a unit, identify:  Essential knowledge-things everyone should know by the end of a unit; should be connected to your enduring understanding or essential question.  Important to know-things you’d like your students to know, but aren’t essential.  Worth being familiar with-students may not know the exact definition, but can START to attach meaning to the word Planning for the Year

23. Essential vocabulary- Cell, nucleus, cell membrane, structure, function Important to know-Chloroplast, mitochondria, cell wall, diffusion, transport, DNA, chromosomes Worth being familiar with-Golgi apparatus, endoplasmic reticulum, vacuole, lysosome, ribosomes, etc. Vocabulary-Cells Example (Middle School)

24. Use the standards that you are teaching this summer, identify what you want students to take away from what you’re teaching. What’s essential? Important? Helpful? Planning Curriculum EssentialImportantHelpful Students should know this 20 years from now, to be informed citizens of the world. Science facts and important info you want students to know for the test. This information pushes your top students to the next level. 100% of students know this in the end. 70% of your students know this information. 30% of your students know this information

25. Attention-We don’t pay attention to boring things Memory-Repeat to remember, remember to repeat Sensory Integration-The more senses involved, the better you will remember For things you want students to really remember, you have to make it interesting, repeat it A LOT, and include as many senses as possible! Brain Rules

26.  A helpful tool for identifying Big ideas and organizing them.  Try it out with me! Lotus Diagram

27. Whenever completing a science demo, think about:  What scientific principles are demonstrated?  What topics could the demo be used for?  What should you take into consideration before doing this in your classroom? Science Demos-Let’s Try

28. Mentos and Diet Coke  How can we teach Experimental Design (Independent and Dependent Variables, Control groups, Constants)?  What happened?  What scientific principles were demonstrated?  What science classes / topics could this demo be used for?  What would you need to take into consideration before performing this demo in a classroom?

29. Density Fun!  Density layers with a twist!  Density straw fun!  What happened?  What scientific principles were demonstrated?  What science classes / topics could this demo be used for?  What would you need to take into consideration before performing this demo in a classroom?

30.  How can we get water into the flask without picking up the plate?  What happened?  What scientific principles were demonstrated?  What science classes / topics could this demo be used for?  What would you need to take into consideration before performing this demo in a classroom? Pennies and Water

31. Closing and Reflection www.gibneyscience.comwww.gibneyscience.com or on a piece of paper 1. What was useful from today’s session? 2. What are some questions or concerns that you would like to see addressed in future science content sessions?