1. Chapter 8: Inquiry & Teaching Science Chapter 11: Discussion, Demo, & Lecture Design Strategies: Universal, Backwards, & Inquiry Based Class #4: Teach Science Part 2

2. Review & Discussion Collect Chapter 10 Text Questions (p. 165-177, # 1, 2, 4, 5) Presentations #2 ~ Lesson Plan #2 Unit Outline Notes Discuss at end of class tonight From this night forward you will be creating your unit lesson plans, and holding brief 10-15 minute meetings before each class with your peers and with me to share ideas.

3. Unit Design Strategies Universal Design Keeping the whole picture in mind Everything builds to one culminating activity Ex: Solar System Backwards Design Determine Final/Unit Assessment (Objective) & Teach to these Complete mini-goals along the way Ex: Water Cycle Inquiry Design (chapter 8) Discovery Learning Project-Based Learning Research & Present Information o Is there 1 best way? o Most – Least work for teacher? o Which keeps students most engaged? o What about a combination of them?

4. Inquiry & Teaching Science What is Inquiry? Standard 3: Inquiry, p. 123 Many Faces of Inquiry-Based Science (Fig 8.1, p. 122) 5E Instructional Model for engaging (Fig 8.3, p. 129) 7E Model – Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend Yes/No Questioning Technique (p. 131) Chapter 8 Primary Objectives in Daily Science Teaching 1.Understanding the nature of science & investigative processes 2.In-depth knowledge of scientific concepts, laws, principles, and theories 3.Reasoning, Thinking, & Computation Skills 4.Attitudes, interests, values, and “habits of mind” related to math & science

5. Critical Elements of 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 explanations in light of alternative explanations, particularly those reflecting scientific understanding. 5. Learners communicate and justify their proposed explanations. Chapter 8 But How? What about prior-knowledge? Any examples of how to do this?

6. Discussion, Demonstration, Lecture Scientific Discourse (Table11.1, 11.2, 11.3) Talk & Argumentation Oral Questioning Thinking & Sharing Discussion Guided Discussion Reflective Discussion – What is it? Demonstration versus ‘Playing’ (Table11.4, Fig 11.1) Planning - Presenting Lecture (Note-Sessions) (Fig 11.2) The HOW & WHY … p. 190-192 Chapter 11

7. How will you conduct your instruction? My Breakdown: 1. Intro/Anticip. Set (for new info or review from previous lesson) Attendance – Announcements – Collect/Return Work 2. Note-Session Powerpoint outline, Overhead notes, discussion Concept maps, general outline, fill-in-blank 3. Student-Centered Activity Wet Lab, Dry Lab, Simulations, Pair-Share Work, Small Group Work Complete & Discuss in 1 class, Finish for HW 4. Closure - Lesson Wrap-up Daily Assessment – Formal v. Informal Preview of Next Lesson Class Review, Ticket-out-door

8. Closure & Homework How do you define homework? How would you defend your purpose for assigning homework to parents? How much homework would you assign? Will you check and grade EVERY assignment? What are you going to do when it is not done on time?

9. For Next Week Text Questions Chapter 8: #1, 2 Chapter 11: #1, 2, 3 (only for Lecture) Unit Plan Construction – this will be your Unit Plan cover page! Unit Rationale Main Learning Objectives for unit (5-7 to later be used as Summative Questions on the unit assessment) Outline of Lessons contained within unit Main topics / concepts Main Learning Activities General Timeline for each lesson / main learning activity This I will see when you turn in your portfolio at the end of the course. No Presentations!!!

10. For Next Week … continued Continue writing Lesson Plans … using information learned thus far and Figure 5.1 (p. 76) & the outline on p. 77 of chapter 5. Be sure to include a LAB EXPERIMENT on either one or both of these lessons (with proper pre-lab discussion & notes). You must have a student-centered activity on each day. Prepare to create a graded quiz for Day 4 Lesson. *Begin to use instructional techniques discussed in Chapters 8 & 11. Class #5 will focus on Teaching a Lab Science Class #6 will focus on Technology Integration in a Lab Setting Class #7 we will meet at CB South for formal presentations