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Taking Science Outdoors Inquiry Learning Beyond the Classroom Walls

Taking Science Outdoors Inquiry Learning Beyond the Classroom Walls. Diana B. Vélez, Claudio Vargas B., Lawrence Hall of Science Amy J. House and Ariel Bedoy, Pasadena ISD. February 7 – 8, 2012. Quote of the Day ….

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Taking Science Outdoors Inquiry Learning Beyond the Classroom Walls

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  1. Taking Science OutdoorsInquiry Learning Beyond the Classroom Walls Diana B. Vélez, Claudio Vargas B., Lawrence Hall of Science Amy J. House and Ariel Bedoy, Pasadena ISD February 7 – 8, 2012

  2. Quote of the Day… “We are the Earth – part of the air, water, soil, and energy of the world; beings with love in our hearts, life in our souls, and a kingdom of kin at our doorstep.” David Suzuki Vargas & Velez 2012

  3. Goals of the Institute • Value the importance and effectiveness of outdoor education for overall student academic achievement and well being; Vargas & Velez 2012

  4. Goals of the Institute • Acquire the necessary content knowledge and pedagogical skills to successfully integrate outdoor learning into the science curriculum; Vargas & Velez 2012

  5. Goals of the Institute • Learn life, earth and physical science content through model lessons that focus on “Water Interactions,” based on the TEKS for grades 3 – 8; Vargas & Velez 2012

  6. Goals of the Institute • Experience an engaging context for building literacy skills and developing language for English Language Learners; Vargas & Velez 2012

  7. Goals BEYOND the Institute • Develop a plan for teaching science lessons outside on a regular basis at the school sites. Vargas & Velez 2012

  8. The Context for Learning Vargas & Velez 2012

  9. Rules and Procedures • Meet at home-base and go over focus questions • Take satchels and notebooks • Stay within the boundaries. • As we walk outside, listen for the sounds of nature. • Observe, don’t disturb or take, leave environment the way you found it. Vargas & Velez 2012

  10. Connecting to Others & to the Outdoors: Envirolopes • “Count” off by bird names (Snowy Egrets, Great Blue Herons, and White Ibis) • Get ready to go outside with your group • Bring your satchels and notebooks outside Vargas & Velez 2012

  11. Egret – Heron –Ibis Snowy Egret Great Blue Heron White Ibis Vargas & Velez 2012

  12. A Sensory Report Developing awareness of place through writing

  13. Part 1: Observation • Go with your partner somewhere outside. Once the two of you have agreed upon a place, please sit silently and individually take notes in your notebook on anything you notice about that place. • Feel free to take notes about what you: • See – Feel • Hear – Think in that place • Smell – Any interactions in that area • You have 10 min. Vargas & Velez 2012

  14. Part 2: Writing • Pick a part of your notes that is particularly interesting to you. • Develop this idea through writing a: • Poem – Letter to the Editor • Short story – Report of your Experience • Journalistic article – Play • Use your observation notes as the inspiration to your writing, but feel free to extend your writing from your experience. • You will have 10 minutes to write. Vargas & Velez 2012

  15. Part 3: Sharing Take turns reading your piece to your partner Discuss the similarities and differences in your observations Vargas & Velez 2012

  16. Group Debrief Volunteers to share? What was this process like for you? What do you think could be gained by this process in your classroom? Questions? Vargas & Velez 2012

  17. Armand Bayou Nature Center Vargas & Velez 2012

  18. The Context for Learning Vargas & Velez 2012

  19. Earth Systems Vargas & Velez 2012

  20. The Earth is composed of several integrated parts (spheres) that interact with one another Atmosphere Geosphere Biosphere Hydrosphere (Anthrosphere) (Exosphere) Vargas & Velez 2012

  21. The Earth System: Atmosphere • 78% nitrogen and 21% oxygen • 1% CO2 and water vapor catch and hold the Sun's energy • Allows liquid water that supports life Vargas & Velez 2012

  22. The Earth System: Geosphere • Earth's interior, rocks, minerals, and landforms • Processes that shape the surface • Defines much of the environment we live in Vargas & Velez 2012

  23. The Earth System: Biosphere • Ecosystems - the zone of life on Earth, a closed and self-regulating system • Living beings and their relationships Vargas & Velez 2012

  24. The Earth System: Hydrosphere • Combined mass of water found on, under, and over the surface of a planet • Covers 70% of the Earth surface • Without water, life as we know it would not exist Vargas & Velez 2012

  25. What’s the Big Idea? Water shapes the land, affects the atmosphere, and sustains the life on Earth Vargas & Velez 2012

  26. Essential Question What are water’s unique physical and chemical properties? Vargas & Velez 2012

  27. Water Explorations: • Water on Earth Materials (TEKS 3, 4, 5) • Water in Living Things (TEKS 5, 7) • Water and Weather (TEKS 5, 6, 8) Vargas & Velez 2012

  28. Water on Earth Materials Guiding Questions: How does the movement of water affect earth materials? How does water shape our environment? Vargas & Velez 2012

  29. Water in Living Things Guiding Questions: How does water move through vascular plants? How does water interact with living things? Vargas & Velez 2012

  30. Water and Weather Guiding Questions: How is the heat capacity of water different from other earth materials? How does the heat capacity of water affect weather? Vargas & Velez 2012

  31. The Context for Learning Vargas & Velez 2012

  32. English Language Acquisition • How do we make science content and practices accessible to all students? • How can we use science instruction to develop academic language for all students? Vargas & Velez 2012

  33. ELPS in your Classroom • Think about 1 strategy that has been most effective with your EL students for learning science content. • Why do you think it has been effective? Vargas & Velez 2012

  34. English Language Acquisition Vargas & Velez 2012

  35. English Language Acquisition • How do we make science content and practices accessible to all students? • Connecting to prior knowledge • Providing comprehensible input • Presenting vocabulary in context • Providing opportunities for oral practice Vargas & Velez 2012

  36. Begin by Activating Prior Knowledge Vargas & Velez 2012

  37. Activate Prior Knowledge • Choose a water picture. • Form two lines. Vargas & Velez 2012

  38. Activate Prior Knowledge • Introduce yourself to the person in front of you. • Share your pictures. • What do you notice? Vargas & Velez 2012

  39. Activate Prior Knowledge • Move one person over to the left. Introduce yourself to the person in front of you. • Share your pictures. • What do you think is happening? Vargas & Velez 2012

  40. Activate Prior Knowledge • Move one person over to the left. Introduce yourself to the person in front of you. • Share your pictures. • What does the picture remind you of? Vargas & Velez 2012

  41. BREAK TIME! Please go to your break-out rooms after the Break Present to colleagues after lunch Vargas & Velez 2012

  42. Water Explorations: Water on Earth Materials Barn Water in Living ThingsAuditorium Water and WeatherClassroom Vargas & Velez 2012

  43. Taking the Learning Outdoors Vargas & Velez 2012

  44. What’s the Big Idea? Water shapes the land, affects the atmosphere, and sustains the life on Earth. Vargas & Velez 2012

  45. Working in Grade Level Groups • Focus Questions • Exploring • Sharing findings Vargas & Velez 2012

  46. LUNCH TIME Start End 12:30 1:30 Vargas & Velez 2012

  47. Quote of the Afternoon… “When the well is dry, we know the worth of water.” Benjamin Franklin Vargas & Velez 2012

  48. Group Sharing • Share the mornings’ activities with colleagues. Vargas & Velez 2012

  49. Properties of Water Vargas & Velez 2012

  50. Properties of Water Only chemical compound that occurs naturally in all three physical states. Vargas & Velez 2012

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