Science 101: Foundations

1. Science 101: Foundations June 25th, 2013 August & November Trade Day

2. Agenda 1. Using a Science Notebook 2. Types of Science Investigations 3. 5E Model of Instruction 4. Introduction to Inquiry LISD Strategic Design Goal 2.2: Provide a variety of relevant experiences, including technological, kinesthetic, visual, “hands-on”, project-based learning, to engage students.

3. Ice Breaker Which cartoon or super hero character best fits your personality?

4. Purpose: Create a love of science

5. Using Science Notebooks

6. Research is verifying the achievement benefit using science journals or notebooks. • Purposes of a science journal • Models the way a scientist works • Is used daily • Has drawings with labels • Has notes & concept maps • Has quick graphs • Has vocabulary work • Has data shown in charts & tables • Has information & student reflections relating to classroom/home science investigations

7. Lewis & Clark’s data, and sketches

8. Leonardo de Vinci’s notes & sketches This manuscript is on paper bound in morocco leather, containing 238 pages of various sizes that had been cut and removed from other manuscripts. The collection deals with a variety of different subjects including studies in geometry, weights and architecture. Most of the pages can be dated to between 1480 and 1518.

9. Leonardo de Vinci’s notes & sketches 'On the Flight of Birds'This collection includes 17 pages (measuring 21 x 15 cm) out of the original 18. It deals primarily with the flight of birds, which Leonardo analyzed with a very rigorous approach, paying particular attention to the mechanics of flight, as well as to air resistance, winds and currents. The pages can be dated to approximately 1505.

10. Benjamin Franklin’s three wheel clock sketches Franklin invented a 24-hour, three-wheel clock that was much simpler than most clock designs of the time. Franklin's clock, like others from that period, only had one hand. Minute hands were not added to clocks until later. Franklin biographer Carl Van Doren describes this invention as "a curious clock, economical but not quite practical." In 1758, Franklin's friend, James Ferguson, improved the clock, much to Franklin's pleasure.

11. The first page is a title page (like a book). You decide your own title.

12. Make 2 or more pages after the title page a Table of Contents (like a book) • Make columns for: • Date • Entry • Page This helps you find an entry fast when you need it

13. Things to remember: • Having a sample journal to show as a visual when you introduce journals is important. • If students record in a way that has meaning for them, they feel more “ownership” of their journal. • Journals become a useful reference in student discussions, reviewing, studying, etc. • Journals show evidence of student learning over time.

14. Using our Notebooks 5 Stations • Properties of Objects • Rocks • Force and Motion • Vocabulary • Science Reading

15. Types of Investigations Card Sorting Activity Think back to our 5 stations. Which one was descriptive? Comparative? Experimental?

16. Investigation Requirements TEKS Introduction Section:

17. Types of Investigations Add a page in your table of contents for: Types of Investigations In your notebook, create a way to help you remember the three different types of investigations

18. Reflections: Using Science Notebooks Quick Write: What strategies have you seen implemented that would help you facilitate hands on science in your classroom with science notebooks?

19. 5E Model of Instruction

20. Why 5E Model? Constructivist Philosophy: Constructivism is a philosophy about learning that proposes learners need to build their own understanding of new ideas. A students understanding will be deeper and last longer if they construct the learning themselves. The 5E model is a way to organize instruction for constructivist learning

21. Engage The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while pre-assessing prior understanding. During this experience, students first encounter and identify the instructional task. During the ENGAGE stage, students make connections between past and present learning experiences, setting the organizational ground work for upcoming activities.

22. Explore The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding. In the EXPLORATION stage the students have the opportunity to get directly involved with phenomena and materials.

23. CER Conclusion

24. Explain The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means. These segments introduce vocabulary in context and correct or redirect misconceptions.

25. Elaborate The purpose for the Elaborate stage is to allow students to use their new knowledge and continue to explore its implications. At this stage students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them in new ways.

26. Evaluate The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place.EVALUATE, the final "E", is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge.

27. Reflections Quick Write: How will the 5E model help you create a constructivist environment in your classroom?

28. Introduction to Inquiry

29. Types of Science Inquiry • Open Inquiry • Guided Inquiry • Structured Inquiry Higher Level Thinking

30. Open Inquiry

31. Guided Inquiry Learner is given some guidance toward completion of inquiry task but some pieces are left up for the learner to figure out.

32. Structured Inquiry Learner is given all of the needed elements for task completion.

33. Comparing Approaches How do these approaches to teaching science compare? Where do these different approaches fit within our 5E Model?

34. Reflections: Introduction to Inquiry Quick Write: How can Inquiry be used to build higher level thinking into science instruction?

35. Ticket Out