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SCE 4330:Teaching SECONDARY Science

SCE 4330:Teaching SECONDARY Science . November 5, 2012. Agenda. Grades to-date ✓ Microteaching #2 (Student #6 Lesson – Silvia’s lesson “Food Chain/Pyramid” Inquiry-based Teaching - Activity Safety in the Classroom/Reflection ID Hazards in the Lab

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SCE 4330:Teaching SECONDARY Science

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  1. SCE 4330:Teaching SECONDARY Science November 5, 2012

  2. Agenda Grades to-date ✓ Microteaching #2 (Student #6 Lesson – Silvia’s lesson “Food Chain/Pyramid” Inquiry-based Teaching - Activity Safety in the Classroom/Reflection ID Hazards in the Lab Science Planning – Lesson Planning Worksheet (Getting your ideas organized) Upcoming Class Assignments/Meetings

  3. *Grades To-date

  4. Grades

  5. Grades

  6. Grades

  7. Grades

  8. Grades

  9. Question of the day Read through each of the six descriptions on the next slide. Identify which ones are inquiry-oriented and tell why each is inquiry-oriented.

  10. Answers: 1b, 1c, and 2c are inquiry-oriented because they both entail both a research question and data analysis. 1b: The teacher provides the question, “What are the phases of the Moon?” Student answers to the question are based on analysis of their own Moon observations. 1c: An inquiry lesson is incorporated into a teacher-led demonstration. Although the teacher presents the data using a computer simulation, students are involved as a class in analyzing the virtual observations. 2c: challenges students to answer the question, “What is El Niño’s impact on the climate at a given locality?” Students answer that question based on analysis of data collected on the internet.

  11. SCIENCE SAFETY In your science notebook, write five important things that all secondary teachers should remember about safety in the science classroom. At your table, have each person share his/her list.

  12. LESSON PLANNING • What do I want my students to know? • How will I know if they know it? • How am I going to get there?

  13. LESSON PLANNING WORKSHEET Step One:Decide which standards, benchmarks and indicators will be emphasized. New Generation Florida SS: Body of Knowledge, Big Idea, Benchmark(s) Step Two: Determine how you will assess and know if students meet the standards or have any necessary prerequisites for the standards. Pre and post assessments Pre-assessment can be inENGAGE

  14. LESSON PLANNING WORKSHEET • Step Three: Determine what students will know and be able to do as a result of this lesson. What effective instructional techniques will help students meet the standards? How will the concept be developed? • Lesson Summary • Content outline or Background Info for Teacher • Instructional Procedures -- present as the 5Es • ENGAGE • EXPLORE-Include investigable question; all procedures; and possible questions to guide students • EXPLAIN– Include possible higher order divergent questions you might ask; include your explanation of the concept based on students’ evidence • EXTEND– Include another activity that will have students using the same concept in a different context.

  15. LESSON PLANNING WORKSHEET Step Four: Plan strategies meet the needs of all students. Differentiated Instruction Strategies: Instruction differentiated according to learner needs to help all learners either meet the intent of the specified benchmark(s) or, if the benchmark(s) is/are already met, to advance beyond the specified benchmark(s). Step Five: Think about practical issues and materials needed for instructional planning. • Estimated Time Duration • Materials and Resources Needed • For the teacher: • For the students: • Safety Concerns

  16. LESSON PLANNING WORKSHEET Step Six: Consider ways to integrate the lesson with students’ other courses, home or with technology. • Homework Options and Home Connections • Interdisciplinary Connections • Technology Connections Resources Used or Referenced

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