welcome to edm 544: science methods! please find a seat wherever you’re comfortable. you may...

Welcome to EDM 544: Science Methods!

Please find a seat wherever you’re comfortable.

You may want to boot up a computer to access resources and you’ll need to access the syllabus on MyStritch.

You’ll also need a “science notebook” (paper, computer, notebook, your choice)- Let me know if you need something.

Topics tonight: Community Scientists Model lesson 1-

Oh Deer Standards Model lesson 2-

Candyland Syllabus,

resources and assignments

Group Norms?

Does everyone bring their own food or do you sign up?

Breaks? How often, how long? Feedback? How have you gotten your

rubrics? Timing?- starting and ending Dress? Summer or professional? Anyone else new?

Pacing… we’ll go fast

Why am I teaching this? Or: Who are you and why should we care

Certified as a teacher in Michigan in 2003.

Moved to Milwaukee to teach for MPS

Taught 2 years at Sarah Scott Middle School (no longer exists)

Job was cut, moved to Shorewood

Been a 7th-8th grade Science teacher there since.

Got MEd. at Stritch in 2006.

National Board Certified in 2010

Been teaching this class for 6 (?) years.

Who is Mrs. Steiner (Kelly)

One possible way to introduce yourself to students while encouraging “scientific” observation.

Choose questions that highlight your similarities to students.

After we're done you’ll roll the dice to answer one about you.

Please be patient while I try to balance modeling classroom instruction with treating you as adults.

Who is Mrs. Steiner?

• What color are Mrs. Steiner’s eyes?

• Is Mrs. S. married?• Does Mrs. S. have

any kids? If so, how many?

• What type of music is Mrs. S’s favorite?

• What is Mrs. S.’s favorite food?

• Does Mrs. S. play any sports? If so, what?

• What does Mrs. S. do for fun?

• Did Mrs. S. go to college? If so, where?

• How many siblings does Mrs. S. have?

Who is Mrs. Steiner- in pictures

Now about you… Either roll the dice to pick a

question to answer

1) Funny thing happened to me

2) Knew I wanted to be a teacher when

3) Crazy job I’ve had4) I’ll bet I’m the only

one who…5) My family is so

crazy that …6) Your choice

Or… answer: What are we celebrating today? Thankful for Funny Good news Compliment a

classmate

Source: Hal Urban

Science Notebook Prompt

Community

Scientist

Model lesson 1- Oh Deer

Standards

Model lesson 2- Candyland

Wrap-up/ paperwork

Label: “COMMUNITY BUILDING ACTIVITY”

In your Notebook please write down one community building activity you might use in your classroom

Describe it in as much detail as you’ll need to remember it later.

What is a scientist? On a piece of scrap paper please draw: A sketch (or stick figure) of a scientist (stop) What gender was your picture? How old is the person in your picture? What are they doing?/ where? What makes a scientist? (define) Draw a new picture Line up from “I’m confident that I’m a

scientist” to “Yikes! Science”

A true scientist…

While we’re up…

I have seen science done well to I’ve only seen lecture or cookbook lab science.

Science is a regular part of the classes I’ve observed to science gets put aside for reading and math

Line up in order of comfort with using technology to teach

Why Science is the Best Subject Ever

A running commentary by Kelly Steiner

All the good stuff

Play for work

It’s right to be wrongProcess is as important as product

Hands and minds on

Kids are naturals

Never the same thing twice or a dull moment

Themes by Week:

Week 1: Life Science/ Environmental content (standard F) How to connect lessons to standards

Week 2: Physical Science content (Standard D) How to improve constructivism in lessons.

Week 3: Process standards Scientific Method and gender/culture in science

Week 4: Earth Science Content (Standard E) Sharing lessons

Science Notebook Prompt

Community

Scientists

Model lesson 1- Oh Deer

Standards

Model lesson 2- Candyland

Wrap-up/ paperwork

Label: “What makes a scientist”

In your Notebook please answer these two prompts: One misconception I have/had

about scientists_

We need to confront student miscocenptions about scientists because_

Activity: “Oh Deer” Meets standard F.8.8 (populations and

ecosystems) Notice: how students design what they'll look

for (and how I get it to be what I want) That we explore before explain, and

uncover the ideas before giving it terminology.

Activity comes from Project WILD (great source for life science/ environmental science activities.

Whole mini-unit is posted on website. Let’s play How could this be reading or math?

Science Notebook Prompt

Community

Scientists

Model lesson 1- Oh Deer

Standards

Model lesson 2- Candyland

Wrap-up/ paperwork

Label: “Oh Deer Activity”

In your Notebook please record any notes that might help you remember/ find the activity.

Also answer: How could this activity be tied into reading and/or math?

Science StandardsOld and New

Current WI State Standards

Based on national standards From mid-90s 8 Strands General (not a lot of detail in information

kids need to know) Separate process and content

Strands of Current Standards A- Science Connections B- Nature of Science C- Inquiry D- Physical Science E- Earth/Space Science F- Life/Environmental Science G- Science Applications H- Science in Personal and Social

Perspectives

Next Generation Science Standards (NGSS) Being developed now- should be done near

end of 2012 Developed by team of writers- teachers,

scientists, higher ed, non-traditional school, etc.

Based on Framework for K-12 Science Education by the National Research Council

How they’re different Engineering is included/ integrated Integration of process and information

Each Standard Integrates 3 Dimensions

Example

Similar to Strands, Integrated Together Strand

AStrand

A

Strands B

and C

Strands B

and C

Strand D

Strand D

Strand E

Strand E

Strand F

Strand F

Strands G

and H

Strands G

and H

Analyzing Content Standards Why this is important... Jigsaw and use white boards (discuss

classroom uses) Everyone- skim all the standard areas. In your group- summarize the standard

in a1-2 sentences on a white board the standards you're assigned.

Pull out keywords that will help us find activities tied to these standards.

Think about your K-W-L on these topics.

KWL of Standards

What do you feel comfortable with in the standards?

What do you want to know more about of the standards?

What have you learned about the standards?

Notebook File- Use response NOTE: If not available, can use ClassMarker.com

Science Notebook Prompt

Community

Scientists

Model lesson 1- Oh Deer

Standards

Model lesson 2- Candyland

Wrap-up/ paperwork

Label: “Science Standards”

In your Notebook please answer:

Which standards (current state or next generation) do you think best represent science? Why?

Resource SheetFeel free to shop though samples.

Candyland- hunting Emineminus Notice- not explaining, just starting Don’t know what you’re learning until you

learned it Charting populations again (but using it

differently)

IMPORTANT MISCONCEPTION NOTE: they don’t choose their color, they just are how they’re born

Science Notebook Prompt

Community

Scientists

Model lesson 1- Oh Deer

Standards

Model lesson 2- Candyland

Wrap-up/ paperwork

Label: “Candyland”

In your Notebook please record any notes that might help you rememberthe activity.

Also answer: How could this activity be tied into reading and/or math?

Next Class (we’re not done yet, just previewing) Preview

Share annotated bibliography Discuss Physical Science (Standard D) Ramp up and ramp down lessons (by level and $$) Address Science teaching fears Discuss constructivism in Science Learn about the 3 types of labs and the 5 E model Do a sample lesson evaluation Work on your lesson evaluation

Homework bookmark

Go Over the Syllabus and Resource Sheet

Assignment 1: Reflective Journal Assignment 2: annotated bibliography

8 resources (1 per standard) that you'd use to make each standard exciting/ relevant

Assignment 3: lesson evaluation 1ish page paper with found lesson

attached. Assignment 4: Learning Lab

Share some information/lesson with your classmates

Annotated Bibliography

Discuss requirements

Look at wiki

Management Challenges/ Tips from the Teenagers

Bins- assigned by group Student jobs- set up/ clean up/ materials

manager/ supervisor Time of day- after a break- first thing or

after recess Teaching safety- not all at once,

brainstorm as you introduce a lab. Recommend Flinn course Assigning groups Differentiation

Tips From the Teens

Plan Ahead Try It Yourself Lots of Visuals/ Drama (voices, etc.) Lots of Labs and Hands-On Explain Over and Over Homework to Reinforce- not to stretch Labs- Plan more time than you think

you’ll need.

Three Types of Labs

Discovery- explore big concepts

Exploration- further examine ideas

Verification- re-enact established information

Most Constructivist, Most student control

Most Traditional, Most teacher control

A preview for next week

The 5 E Model for Teaching Science

The 5 E'sEngage- catch the interest, create

questions

Explore- discover the big concept

Explain- connect the concept to information

Elaborate- go further in depth

Evaluate- assess student understanding

Let’s research together… In your team (2-4 people), you will roll for a

keyword from Standard F. You then draw a card to get a grade level. You must find a QUALITY activity that fits the

keyword and the level. Use this in your annotated bibliography.

Source ideas: Delicious (demonstrate), Diigo, exchange.smarttech.com, book, Science Scope

Ask for help if you need it.