welcome to week 6 turn in homework assignment turn in fa 1
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AGENDA•
1. 6 week assessment Teaching Efficacy 5 minutes2. 6 week Behavior dispositions 5 minutes3. Concept Map Sustainability 10 minutes
NSTA LC Homework, need to complete WebinarEcological Footprint
Preserve Activities Tonight - Jaeson Clayborn
FIU Nature Preserve link, click here.
Planting Native speciesAnt investigation - C-E-R-R Framework
Discussion Topics
• FA 1 and FA 2• Groups for Micro teach Using
sustainability themes/ sci-packs 5E lesson format.
• Concept Maps and surveys• Working with teachers• Concerns/Questions/Comments
Respect for Limits
• This theme calls for living within nature’s means by preventing waste, pollution, and, particularly, unsustainable resource depletion.
• This theme is concerned with protection of biodiversity but focuses more directly on the extent to which life and nature are threatened by overconsumption in developed nations.
Respect For Limits• Overshoot occurs when the demands on a natural system exceed
the sustainable yield of that system (Meadows, Randers, & Meadows, 2004).
• If demand and biocapacity are not brought back into balance, a system in a state of overshoot eventually collapses (Wackernagel et al., 2002).
• Overshoot indicators such as species extinction and global climate change are considered direct effects of the loss of respect for limits.
The work of the Global Footprint Network (2006) directly addresses this theme. This organization promotes the use of ecological footprints analysis based on scientifically rigorous standards as a measure of the effects of human demands on the planet.
Engineering is Elementary
• http://www.eie.org/
• http://vimeo.com/78101219– What do you notice about the teacher?– What do you notice about the students?– What Phase of the 5E could this lesson be associated
with?
• http://vimeo.com/78101218 - What do you role doe the teacher take? - What Phase of the 5E could this lesson be associated?
Teaching Science to Every Child:Using Culture as a Starting Point
©Routledge/Taylor & Francis 2012
Chapter 12Integrating Sciencewith Other Subjects
©Routledge/Taylor & Francis 2012
Chapter 12 TopicsIntegrating without Diluting the Science
Language Arts Infused into Science
Selecting Texts to Use for Science
Writing and Other Forms of Inscription
Science Notebooking
©Routledge/Taylor & Francis 2012
Not Diluting Science during Integration
Thematic units can misrepresent science
Natural objects (apples, butterflies) are not automatically scienceA unit including science should include process skills and inquiry
Themes should have solid concepts at their core
Blending science with language arts is important yet delicate
©Routledge/Taylor & Francis 2012
Language Arts and Science
Reading and writing can support science
Good sequence: “Do first, read later”
The intrigue from science can encourage reading
Direct experiences are then supported by texts
Read during Explain phase to strengthen understandings
Non-fiction helps make connections in inquiry
©Routledge/Taylor & Francis 2012
Selecting Science Texts
Variety of texts needed across reading levels
The genre of science ought to be explained
Informational texts using pictures in unique ways
Choose books with substantive science content
Avoid texts that oversimplify the scientific explanations
Check that books don’t reinforce stereotypes
Incorporate non-fiction into whole class read-alouds
©Routledge/Taylor & Francis 2012
Writing and Other Ways of Inscribing
Writing can be used to demonstrate what one knows
Also, the process of writing can clarify one’s knowledge
Inscribing includes words, diagrams, graphs, etc.
One Minute Take: A quick free write about science
Writing process and products support metacognition
Concept maps are a valuable way to write science
©Routledge/Taylor & Francis 2012
Science NotebooksNotebooks can serve many purposes
Be clear to yourself and students about your expectations
Instead of lab reports, try the Science Writing Heuristic
Decide on the style of writing you expect from students
Give thought to when you will read notebooks
Be thoughtful about the feedback: grades? or conversational?
Graphs are reasonable “writing” to include in notebooks
Notebooks can support science language use for ELLs
©Routledge/Taylor & Francis 2012
Chapter 12 Summary
Be honest about the science in an integrated unit
Look for ways to support science via language arts
Be creative yet critical about text selection for science
Writing and other inscription (concept maps) are powerful
Science notebooks benefit learning with clear expectations
©Routledge/Taylor & Francis 2012
What is it?
• In science, an answer you give must be supported with data, and that data must be interpreted.
• CER is a logical way to ensure that you answer the question, provide data, and interpret what that data means with respect to the question.
• Always answer the question with a claim, evidence, and then reasoning.
What are they?
• Claim: “A statement or question that answers the original question / problem.”
• Evidence: “Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.”
• Reasoning: “A justification that connects the evidence to the claim. It shows why the data counts as evidence by using appropriate and sufficient scientific principles.”
• Source: http://www.nsta.org/elementaryschool/connections/201104ClaimsEvidenceRubric.pdf
Example:
• Question: Which of the following is more dense: a ball made of lead, or a ball made of wood having the same volume as the lead ball?– Claim: The lead ball is more dense.– Evidence: The lead ball’s mass 50 g, while the
wood ball’s mass is 40 g.– Reasoning: Because the lead ball’s mass is 10 g
greater than the wood ball’s mass, and the lead ball must have a greater density.
Practice
• Identify the following as a claim, evidence, or reasoning:– The 400 g car was displaced 30 cm after the
collision, while the 200 g car was displaced 60 cm after the collision.
– The heavier the car, the less distance the car will be displaced after colliding with another car.
– The two cars moved with the same speed prior to the collision. After colliding, the car with the greater mass was displaced a smaller distance because it takes a greater amount of energy to move a larger mass.
In the classroomEnvironmental Science Example Mr. Garcia: Do you think the climate is changing? Make sure you support your idea with evidence and reasoning.
Olivia: I think the climate is changing (Claim) because this fall has been really warm (Evidence).
Mariela: Does being warm just one fall count as evidence for climate change?
Nate: No, climate is long term changes. It is just weather if it is one day or a month or a season (Reasoning). So I agree with Olivia that the climate is changing (Claim). But I think it is changing because the air temperature has slowly gotten warmer over a long time. The average temperature has increased like 2 degrees in the last 100 years (Evidence).
Do Earthworms prefer light or dark environments?
• Make a claim• Provide evidence• Explain your reasoning• Explain why the other claim is not
support.• Use your science notebook.http://www.youtube.com/watch?v=JHbR2auHfAA
Working with Wind Energy
• Objectives- Learn about wind energy and
wind turbines- Learn about engineering design
- Learn how engineering can help solve society’s challenges.
- Learn about team work and problem solving
Activity Procedures
• In your group read the student resource pages.
• Design a windmill using the materials provided. Must withstand 1 min. in the fan and lift the item.
• Each team has a budget of 30 dollars, price of materials range from .50 – 2.00,
• Meet with your group and decide on materials and draw your plan. Present your design to the class.
Procedures
• Execute your plan. (create)• You may trade materials with other groups. • Determine the cost of your design. (less
cost = more efficient design) • Decide which group has the most efficient
design. • Test your design.• Complete evaluation and present findings
to the class.
Resourceshttp://powerupthegame.com/gameinfo.html
http://powerupthegame.com/downloads/pdfs/lesson3.pdf
http://www.windpower.org/en/knowledge/wind_with_miller.html
http://www.eie.org/
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