taking science outdoors inquiry learning beyond the classroom walls diana b. vélez, claudio vargas...

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

February7 – 8, 2012

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 2Vargas & Velez 2012

Goals of the Institute• Value the importance and effectiveness

of outdoor education for overall student academic achievement and well being;

3Vargas & Velez 2012

Goals of the Institute• Acquire the necessary content

knowledge and pedagogical skills to successfully integrate outdoor learning into the science curriculum;


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;


Goals of the Institute• Experience an engaging context for

building literacy skills and developing language for English Language Learners;


Goals BEYOND the Institute• Develop a plan for teaching science

lessons outside on a regular basis at the school sites.


The Context for Learning


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.


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


Snowy Egret

Great Blue HeronWhite Ibis


Developing awareness of place through

writing

A Sensory Report

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.


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.14Vargas & Velez 2012

Part 3: Sharing• Take turns reading your piece to your partner

• Discuss the similarities and differences in your observations


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?


Armand Bayou Nature Center


Earth Systems


AtmosphereGeosphereBiosphereHydrosphere(Anthrosphere)(Exosphere)

The Earth is composed of several integrated parts (spheres) that interact with one another


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


The Earth System: Geosphere

• Earth's interior, rocks, minerals, and landforms

• Processes that shape the surface

• Defines much of the environment we live in


The Earth System: Biosphere

• Ecosystems - the zone of life on Earth, a closed and self-regulating system

• Living beings and their relationships


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


What’s the Big Idea?

Water shapes the land, affects the

atmosphere, and sustains the

life on Earth 25Vargas & Velez 2012

Essential Question

What are water’s unique physical and chemical properties?


Water Explorations:

1. Water on Earth Materials (TEKS 3, 4, 5)

2. Water in Living Things (TEKS 5, 7)

3. Water and Weather (TEKS 5, 6, 8)


Water on Earth Materials

Guiding Questions:How does the movement of water affect earth materials?How does water shape our environment?


Water in Living Things

Guiding Questions:How does water move through vascular plants?How does water interact with living things?


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?


• 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?

English Language Acquisition


• 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?

ELPS in your Classroom



Activate Prior Knowledge

Comprehensible Input

Vocabulary Development

Oral Practice


• 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



Begin by Activating Prior Knowledge


Activate Prior Knowledge1. Choose a water picture.2. Form two lines.


Activate Prior Knowledge1. Introduce yourself to the person in

front of you.2. Share your pictures.3. What do you notice?


Activate Prior Knowledge1. Move one person over to the left.

Introduce yourself to the person in front of you.

2. Share your pictures.3. What do you think is happening?


Activate Prior Knowledge1. Move one person over to the left.

Introduce yourself to the person in front of you.

2. Share your pictures.3. What does the picture remind you of?


BREAK TIME!

Please go to your break-out rooms after the Break

Present to colleagues after lunch41Vargas & Velez 2012

Water Explorations:

Water on Earth Materials Barn

Water in Living Things Auditorium

Water and Weather Classroom


Taking the Learning Outdoors


What’s the Big Idea?

Water shapes the land, affects the atmosphere, and sustains

the life on Earth.


Working in Grade Level Groups

• Focus Questions• Exploring• Sharing findings


LUNCH TIME

12:30 1:30Start End


Quote of the Afternoon…“When the well is dry, we know the worth of water.”

Benjamin Franklin


Group Sharing• Share the mornings’ activities with colleagues.


Properties of Water


Properties of Water

Only chemical compound that occurs naturally in all three physical states.


Properties of WaterThe Unique Structure of Water: O + H

Molecular Models

Chemical Bonds: What kind?


Properties of Water

PICTORIAL

GLAD Strategy


Properties of WaterAttraction of Water Molecules to Water:

CohesionSurface Tension

How many drops?


Properties of WaterAttraction of Water Molecules to Others:

Adhesion

Capillary Action


Properties of Water


Why doesn’t the water balloon pop?1. Discuss at your tables2. Give everyone the space to ask questions

and share knowledge3. You have 5 minutes


Why doesn’t the water balloon pop?1. Water has high heat capacity and can absorb a small amount

of heat with a large increase in temperature.2. The water wets the wall of the balloon so that it can’t

combust.3. Water has a high specific heat because of intermolecular

forces between molecules.4. The kinetic energy in the water increases without increasing

the heat.


Water and Heat

Heat Capacity

Properties of Water


The Wrap-Up


Reflection of the DayHow did today’s activities support English Language Learners? 1.Go outside. Gather around a chart in groups of 6.2.Discuss the question with the group. Have someone record the responses.3.When you hear the signal, rotate to another chart and add comments. Star the ones you agree with.


"To understand water is to understand the cosmos, the marvels of nature, and life itself."- Masaru Emoto


Quote of the Day…“Everybody needs beauty as well as bread, places to play in and pray in, where nature may heal and give strength to body and soul.”

~John Muir

Welcome to DAY 2


QuickwriteHow did it feel to be outside yesterday?


Sharing with a Partner

Form DyadsTake turns talking and listening


The Research

Research on Effectiveness of Teaching Strategies


• Texas Science Initiative Meta-Analysisof National Research Regarding Science Teaching– Prepared for the Texas Education Agency by

the Center for Mathematics and Science Education Texas A&M University, 2005



A ranking of strategies



4. Inquiry StrategiesStudent-centered, inductive instructional activities, e.g. using guided or facilitated inquiry activities, guided discoveries, inductive laboratory exercises, indirect instruction.



3. Questioning StrategiesVarying timing, positioning, or cognitive levels of questions, e.g. increasing wait time, adding pauses at key student-response points, including more high-cognitive-level questions.



2. Collaborative Learning StrategiesArrange students in flexible groups to work on various tasks, e.g. conducting lab exercises, inquiry projects, discussions.




1. Enhanced Context StrategiesRelating learning to students’ previous experiences, knowledge or interests, e.g. using problem based learning, taking field trips, using the schoolyard for lessons, encouraging reflection.


• increases engagement and enthusiasm for learning;

• improves academic achievement;• increases sense of belonging;• increases caring and sense of responsibility;

Why the Outdoors?


Science Outdoors

Mapping the (school) yard


Mapping the Schoolyard• Work in groups of 4. Choose the map maker• Record:

1. Perimeter of the area (in paces)2. Landforms, structures, and wildlife3. Spaces that could be used for lessons outdoors4. Ideas for project-based learning (improvements)


Science Outdoors

Armand Bayou Nature Center ExplorationsStewardship Service Project &

Understanding Wetlands


LUNCH


Quote of the Afternoon…• The human spirit needs places

where nature has not been rearranged by the hand of man.

~Author Unknown


Outdoors in Action

Boston Schoolyard InitiativeStellar videos from Cunningham, Houston ISD


Taking FOSS Outdoor Folio• All read the first 3 pages.• Jigsaw sections:

– Number off 1-7.– Make new groups according to your number.– Read your section and as a group create a poster that

summarizes the important points from the folio and from your experience teaching.

– Be prepared to share out.


Taking FOSS Outdoor Folio1. Managing Space (p. 4)2. Managing Time (p. 8)3. Managing Materials (p. 10)4. Managing Students (p. 12)5. Teaching Strategies (p. 20)6. Flow of the Lessons (p. 22)7. Extending Beyond FOSS Outdoors (p. 23)

Sections

ClassroomsClassroomsClassroomsClassrooms

AuditoriumAuditoriumAuditoriumAuditorium


1. Take the science lesson “as is” outdoors.2. Modify science lesson to take advantage of

outdoors.3. Extend science learning with specific outdoor

lesson.

Making it happen


Making it happen• Objectives for taking science outside:

• What will it look like in your classroom?• Can it extend school-wide?• How will you involve the community?


Re-cap of the Workshop


Ending Quote …

• If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it.

David Sobel, Beyond Ecophobia


El Fín

back!


Faber Taylor, A., Kuo, F.E., & Sullivan, W.C. (2001). “Coping with ADD: The surprising connection to green play settings.” Environment and Behavior, 33 (1), 54-77.

Mean Mean rating of rating of AD/HD AD/HD symptoms symptoms after after activities activities


Water and Land TEKS• Examine properties of soils, including color

and texture, capacity to retain water; (4th)• Recognize how landforms such as deltas,

canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice. (3-5th)


Water and the Atmosphere TEKS• Explain how the Sun and the ocean interact in the

water cycle; (5th)• Investigate methods of thermal energy transfer,

including conduction, convection, and radiation (6th)

• Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents (8th)


Water and Life TEKS• Observe the way organisms live and survive in their

ecosystem by interacting with the living and non-living elements; (5th)

• Investigate and explain how internal structures of organisms have adaptations that allow specific functions such as … xylem in plants; (7th)

• Observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms (7th)


taking science outdoors inquiry learning beyond the classroom walls diana b. vélez, claudio vargas...

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