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