Making Science Essential Making Science Essential

Facilitating Learning through Enjoyment

August 6 AgendaAugust 6 Agenda

Desired OutcomesDesired Outcomes

1) Develop teacher content knowledge of the NC Science Essential Standards

2) Experience a 5E Lesson from the perspectives of a student and of a teacher

3) Learn to facilitate Science instruction using the 5E Lesson Planning format

4) Utilize formative assessment strategies to check for student understanding in Science content and for student progress in informational reading and writing related to Science

The 5 E+ ModelThe 5 E+ Model

• Engage• Explore• Explain• Elaborate• Evaluate

NotebookingNotebooking

http://goo.gl/1n383A

Why the “+”?Why the “+”?

Enjoyment!

Solid, Liquid or Gas?Solid, Liquid or Gas?

5E +Model Lesson

ENGAGEENGAGE

EngageEngage

• The “hook” to pique students’ interest

• Activate prior knowledge

• An activity or event that raises questions & motivates students to discover more about the topic

Take 5 to . . . .Take 5 to . . . .

Show what you know!

Begin the concept map by “bubbling” everything you know about each state of matter: • Solid• Liquid• Gas

Use your choice of words, diagrams, or a combination of both.

Mystery MaterialMystery Material

Asking Questions . . .Asking Questions . . .

JOBS!

Scientists: Work with your group members to generate questions.

Recorder: Record your groups’ questions on chart paper

Reporter: Be prepared to share your questions with the whole class

Sharing OutSharing Out

Sharing Out

Same?

Different?

Negotiating the Most Important

Mystery MaterialMystery Material

• Solid, Liquid, Gas?

• Where does it belong?

• How do you know?

• What’s your evidence?

Teacher Hat

Teacher Hat

EngageEngage

How did the teacher capturestudents’ interest?

What kind of questionsshould/did the students askthemselves after the engagement?

Teacher HatsTeacher Hats

• Role of the teacher?

• Role of the student?

Teacher HatsTeacher Hats

• Reflections?

• Questions?

• Ah-ha moments?

Strategies to EngageStrategies to Engage

• Hands-on experience• Active modeling• Discussion• Use a book as a hook• Mystery Pictures • Group of items/pictures – what is the connection?• Mystery (in general)• Video

Break!Break!

ExploreExplore

ExploreExplore

• Active exploration of the concept through a hands-on activity

• Establishes a commonly shared classroom experience

• Allows students to share their ideas about the concept

• Experiences occur before explanations!

• High student engagement – low teacher explanation

Our Big QuestionOur Big Question

How do we decide if a material is solid,

liquid, or gas?

Concept MapConcept Map

Learning Log #1Learning Log #1

Where do you say our Mystery Material fits on your concept map?

Learning Log StemsLearning Log Stems

I think the Mystery Material is a ____________.My reasons are

The Mystery Material is an example of a___________. My evidence is ____________

Share it Out!Share it Out!

Turn to a partner and share your thinking and evidence.

As your partner shares his or her Learning Log entry, think of at least one question to ask him or her. Ask the question to help them think a little deeper.

Scientist StationsScientist Stations

9 stations around the room

You and a partner will be assigned a letter. This is

your starting station.

2 minutes at each station

Data ChartData Chart

Group ShareGroup Share

Negotiate where each material belongs – solid, liquid, gas?

Negotiating Norms:Negotiating Norms:

– Argue ideas not people– Speak up!– Use evidence to justify your claims– Challenge through questioning– Listen with an open-mind

Data ChartData Chart

Reflecting on Our LearningReflecting on Our Learning

• Re-read your Learning Log #1

• After exploring new materials, are you still comfortable with your classification and justification?

• Share your thoughts with a partner

Learning Log #2Learning Log #2

After the explore stations, I agree/disagree with my classification of our Mystery Material. My reasons for this are ______________.

Teacher Hat

Teacher Hat

ExploreExplore

In what hands-on/minds-on activities did “students” participate?

What are the “big idea” conceptual questions that the teacher used to encourage and/or focus students’ exploration?

Teacher HatsTeacher Hats

• Role of the teacher?

• Role of the student?

Teacher HatsTeacher Hats

• Reflections?

• Questions?

• Ah-ha moments?

Strategies to ExploreStrategies to Explore

Collaborative learningMovementSorting & ClassifyingNegotiating Providing evidence for & defend classificationsData collectionIntroduction to vocabularyUse of prior knowledge

ExplainExplain

ExplainExplain

• Teachers use questioning strategies to lead students’ discussion of information discovered during Explore

• Introduction of new science terms & explanations at appropriate times during the discussion

• Students pool their explanations based on observations, construct new understandings, & have a clear focus for additional learning

Time to Explain!Time to Explain!

JOBS Recorders: Write each object’s name on a sticky note and place it on the chart that matches your group’s negotiation

Reporter :Share out as appropriate with the whole group during our Making Meaning Conference

Not So Fast!Not So Fast!

It’s not just the reporters who have a job during this part of our investigation!

You need to step into the Active Listening Role

Active Listening Tool

Active Listening ToolActive Listening Tool

Student Claim Evidence My questions about these are . . .

Negotiating Norms:Negotiating Norms:

– Argue ideas not people– Speak up!– Use evidence to justify your claims– Challenge through questioning– Listen with an open-mind

Me, Us, WeMe, Us, We

Me: In your notebook, write a definition for solid, liquid, and gas

Us: Share your definitions with your partner. Make changes to your definition if you need to.

We: Our class will negotiate a class definition of solid, liquid, and gas.

Learning Log #3Learning Log #3

After our class explain session, I agree/disagree with my classification of our Mystery Material.

My reasons for this are ___________ .

Teacher Hat

Teacher Hat

ExplainExplain

What questions or techniques did the teacher use to help students connect their exploration to the concept under examination?

What were the higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations?

Teacher HatsTeacher Hats

• Role of the teacher?

• Role of the student?

Teacher HatsTeacher Hats

• Reflections?

• Questions?

• Ah-ha moments?

Strategies to ExplainStrategies to Explain

Agree/Disagree statementsNegotiationAnchor chartsVocabulary Development

Lunch!Lunch!

ElaborateElaborate

ElaborateElaborate

• Students encouraged to apply, extend and enhance the new concept

• Shared interaction between students and teacher

• Teacher provides additional learning activities for students to incorporate into their mental construct of the concept

• Allows students to confirm and/or extend their understanding

Staking a ClaimStaking a Claim

Negotiating Norms:Negotiating Norms:

– Argue ideas not people– Speak up!– Use evidence to justify your claims– Challenge through questioning– Listen with an open-mind

Negotiating MeaningNegotiating Meaning

I agree with the idea that . . . . and would like to add

I disagree with the idea that . . . . Because

I don’t understand your idea . . . Can you tell me more about

. . . . what do you think about this idea?

I have a question about . . . .

Human ModelingHuman Modeling

Checking with the Experts . . .Checking with the Experts . . .

Jigsaw Reading

5 people to a group

Each person takes one paragraph to read

Annotate important parts and record questions in the margins or on a sticky note

Jigsaw back together and each person shares out

Actively listen by annotating along & asking at least one question of each paragraph expert

Word Work Word Work

Do we, as a class, need to make any changes or additions to our definitions of solid, liquid or gas?

Add class definition to your notebook.

Word WorkWord Work

What other words need to be added to our Word Work?

Learning Log #4Learning Log #4

How do you classify our Mystery Material?

After our class investigation, I agree/disagree with my classification of our Mystery Material. My reasons for this are ______________.

Teacher Hat

Teacher Hat

ElaborateElaborate

How did students develop a more sophisticated understanding of the concept?

What vocabulary was introduced and how did it connect to students’ observations?

How was this knowledge applied in our daily lives?

Teacher HatsTeacher Hats

• Role of the teacher?

• Role of the student?

Teacher HatsTeacher Hats

• Reflections?

• Questions?

• Ah-ha moments?

Strategies to

Elaborate

Strategies to

Elaborate

EvaluateEvaluate

EvaluateEvaluate

Students demonstrate their understanding of the concept

Important for students to connect to and be aware of their progress as an outcome of the 5E experiences

Now YOU are the expertNow YOU are the expert

Now that you have a deeper understanding of each state of matter, you will become the expert.

You are going to take the role of an informational book author.

Your audience is a kindergarten student.

Mini-book written and illustrated to explain what you have learned about states of matter.

Author’s JobAuthor’s Job

• Introduction Page

• At least one page for each state of matter that includes:– A definition of the state of matter– An example of the state of matter– A helpful illustration of the state of matter

• A page to compare the three states of matter

• A conclusion that states your claim about the Mystery Material and gives evidence to back it up

Writing ClaimsWriting Claims

Our mystery material can be classified as ______________________. My evidence to support this claim is ______________________.

Sharing Evidence . . . Sharing Evidence . . .

Evidence is the “How I Know” statement

I know that salt is a solid because I looked atthe grains of salt using a hand lens. Each grain of salt was a cube, with a definite shape.

Teacher Hat

Teacher Hat

EvaluateEvaluate

How did students demonstrate that they have achieved the lesson objective?

How was evaluation embedded throughout the lesson as well as at the end of the lesson?

Teacher HatsTeacher Hats

• Role of the teacher?

• Role of the student?

Teacher HatsTeacher Hats

• Reflections?

• Questions?

• Ah-ha moments?

Strategies to EvaluateStrategies to Evaluate

Break!

Content Standards?Content Standards?

What grade level was this 5E lesson aligned to?

What’s your evidence?

Vertical AlignmentVertical Alignment

With your small group, analyze the Properties & Change strand from K – 6th grade

What are the implications for facilitating science learning from K-6th grade for this standard?

Bringing it All TogetherBringing it All Together

5E + Model– Review of stages and purpose– Role of students and teacher– 5E+ vs. “traditional” instruction (Pros and Cons)

5E+ vs. Traditional5E+ vs. Traditional

Pros Cons

Gives students deeper understanding of the content

Initially, a lot of work and planning for the teacher

Students are actively engaged Time consuming

More hands-on experience Can be costly

Students become more responsible for their own learning

Reluctant student participation/writers

Teacher Evaluation Standards Classroom management

Students have multiple opportunities to show their learning

Wrapping Up . . .Wrapping Up . . .

On a sticky note, reflect on your learning today.

Here are some questions to help:• What was the most significant learning you had

during today’s lesson?• How “in the zone” do you feel right now as far as

understanding the 5E Lesson Planning model?

• What was the high point of today’s learning for you?

• Give Me Five