Welcome to Class 2! Please sit at the table marked with your ideal

teaching level (could be based on current placement, or future plans)

(showing flexible grouping) Please introduce yourself to your group mates

and tell them, why you picked this level.

Metaphor The Next Generation Science Standards are like

_____________________________________ because

____________________________________________

?

Questions/Concerns?

Reflections from feedback last time…

What Questions/ Comments/ Concerns/ Issues do you have after last class?

Journal reflections Comments to share? How Science isn’t done well at higher

levels

Thoughts about the reading?

Annotated Bibliography Show and tell:

How to store ideas: Diigo or delicious

Pick your favorite resource, and tell us about it and why we would like it.

Take a moment and check off which boxes in the grid you have met, make a plan to complete the assignment.

Reflection Notebook In your notebook:

List one cool resource you don’t want to forget about, what you might use it for, and how to find it.

Resources

When and Why- fitting in science

Constructivism in science

Model lesson 2- classifying/sorting objects

Adapting lessons

Management

When… Let’s look at the three dimensions of the

NGSS again and look for places where there is overlap with other content areas…

In your group, locate at least 5 places of overlap in an elementary school classroom

Sample problem: my daughter’s daycare center says that they don’t do much science because they only find one cool chemical reaction to try per month.

Scientific and Engineering

Practices

Ask Questions and develop problems

Developing and Using Models

Planning and Carrying Out Investigations

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

Engaging in Argument From Evidence

Obtaining, Evaluating, and Communicating Information

Cross-Cutting Concepts

Patterns

Cause and Effect: Mechanism and Explanation

Scale, Proportion, and Quantity

Systems and System Models

Energy and Matter: Flows, Cycles, and Conservation

Structure and Function

Stability and Change

Disciplinary Core Ideas

Physical Science

Life Science

Earth and Space Science

Engineering, Technology and Application of Science

Why teach science What are the advantages of every citizen

being able to see through the lens of science?

Think- 1 min. Pair- 3 min. Share- 5 min.

Reflection Notebook In your notebook:

What are three things that you want to remember about finding time for science?

Resources

When and Why- Fitting in Science

Constructivism in science

Model lesson 2- classifying/sorting objects

Adapting lessons

Management

How- Making good lessons great “Inquirize” Changing level Changing budgets Consider management

“Inquirize” your teaching What does “constructivism” mean? Why is inquiry important in Science?

But we know that this isn’t always how lessons go, so…

Pull up the article from the wiki Think about the sample lesson you brought You’ll get some time to read and get/eat

dinner

After that we’ll discuss and then try this out in groups.

Now you try! With your group, SKETCH an outline for a 5 E

lesson plan that would fit your age level.

Ask if you need help

Hint: you can start with a lesson or idea that someone has shared or that we’ve done as a class or that you brought for your lesson evaluation

I’ll put up the 5 Es as a guide When you’re done we’ll share

The 5 E's

Engage- 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

Reflection Notebook In your notebook:

Why is constructivism important in science?

What do you think about the 5 E lesson format? Why?

Resources

When and Why- Fitting in Science

Constructivism in science

Model lesson 2- classifying/sorting objects

Adapting lessons

Management

Model lesson 2- sorting objectsI need you to:

Existing WI State Science Standards: D.4.1 Understand that objects are made of more than one substance,

by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances

D.4.2 Group and/or classify objects and substances based on the properties of earth materials

NGSS Peformance Expectation:2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

How can I get you to discover that for yourself?

Reflection Notebook In your notebook:

What would you want to remember for this lesson?

Resources

When and Why- fitting in science

Constructivism in science

Model lesson 2- classifying/sorting objects

Adapting lessons

Management

Changing Levels- Practice Take one lab or activity, discuss in your

group how you could make it fit the following levels (be ready to share)

Early Elementary

Older Elementary

Middle School

Changing Cost- Practice Pick one of the lesson plans that your group

brought to analyze and look at the materials.

Discuss how you could do this lesson with: No budget (comes out of your pocket)

Small budget

Large budget

Be ready to share

Let’s discuss and learn from each other!

Reflection Notebook In your notebook:

Do you have to find new lessons for every level? Why?

Do you have to have a lot of money to teach science? Why?

Resources

When and Why- fitting in science

Constructivism in science

Model lesson 1- classifying/sorting objects

Adapting lessons

Management

Management in Science Open the article

on management in Science.

In your group, divide the article into 4 sections.

Read your section.

Share your section with your group.

Trends, surprises, insights, summary…

Management Challenges/ Tips from the Teenagers Stations 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.

Reflection Notebook In your notebook:

What unique management challenges does Science pose?

What unique strategies would help with this?

Resources

When and Why- fitting in science

Constructivism in science

Model lesson 1- classifying/sorting objects

Adapting lessons

Management

For next class: Post answers to the next two prompts on the

wiki Complete the annotated bibliography, post

on the wiki and bring in a hard copy to hand in

Write the lesson evaluation, attach to the lesson and bring to hand in

Think about what you’d like to do for your learning lab

Complete the half time online survey

Lesson EvaluationThe parts of your lesson evaluation:

Justification of which performance expectation (standard) would best fit the lesson.

How it integrates constructivist techniques How it could better utilize constructivist techniques (if

applicable) How you would manage the materials during the lesson:

(Where would you get them from (affordably)? How would you hand them out? What would you do to maintain them? How would you recollect them at the end of the lesson?)

How you would manage students during the lesson (With whom would they work? Would roles be assigned, if so what would they be? How would groups be created- student selected, teacher designed, heterogeneous, homogenous?)

Half way feedback evaluationWays to get feedback from students**Warning: Must actually be willing to use feedback!Scrap paper- fill in:

1) The following was really good...2) The following needs work...

3) Comments/ ConcernsMore creative- have fun with it (I.e. half-time report)Technological (surveymonkey, SMART response)

Closure: What is the most important thing to

remember in your future practice when teaching science?