Agenda Final Assignment reminder Returning to I-AIM: Planning a lesson sequence Narrative and...

Agenda

• Final Assignment reminder

• Returning to I-AIM: Planning a lesson sequence

• Narrative and Expository Writing

• Other forms of integration

Next week: bring some examples of evidence of student learning from the lesson that you taught (i.e., copies of student worksheets, writing samples, pictures of models they created and so on are all fine)

Final Assignment Reminder

• Due Dec 6th by 5:00pm

• For your final assignment you need to reflect on your science teaching in a way that reveals your growth as a science teacher this semester and that shows others what you care about.

Head on over to the wiki: Assignments.

school

Warm up activity

With the other members in your group, review the children’s force and motion books at your table. Prepare a brief presentation sharing your book with the class. Share the title, author, and discuss:

• Would you use this book with your class? What age group? How would you use it in the classroom?

• What specific force and motion concepts are addressed in your book? (show examples using the document camera!)

• What activities, demonstrations or lessons might be paired with this book? What learning goals would they address?

• What opportunities to integrate other content areas are found in this book?

I-AIM

• Inquiry (Experiences, Patterns, Explanations)

• Application (Explanations, Patterns, Experiences)

• Instructional• Model

What do you know about MOTION?

Ball Toss

• Two volunteers – Toss the ball to each other a few times

• Class (in groups): – What do you notice about motion?– Write down as many “sight” observations

as you can about the tossed ball. Using as many descriptive words as you can.

– Draw the motion

Sharing Ideas

Groups present observations

Discuss: • Based on the class observations, what

are some common ways that we describe motion– In our talk– In our pictures

What I might hope from 4th graders: Ways to Describe Motion

• Sketcing using a line to show the path• Using arrows to show the direction of the

motion• Using labels for start and stop• Using speed words to show where the motion

was fast, slow, stopped, speeding up or slowing down

• Writing sentences that tell about the motion

Return to your group observations

• Work on your observations in a way you might want 4th graders to do:– Sketch a line to show the path– Use arrows to show the direction of the motion– Use labels for start and stop– Use speed words to show where the motion was

fast, slow, stopped, speeding up or slowing down– Write sentences that tell about the motion

Typical EPE for 3rd and 4th graders

Experiences Patterns Explanations Observe objects changing direction

(up, down, sideways, diagonal, etc.) Observe when they change direction

and how they change direction Draw diagrams of objects moving and

their change in motion. Observe objects changing speed

(speeding up, slowing down, going from stopped to moving and vice versa)

Measure speed

Objects sometimes change their direction and speed

An object’s typical speed and direction can be captured in representations with symbols and words such as arrows for direction, lines for path, etc.

When objects change their direction or speed, there is something that causes them to change direction or speed.

That something is usually a push or a pull

Forces (pushes or pulls) cause objects to change their motion (direction or speed)

How do your ideas compare?

Motion Hunt

• Observe it moving for a couple of minutes– Notice: Path, direction, Starting & Stopping, Speed

• Draw a picture of your object in motion, and label what you notice

• Write sentences that tell about the motion

• Walk around Erickson or immediately outside and find something that moves.

Draw a picture of a moving object that you observed (use labels)

Here are my sentences about what happened when the object moved

Sharing our Ideas

• We can learn by sharing• We can teach by sharing• We can be respectful when we share

• We can show respect by:Listening carefully

Look at your group’s set of student work

• What patterns in students ideas do you see in these samples of student work?

• How would you use these ideas to get students to see patterns in their observations?

Some things to think about:

• Path• Direction• Speed• Start & Stops

Cat Jumping

Butterfly Fluttering to a Flower

Basketball Moving

Car Moving Along the Road

Fan Wings Spinning

Truck in a Race

Motorcycle Moving Fast

Bell Ringing

Cat Playing with a Ball

Dog Chasing a Squirrel

Soccer Ball Being Kicked

Airplane Moving

Car Moving

People Dancing

Car Running Into a Light Pole

Planet Orbiting the Sun

Girl Running Out of the Street

Truck Moving Down the Street

Car Moving Fast

Cat Moved When Scared

Cat Meowing

Fan Rotating

Revising a lesson sequence & plan

• All Groups: Read through the entire lesson plan– Group 1: 4th grade: Look closely at the lesson sequence– Group 2: 4th grade: Look at the I-AIM for Lesson plan– Group 3: 4th grade: Revise plan for incorporation of literacy

goals: fiction and/or nonfiction texts– Group 4: Kinder: Look at the I-AIM for Lesson plan– Group 5: 4th grade: Revise plan for deaf and hard of hearing

students– Group 6: Kinder: Revise plan for deaf and hard of hearing

students

Group 1: Lesson Sequence

• Review the sequence of 5 lessons• How do the lessons move students

through the I-AIM process (Engage, Explore, Explain, Apply)?– Strengths– Weaknesses

• What modifications would you recommend?

Group 2: Lesson Plan (I-AIM)

• Review the lesson plan table (activity sequence for lesson 1 and procedures table)

• What phases of I-AIM are covered in the actual lesson (Engage, Explore, Explain, Apply)?

• How are these phases covered? How are they connected to each other?– Strengths– Weaknesses

• What modifications would you recommend?

Group 3: Literacy integration

• Review the lesson plan table (activity sequence for lesson 1)

• What phases of I-AIM are covered in the actual lesson (Engage, Explore, Explain, Apply)?

• How are these phases covered? How are they connected to each other?

• How would you modify the lesson to integrate literacy? What would your goals be?

Group 4: Kindergarten Lesson

• Review the lesson plan• What phases of I-AIM are covered in the

actual lesson (Engage, Explore, Explain, Apply)?

• How are these phases covered? How are they connected to each other?– Strengths– Weaknesses

• What modifications would you recommend?

Group 5: Modifying for Deaf Ed. & Hard of Hearing – 4th grade

• What specific challenges does this lesson plan present?

• What modifications would you make to the plan?

Group 6: Modifying for Deaf & Hard of Hearing – Kinder

• What specific challenges does this lesson plan present?

• What modifications would you make to the plan?

Literacy Integration:Writing

In groups, write down responses to the following questions:

• Words that I would use to describe EXPOSITORY writing.

• Examples of things that I have read that draw upon EXPOSITORY writing in science.

• Words that I would use to describe NARRATIVE writing.

• Examples of things that I have read that draw upon NARRATIVE writing in science.

Now look at the handout on Expository and Narrative writing together. How do your responses compare?

Let’s read

Owl Moon– By Jane Yolen

• Listen to the story closely.

• What observations can you make about owls?

• What kind of writing does Owl Moon involve?

• Work in groups to reflect on the story and to record at least 6 observations about owls.

• Draw upon your observations about owls to prepare their own narrative writing sample about owls.

• Draw upon your observations about owls to prepare your own expository writing sample (Each group will be assigned a form)

Let’s “hear” from other TE students

Cause & Effect

Comparison

Problem & Solution

How would you…

• Integrate either:– Reading (Fiction/NonFiction)– Writing (Expository or Narrative)

In your “big” lesson plan?

In your science teaching in general?

• Discuss with your partner.

Writer's Notebooks - Writing About Science

x

Reader's Notebooks - Reading About Science

Writing about Science - Journals/Lab Notebooks

Class Blog & Science pages

Other suggestions?

Other forms of integration

• Physical Activity• Music• Art

At what stage in the Instructional Sequence would it make sense to integrate other subject areas into science?

When and How would it make sense to integrate science into other subject area classes?

What other ways can schools integrate science in the school day?

Current Circle/Energy Pass

The class stands in a circle. Each person creates a sound and motion that travels around the circle. When the motion

gets back to the one that started it, the next person starts

their own motion or movement.

What science conceptsand ideas could students explore with an activitylike this?

When might we want to use an activity like this in our instructional sequence?

Art in Science - Creating Models

Text

Art and Science - Technical Drawings and Observations

A common sketch student technical drawing

How might these be used to further student science learning?

Science and Music

The Bone Song - Students create a group dance performance to help them remember to parts of the skeletal system.

Click to View Video

Science and MusicPushes and Pulls: The Musical - a student created and

staged musical explaining and demonstrating real world applications of physical science concepts.

Click to View Video

Science and Motion

The Water Cycle: Students use motion to model and explain the water cycle.

Click to View Video

At what stage in the Instructional Sequence would it make sense to integrate other subject areas into science?

When and How would it make sense to integrate science into other subject area classes?

What other ways can schools integrate science in the school day?

Assessment in Science

Assessment is about making sense of what children understand…

• So, lets start with looking at some student work.

• In your groups, you will be given– A sample assignment with a description of the

lesson’s learning goals– Three samples of student work

• Please discuss what you think each child “knows” with respect to the learning goals

• Design a “rubric” that you think would be an effective way to measure or grade the assignment

Why do teachers use assessments?

Teachers use assessments for various reasons, including:

• Monitoring student progress toward learning goals -- How is each student progressing in relation to learning goals?

• Making instructional decisions -- how can a teacher use evidence about his students’ progress to make instructional decisions?

• Evaluating student achievement -- how does each student’s understanding at this time compare with the goals that student was expected to achieve?

• Evaluating programs -- how well is the program working in relation to goals and expectations for the

students?

Think about what kinds of assessments you have seen used in your mentor teacher’s classrooms. Besides, achievement, what powerful examples can you

think of that relate to the other 3 goals?

When does assessment take place?

Diagnostic assessment or Pre-assessment The purpose of diagnostic assessment is to determine, prior to instruction, student background experiences, skills, attitudes, and conceptions. – Helps the teacher to evaluate each student’s learning needs

and relevant connections before instruction begins.

Formative assessmentFormative assessments are often administered during a lesson. They help teachers to figure out how students are progressing in their learning.

– Not used for grading purposes, but provide teacher and student with valuable feedback about the student’s progress.

– Teachers can use this information to make informed decisions about their teaching, such as adjusting the rate of instruction, assigning remedial activities, and planning alternative experiences.

Summative assessmentSummative assessments are often administered at the conclusion of a lesson, unit, or grading period. They provide a summation of what a student knows at that point in time.

– They are often used for reporting student achievement levels to districts and states, or for assigning grades.

What kind of information do you need? Target your assessment to gain specific

information!

• What students know and can do before instruction begins

• How well they are progressing toward learning goals during instruction

• Which strategies and thinking processes students use to reach answers or conclusions

• How well students are integrating new information

• What motivates students • How effective are special interventions • Whether a teacher needs to alter his or her

teaching

How can you use assessment to inform your instruction?– Identifying appropriate content, sequencing, and pacing of

lessons – Modifying or extending activities– Choosing effective teaching methods– Examining the effects of the tasks, discourse, and learning

environment on students’ knowledge, skills, and dispositions– Making instruction more responsive to students’ needs – Ensuring that every student is gaining scientific power

Some specific strategies in

science

• Science Talks• Think alouds, KWLs• Concept Mapping and

other forms of mapping

• Writing activities• Performance

Assessment

Connecting to the field

• Think of an instance where your mentor teacher used:– Diagnostic/pre-assessment– Formative assessment– Summative assessment

• What was the assessment? What information did the assessment target? How was that information used to shape instruction (if at all)?