Welcome to week 6 Turn in homework assignment Turn in FA 1

Welcome to week 6

Turn in homework assignmentTurn in FA 1

AGENDA•

1. 6 week assessment Teaching Efficacy 5 minutes2. 6 week Behavior dispositions 5 minutes3. Concept Map Sustainability 10 minutes

NSTA LC Homework, need to complete WebinarEcological Footprint

Preserve Activities Tonight - Jaeson Clayborn

FIU Nature Preserve link, click here.

Planting Native speciesAnt investigation - C-E-R-R Framework

http://gogreen.fiu.edu/topics/the-nature-preserve/index.html

Discussion Topics

• FA 1 and FA 2• Groups for Micro teach Using

sustainability themes/ sci-packs 5E lesson format.

• Concept Maps and surveys• Working with teachers• Concerns/Questions/Comments

Respect for Limits

• This theme calls for living within nature’s means by preventing waste, pollution, and, particularly, unsustainable resource depletion.

• This theme is concerned with protection of biodiversity but focuses more directly on the extent to which life and nature are threatened by overconsumption in developed nations.

Respect For Limits• Overshoot occurs when the demands on a natural system exceed

the sustainable yield of that system (Meadows, Randers, & Meadows, 2004).

• If demand and biocapacity are not brought back into balance, a system in a state of overshoot eventually collapses (Wackernagel et al., 2002).

• Overshoot indicators such as species extinction and global climate change are considered direct effects of the loss of respect for limits.

The work of the Global Footprint Network (2006) directly addresses this theme. This organization promotes the use of ecological footprints analysis based on scientifically rigorous standards as a measure of the effects of human demands on the planet.

Engineering is Elementary

• http://www.eie.org/

• http://vimeo.com/78101219– What do you notice about the teacher?– What do you notice about the students?– What Phase of the 5E could this lesson be associated

with?

• http://vimeo.com/78101218 - What do you role doe the teacher take? - What Phase of the 5E could this lesson be associated?

http://vimeo.com/78101219



Teaching Science to Every Child:Using Culture as a Starting Point

©Routledge/Taylor & Francis 2012

Chapter 12Integrating Sciencewith Other Subjects


Chapter 12 TopicsIntegrating without Diluting the Science

Language Arts Infused into Science

Selecting Texts to Use for Science

Writing and Other Forms of Inscription

Science Notebooking


Not Diluting Science during Integration

Thematic units can misrepresent science

Natural objects (apples, butterflies) are not automatically scienceA unit including science should include process skills and inquiry

Themes should have solid concepts at their core

Blending science with language arts is important yet delicate


Language Arts and Science

Reading and writing can support science

Good sequence: “Do first, read later”

The intrigue from science can encourage reading

Direct experiences are then supported by texts

Read during Explain phase to strengthen understandings

Non-fiction helps make connections in inquiry


Selecting Science Texts

Variety of texts needed across reading levels

The genre of science ought to be explained

Informational texts using pictures in unique ways

Choose books with substantive science content

Avoid texts that oversimplify the scientific explanations

Check that books don’t reinforce stereotypes

Incorporate non-fiction into whole class read-alouds


Writing and Other Ways of Inscribing

Writing can be used to demonstrate what one knows

Also, the process of writing can clarify one’s knowledge

Inscribing includes words, diagrams, graphs, etc.

One Minute Take: A quick free write about science

Writing process and products support metacognition

Concept maps are a valuable way to write science


Conce

pt

Map


Science NotebooksNotebooks can serve many purposes

Be clear to yourself and students about your expectations

Instead of lab reports, try the Science Writing Heuristic

Decide on the style of writing you expect from students

Give thought to when you will read notebooks

Be thoughtful about the feedback: grades? or conversational?

Graphs are reasonable “writing” to include in notebooks

Notebooks can support science language use for ELLs


Chapter 12 Summary

Be honest about the science in an integrated unit

Look for ways to support science via language arts

Be creative yet critical about text selection for science

Writing and other inscription (concept maps) are powerful

Science notebooks benefit learning with clear expectations


Claims, Evidence, Reasoning Rebuttal: As a form of student writing

What is it?

• In science, an answer you give must be supported with data, and that data must be interpreted.

• CER is a logical way to ensure that you answer the question, provide data, and interpret what that data means with respect to the question.

• Always answer the question with a claim, evidence, and then reasoning.

What are they?

• Claim: “A statement or question that answers the original question / problem.”

• Evidence: “Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.”

• Reasoning: “A justification that connects the evidence to the claim. It shows why the data counts as evidence by using appropriate and sufficient scientific principles.”

• Source: http://www.nsta.org/elementaryschool/connections/201104ClaimsEvidenceRubric.pdf

Example:

• Question: Which of the following is more dense: a ball made of lead, or a ball made of wood having the same volume as the lead ball?– Claim: The lead ball is more dense.– Evidence: The lead ball’s mass 50 g, while the

wood ball’s mass is 40 g.– Reasoning: Because the lead ball’s mass is 10 g

greater than the wood ball’s mass, and the lead ball must have a greater density.

Practice

• Identify the following as a claim, evidence, or reasoning:– The 400 g car was displaced 30 cm after the

collision, while the 200 g car was displaced 60 cm after the collision.

– The heavier the car, the less distance the car will be displaced after colliding with another car.

– The two cars moved with the same speed prior to the collision. After colliding, the car with the greater mass was displaced a smaller distance because it takes a greater amount of energy to move a larger mass.

In the classroomEnvironmental Science Example Mr. Garcia: Do you think the climate is changing? Make sure you support your idea with evidence and reasoning.

Olivia: I think the climate is changing (Claim) because this fall has been really warm (Evidence).

Mariela: Does being warm just one fall count as evidence for climate change?

Nate: No, climate is long term changes. It is just weather if it is one day or a month or a season (Reasoning). So I agree with Olivia that the climate is changing (Claim). But I think it is changing because the air temperature has slowly gotten warmer over a long time. The average temperature has increased like 2 degrees in the last 100 years (Evidence).

Do Earthworms prefer light or dark environments?

• Make a claim• Provide evidence• Explain your reasoning• Explain why the other claim is not

support.• Use your science notebook.http://www.youtube.com/watch?v=JHbR2auHfAA

http://www.youtube.com/watch?v=JHbR2auHfAA

http://www.youtube.com/watch?v=JHbR2auHfAA

Working with Wind Energy

• Objectives- Learn about wind energy and

wind turbines- Learn about engineering design

- Learn how engineering can help solve society’s challenges.

- Learn about team work and problem solving

Activity Procedures

• In your group read the student resource pages.

• Design a windmill using the materials provided. Must withstand 1 min. in the fan and lift the item.

• Each team has a budget of 30 dollars, price of materials range from .50 – 2.00,

• Meet with your group and decide on materials and draw your plan. Present your design to the class.

Procedures

• Execute your plan. (create)• You may trade materials with other groups. • Determine the cost of your design. (less

cost = more efficient design) • Decide which group has the most efficient

design. • Test your design.• Complete evaluation and present findings

to the class.

Engineering Design Process

Resourceshttp://powerupthegame.com/gameinfo.html

http://powerupthegame.com/downloads/pdfs/lesson3.pdf

http://www.windpower.org/en/knowledge/wind_with_miller.html

http://www.eie.org/

http://powerupthegame.com/gameinfo.html





http://www.eie.org/

Documents

Welcome to week 6 Turn in homework assignment Turn in FA 1