Chapter 5 Planning and Managing Inquiry Instruction D. Fulton, Spring 2012

What science content will you teach? Use National, State, and Local Standards to guide your decision. Consider what is developmentally appropriate for your students.

NSES standards id=4962&page=1 id=4962&page=1

How can you develop your own science background to support teaching? Refer to background information in teacher’s guides Read widely, especially science books written for children Examine lessons from quality science programs Use internet search engines and science education databases Talk to other teachers and science specialists Attend college courses and institutes for teachers Attend relevant sessions at national, regional, state, and local conferences for science teachers

What resource materials are available for planning science lessons? Local resources Books Technology!!

How can you develop and write objectives and create and sequence activities that engage students in meaningful learning? Be sure objectives are “measurable”, avoid such verbs as “understand” and “know” Be sure your objectives, learning activities, and assessments are aligned and developmentally appropriate Remember that Instructional Models help define effective sequences of activities

ABC’s of Objectives Audience – Behavior- What action or performance will be expected of students Conditions – Specify the “givens”. Sample objectives – Page 115

Lesson Activities Introduction to Lesson: Engage Create the “hook” Relate abstract academic knowledge to familiar experiences Motivate students Assess prior knowledge Engage students in a question that can be investigated Focus questions – Essential questions

Text -Some activities to use: Discrepant event Variety Activities to develop Inquiry Abilities Open Inquiry Activities Science Learning Centers Field Trips

What is a rubric? Specifies degree of expected performances of objectives Defines several different levels of knowledge and understanding in specific terms Specify the ideal levels of performance on lesson objectives and assess their actual level of attainment Turn to page 123

Page 123 of Text

How can you effectively design the learning environment, group students, and manage your classroom for learning?

Student Grouping Whole class Cooperative group structure Paired structure Individual Structure What are some management techniques of grouping?

What does text say about animals in the classroom? Comments of text (page 129) Experiences with animals in classroom

What safety precautions should you and your students take in doing science? See pages

Classroom Management Establish rules Have method for distribution/collection of materials Moving places Follow classroom management plan Have a contingency plan

How can you bring it all together to effectively implement inquiry teaching plans in your own classroom?

5. What is not consistent with the content of Chapter 5 in the following objectives? How would you change them to meet the criteria of a well written objective? A. Students will learn the properties of sound. B. Students will understand how sound travels. C. Students will hear sounds. D. Students will identify sounds. E. Students will know vocabulary words for the Sound Unit.

PhaseLesson Activity ____Engage A. Children assemble as a whole class. The teacher asks children to discuss the results of their investigations on light and color. Differences in group results are noted and discussed. The teacher introduces the notions of primary and secondary colors and discusses how they fit the children’s investigations and results. ____Explore B. The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children, with the teacher providing feedback on their learning. A test is given the completion of the lessons on light and color. ____Explain The teacher shows the students a color wheel consisting of a cardboard disc, colored with different wedge- or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues. ___Elaborate Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases. ___EvaluateChildren work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Measurable Objectives Science Examples After completing the lesson, the student will be able to: recall information about the reading... develop a basic knowledge of _____ (the solar system, etc.) record observations about... record and compare facts about _____ (the sun, moon, etc.) collect, organize, display, and interpret data about _____ demonstrate an understand of _____ in terms of _____ create a visual representation of _____ (the water cycle, etc.) understand the basic structure of _____ (an atom) identify states of matter... create a concept map of... identify relevant questions for inquiry sequence and categorize information... demonstrate learning by producing a _____ present their findings of _____ to the class