Class 3 Please sit with at least 1 person you haven’t sat with yet (for this class)

Outcomes Revisited I’ll put up the outcomes for the course again. Please reflect on how you think we’re doing What is being met? What hasn’t been met yet? What outcome(s) aren’t listed?

Outcomes: What is being met? What hasn’t been met yet? What outcome(s) aren’t listed? Candidates feel positive and confident about the practice of and teaching of Science Candidates accurately describe science and scientists Candidates can use and understand the fundamental principles of NGSS Candidates assess and improve a lesson using constructivist principles Candidates locate, assess and align quality resources Candidates feel confident using management strategies to tackle the unique challenges of science Discuss and then preview agenda

Feedback… Past: Present: Future: From the half time online survey From the wiki discussion Present: Comments, concerns, questions, issues Future: This feedback was only to me, but you’ll give feedback through the university too after class 4.

Lesson Evaluations (And annotated bibliographies) What would you like your cohort to know about what you found?

Reflection Notebook In your notebook: Lessons Fears Research Modeling Designing investigation Constructing an argument In your notebook: What do you want to remember about lessons that your peers have shared?

Eeks! Of Teaching Science On a piece of paper, write down your biggest fear about teaching Science. Pass your paper to another person- on someone else’s paper, write something that they could do to handle the situation. Pass the paper again- add another solution to someone else’s issue. Finally, get your paper back, you should have 2 solutions to your concern. Let’s discuss them.

Un-eek with Practice Class 4 will be a learning laboratory where we will experiment on each other. Do whatever you want to try out- low risk environment. What scares you the most? Try it!

Reflection Notebook In your notebook: Lessons Fears Research Modeling Designing investigation Constructing an argument In your notebook: How prepared do you feel to confront your fears of teaching science? How much pressure is on you?

A way to ask questions (From the Text: Project Based Inquiry Science) What do we think we know? What do we need to investigate? What are we learning? What is our evidence? What does that mean for the big question? Articles to use: Models Levels of Inquiry Assessing Questioning Journals Let’s use this idea to brainstorm what else we’d like to know about HOW to teach science

So here’s the plan… Find other people interested in the same question you are Use the articles on the wiki or your own research to learn more about the answer Prepare to share this with everyone (In terms of the Science and Engineering Practices, this would be obtaining, evaluating and communicating information)

Reflection Notebook In your notebook: Lessons Fears Research Modeling Designing investigation Constructing an argument In your notebook: What do you want to remember about the research you or your classmates did?

Science and Engineering Practices Scientific and Engineering Practices Science and Engineering Practices Ask Questions and develop problems Let’s look at these again: This used to be “the scientific method” or “scientific inquiry” Some, like analyzing and interpreting data and using mathematics and computational thinking, may seem obvious in a classroom. Others, like obtaining evaluating and communicating information, fit well with best practice in reading/writing But a few may be fuzzy still… 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

Developing and Using Models First, anyone want to share based on their research? Let’s look at an example model with a sample lesson on natural selection. I call this lesson CANDYLAND Notice- not explaining, just starting Don’t know what you’re learning until you learned it Charting populations again (but using it differently) IMPORTANT MISCONCEPTION NOTE: they don’t choose their color, they are born that way.

Reflection Notebook In your notebook: Lessons Fears Research Modeling Designing investigation Constructing an argument In your notebook: What do you want to remember about the lesson “Candyland”? What have you learned about modeling?

Designing and Conducting Investigations Lesson: Measuring Motion Notes: You can use ANYTHING to teach science 3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.] How can I get you to discover that for yourself?

Reflection Notebook In your notebook: Lessons Fears Research Modeling Designing investigations Constructing an argument In your notebook: What do you want to remember about the lesson measuring motion? What have you learned about investigations?

Constructing an Argument from Evidence Lesson: Seasons trial MS-ESS1-1. Develop and use a model of the Earth- sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] Resource: Science Court

Order of the Court Introduction by judge Assignment of jobs- prepare All rise for jury Opening statement by prosecutor Opening statement by defense Expert witness 1 testimony Questions from prosecutor Questions from defense Questions from jury Expert witness 2 testimony Expert witness 3 testimony Questions from prosecutor Questions from defense Questions from jury Expert witness 4 testimony Closing statement by defense Closing statement by prosecutor All rise for jury Jury deliberations Verdict

Reflection Notebook In your notebook: Lessons Fears Research Modeling Designing investigations Constructing an argument In your notebook: What do you want to remember about the seasons trial? What have you learned about constructing arguments from evidence?

Before the next class: Post the last four wiki prompts (includes an environmental ed resource) Prepare your lesson to share with your classmates Bring materials for 3 audience members Print your lesson to hand in (outline is OK)

Closure- Stand and Deliver Think about the coolest thing about science so far When you have it stand up One person will share- if they say yours sit down Continue until everyone is sitting