Welcome!  Elementary Methods for Teaching Science  Pick up a syllabus and reference sheet  You may also want a copy of the PowerPoint and card (optional) ‏  Please find a seat wherever you’re comfortable.

Group Norms?  Food?  Breaks?  Feedback?  Timing?  Anyone else new?

Who is Mrs. Steiner (Kelly) ‏  One possible way to introduce yourself to students while encouraging “scientific” observation.  Choose questions that highlight your similarities to students.  After we're done please add a picture to show one of your answers on your name card.  Please be patient while I try to balance modeling classroom instruction with treating you as adults.

Who is Mrs. Steiner? What color are Mrs. Steiner’s eyes? Is Mrs. S. married? Does Mrs. S. have any kids? If so, how many? Does Mrs. S. have any pets? If so, how many and what kind? What is Mrs. S.’s favorite color? Does Mrs. S. play any sports? If so, what? What does Mrs. S. do for fun? Did Mrs. S. go to college? If so, where? How many siblings does Mrs. S. have?

Who is Mrs. Steiner- in pictures

What is a scientist?  On a piece of scrap paper please draw:  A sketch (or stick figure) of a scientist  What gender was your picture?  How old is the person in your picture?  What makes a scientist?  Line up from “I’m confident that I’m a scientist” to “Yikes! Science”

WHY SCIENCE IS THE BEST SUBJECT EVER A running commentary by Kelly Steiner

Themes by Week:  Week 1:  Life Science/ Environmental content (standard F) ‏  How to connect lessons to standards  Week 2:  Physical Science content (Standard D) ‏  How to improve constructivism in lessons.  Week 3:  ‏ Process standards  Scientific Method and gender/culture in science  Week 4:  Earth Science Content (Standard E)  Sharing lessons

Observing Teaching of Science  What have you seen in your placement about teaching science?  What types of activities are done?  What resources are used?  How are supplies managed?  Where do the supplies come from?  How are students grouped? Managed?  Other?

Activity: “Oh Deer”  Meets standard F.8.8 (populations and ecosystems) ‏  Notice: how students design what they'll look for (and how I get it to be what I want) ‏  That we explore before explain, and uncover the ideas before giving it terminology.  Activity comes from Project WILD (great source for life science/ environmental science activities.  Whole mini-unit is posted on website.

Analyzing Content Standards  Why this is important...  Jigsaw and use white boards (discuss classroom uses) ‏  Everyone- skim all the standard areas.  In your group- summarize the standard in a1-2 sentences on a white board the standards you're assigned.  We'll add the summaries to our Bibliography page and discuss.  Think about your K-W-L on these topics.

KWL of Standards  What do you feel comfortable with in the standards?  What do you want to know more about of the standards?  What have you learned about the standards?

Go Over the Syllabus and Resource Sheet  Assignment 1: Reflective Journal  Assignment 2: annotated bibliography  8 resources (1 per standard) that you'd use to make each standard exciting/ relevant  Assignment 3: lesson analysis  1ish page paper with found lesson attached.  Assignment 4: Learning Lab  Share some information/lesson with your classmates

Annotated Bibliography  Discuss requirements  Look at wiki

RESOURCE SHEET Feel free to shop though samples.

Fork-Bird Lab  Meets standard F.8.2 (Structure and Function) ‏  Notice: management of supplies (getting the students to do some of the work), using affordable materials to model concepts.  Ramp up and Ramp down of same lab

Management Challenges/ Tips from the Teenagers  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.  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.

Next Class  Preview Share annotated bibliography Discuss Physical Science (Standard D) Ramp up and ramp down lessons (by level and $$) Address Science teaching fears Discuss constructivism in Science Learn about the 3 types of labs and the 5 E model Do a sample lesson analysis Work on your lesson analysis  Homework bookmark