Lab Investigations District Learning Day Location goes here Session time goes here August 5, 2015

Do Now List on the index card 3 lab activities your students complete in the first nine weeks. (new teachers predict)

Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

Objectives What will participants: Know the importance of Engaging In Argument From Evidence Understand how to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. And Be Able to Do identify activities that Present information, findings, and supporting evidence

Lab/Activity Stations According to Soleste Hilberg, Chang, and Epaloose, “Activity Stations assist in the … development of the values necessary for a successful classroom community - fairness, harmony, inclusion, and academic excellence.” Giving student choice, movement, and collaboration/accountable talk increases your TEM score!! There are many steps needed to implement an Activity Centered classroom. Today tools will be presented to help implement Activity Stations.

What should Lab/Activity Stations include? Review of expectations in the lab Use timer and informational text Varied activities with routines Checks for understanding

Labs Stations in A157 Tables are color coded Lab buckets contain supplies or front table. Large equipment at front table All materials return to place or origin Technology is handled responsibly Lab Safety is followed at all times

Claims and Evidence: Claims Evidence Reasoning A claim is an assertion or conclusion that attempts to answer the original question. The claim needs to be supported by evidence. **A statement without evidence is only an opinion! The claim can then be defended via oral presentations or written arguments.

Labs Stations in A157 Each student records in own Lab Book while in groups Teacher station for small group or Teacher can monitor groups Differentiation within each activity Diversity of lab stations

Labs Stations in A157

Sample for 1 st nine weeks: 1.Properties of Matter Lab 2.Mineral Identification Virtual Lab 3.“Mix the old with the new”

Data vs. Evidence: Data Evidence Data (examples)Evidence (example) The size of each finding The mass of each finding The number of seeds that germinated. Data are the information and measurements from an investigation. Evidence is a particular subset of data an investigator uses to support or refute a claim.

Reflection: Lab Stations What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

Creating Lab Stations in your “ideal classroom”. Number of stations/Room arrangement- Draw a sketch of your room, showing Lab Stations Think of routines to help students get materials safely, including technology and large items. Make a “wish” list for your building principal or building engineer

Activities for Stations Looking at 1 st nine weeks select: 3 hands-on labs 6 paper based activities (foldable, brochure) 2 technology components 1 real-world reading and questions

Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

Closing No Lab StationsWith Lab Stations

Revisit Objectives What will participants: Know the importance of Engaging In Argument From Evidence Understand how to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. And Be Able to Do identify activities that Present information, findings, and supporting evidence

Next steps and activities for follow up Complete classroom sketch and give “wish list” to building principal or engineer Plan for 2 nd, 3 rd, and 4 th nine weeks using the 3; 6; 2; 1 method Use PLC time to discuss Lab/Activity stations that work.

Reflection: complete on post-it note Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

Resources “Designing Effective Activity Centers for Diverse Learners”: R. Soleste Hilberg, Ji-mei Chang, & Georgia Epaloose: content/uploads/Hilberg_et_al_20031.pdf content/uploads/Hilberg_et_al_20031.pdf Maria’s Teacher Tutorials: How to set up Lab stations:

District Contacts Shalanda Saulsberry: Instructional Advisor 6-8 : SCS Science Weebly: Password: energy