You are a student You are a teacher

How is the process of science applicable to our other content areas?

How are many of the concepts associated with science a perfect match for our language, reading, writing and math classes?

Dr. Allan Cameron

Igniting Inquiry Among AALL Adult Learners

Angela Urbon

“Is it on the test?” It’s all on the test, and none of it is “on the test”.

Image from NGSS website What we teach – biology, algebra, grammar, etc. How we teach it

Image from NGSS website What we teach – biology, algebra, grammar, etc. How we teach it Concepts that are valuable across curriculum contents (Big Ideas)

Crosscutting Concepts

You don’t have to know everything. INVOLVE THE STUDENTS IN THE LEARNING TOGETHER, THINK LIKE SCIENTISTS: RESEARCH, PREDICT, TRY THINGS OUT, SHARE YOUR RESULTS

You don’t have to teach everything. USE ACCEPTED BEST PRACTICE TEACHING METHODS STUDY CROSSCUTTING CONCEPTS THAT BRIDGE CONTENT AREAS If you: Then : Students will have the tools to apply what they know to other areas

Take this with you to Tour and Strand for observations and notes.

What’s next?  Tours of Biosphere 2 then  Lunch (in this room)  Scientific Inquiry Strands  Bringing it to the Classroom

What’s next?  Tours of Biosphere 2  1 hour long  Sort by the tour number on your nametag  When you are finished, come back to this room for lunch

What’s next?  Lunch – Until 1:15  Eat, chat, watch a B2 film  Next: Scientific Inquiry Strands  Meet in the big room  Sort by the color on your name tag  Then: Bringing it to the Classroom

What’s next?  Scientific Inquiry Strands  Sort by the color on your name tag  2 hours with Biosphere 2  Then: Bringing it to the Classroom  Hear about what the other strands did  Let’s make it happen for us!

Now What?  Scientific Inquiry Strands  Sort by the color on your name tag  ColorStrand Topic BlueBiodiversity RedWater GreenAtmosphere PurplePhotosynthesis

Now What?  Bringing it to the Classroom  Hear about what the other strands did  Let’s make it happen for us!

 What evidence did you see of scientific process in action?  What Crosscutting concepts did you see?  Take a moment to talk with your neighbor.  Make a list of what you saw.

Watch the power points  Watch with a purpose…. What similarities do you notice with the other 3 sessions?

So how can we use what we have just seen?

Go over lesson plans from Strands Explaination to follow

Lesson Planning Backward Design Planning with the end results in mind

Part 1

How will I know that they learned what I just taught? Part 2

Lesson Planning Activity 1.What is it that we want our audience to learn? What concepts need to be developed? Are they based on content standards? Life Skills? Determine these first. a.Determine the “big ideas” that are essential for understanding. b.Decide what ideas, topics, or processes are most interesting to your audience and will most likely engage the learners. 1.Determine the acceptable evidence (based on the desired results) that will help the educator determine whether or not acceptable levels of learning have taken place. How do I assess whether or not learning has occurred? 1.Plan the learning experiences and instruction a.What background knowledge, skills, and/or abilities will the learners need to perform the activities b.What is the best instructional method? c.What materials and resources will be needed? Identify desired results Determine acceptable evidence Plan learning experiences and instruction

Take it from here. In the folder on your table are some resources to stimulate your lesson planning practice using the blank UbD lesson planning templates. 5 interesting newspaper articles Weather page Az Adult Ed Standards Info from AALL Fall Conference topics: Enduring Issues, Inquiry Method, Question Continuum

As you read the articles? What questions were the scientists trying to answer? What was their hypothesis? How did they do their research/experiment? What conclusion did they come to? What questions did they and do YOU still have about the research? How can you expand on this topic with your students? Where can you take them?

Questions for Analysis – Part Two How does this article relate to something you have already learned/studied? What vocabulary is new? Is there data that you could analyze, graph, etc.? Most importantly...How could you use this in your classroom? How can you differentiate this for different levels of learners? Is this appropriate for all students?

 Write yourself a letter – What would you like to do with what you have experienced today?  I’d like to take a photo of your lesson plan.  Envelopes and note cards are on the table. Leave your letter on the plate and we will mail them to you this summer.

Certificates for this event will be available through the Survey Monkey evaluation

Be brave Take risks Relax – You have the skills it takes!

Be brave Take risks Relax – You have the skills it takes!

Thank you for coming