Let’s reflect on the homework assignment O Read the article on Tenets of the Nature of Science. Reflect on ONE of the activities we did  The Extra Piece  Mystery Powders

Math and Science Institute Exploring Physical Science Today’s Agenda Review of blog assignments Engage in Science Tasks And Discussion of Pedagogy Facilitators: Kali Douglas – Kalley Baxter-Williams – Content Specialist Teachers for Science 5:30 pm 6:00 – 8:30 pm

Learner Objectives O Distinguish between different types of matter O Observe how matter changes O Follow processes of systematically making observations, asking questions, making predictions, planning investigations, taking measurements, collecting data, and coming to decisions based on evidence. O Explore a framework for teaching scientific inquiry

Essential Questions 1. What is matter and how does it behave. 2. What is the difference between a chemical property and physical property of matter? 3. What is the 5E framework? Readings for this session: O Properties of Matter, and Phase Change Lesson Activities O “The Courage to Be Constructivist” article O Teaching Using the 5E's Instructional Model handouts O An Inquiry Primer (article by Alan Colburn) O Rubrics and Checklist for Investigative Procedure

Cooperative Learning Groups & Responsibilities Group 1Group 2Group 3Group 4 James Karen Vinkeisha Jay Delia Yvonne Vernette Alicia Njeri Group LeaderTask ManagerMaterials ManagerRecorder Liaison between group and teacher Group speaker Ensure all members are participating, on task, and keeps track of time. Collects and returns all materials for group Records all information necessary on chart paper to reflect participants thoughts and ideas

Task 1: STUDENT ACTIVITY: How Can You Classify Matter When I came out of your house this morning to come to school, I found a big pan of this mystery material with the word “oobleck” scribbled on it. No other messages, just “oobleck.” I need your help to discover what this very mysterious green stuff really is. 1. How might you find out more about the properties of Oobleck? 2. Use the tools given to you to Investigate whether Ooblek is a solid or liquid? 3. Record your observations. 4. Be prepared to Communicate How you classified Ooblek, What observations helped you make your decision? Create at least 2 or 3 pieces of evidence to support your claims

Is Ooblek a solid or liquid? CLAIMS EVIDENCE

Reflection 1.) Did we do Science? What were some examples that you, the students were doing during this activity. 2.) What was my role (teacher) during this activity? Discuss some of the things I did throughout the activity 3.) What was your role (student) during this activity? Discuss some of the things you and your partner did throughout the activity. 4.) Was I checking for student understanding at any point during this activity? Describe when. 5.) Recall some of the types of questions I asked students throughout activity.

1. With your partner: O Fill a container ½ way with water. O Slowly add 5 cubes of ice to water, stirring water continuously. Wait about 3 minutes. O Make an observation about what you saw around the outside of the cup. O Draw (don’t forget to label) and explain your observation Task 1: STUDENT ACTIVITY: Changes of State

What is CONDENSATION? How does condensation occur? When warm moist air (water vapor) meets a cool surface, the water vapor is cooled and turns into a liquid. When water vapor turns into a liquid

Task 1: STUDENT ACTIVITY: Changes of State 2. With your team design a plan to investigate “How you can increase the rate of condensation around the cup?” Questions your group should ask themselves: 1. What is the idea for exploration? 2. Write out each step so someone else could do it from your directions. 3. List the materials will you need? 4. What are the variables that will stay the same? 5. What variables might change? 6. What will you measure or record? 7. How will you record your data (chart/graph/diagram) 3. Carry out the experiment and report your findings.

Reflection 1.) Did we do Science? What were some examples that you, the students were doing during this activity. 2.) What was my role (teacher) during this activity? Discuss some of the things I did throughout the activity 3.) What was your role (student) during this activity? Discuss some of the things you and your partner did throughout the activity. 4.) Was I checking for student understanding at any point during this activity? Describe when. 5.) Recall some of the types of questions I asked students throughout activity.

3 types of Inquiry Structured inquiry – Teacher gives students problems, materials and procedures to carry out investigations. Laboratory activities with procedures, materials, and questions are specified. Most traditional type of inquiry Guided Inquiry – Teacher gives problem and materials, student come up with the outcome. Students are given a hard-boiled egg and paper supplies. Students are asked to create a device using the supplies that will protect the egg when it is dropped from a five-story building. Open Inquiry – Students plan all phases of investigation. Students take a field trip to a vegetable garden. Students are given several minutes to explore the garden. Working with a partner, students must identify a researchable problem and conduct an investigation based on their observations. For example, which vegetables grow best in shade?

Homework Homework Reflection – Blogging The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults.constructivist approach to learning, Read the article “The Courage to Be Constructivist” Write a brief reflection on this article Submit your online response prior to the next session. RMatthewsSousa RMatthewsSousa

STEP 1 Click on resources (far left of webpage) STEP 2 Click on Exploring Matter Through Scientific Enquiry STEP 3 Click on Session 1 – Nature of Science (click on the related files to download; resources for sessions 2-6 will be posted after each class. Click on the appropriate session # for the materials you want) How to Access Reading Materials for the Exploring Matter Course