1 Year 1 Science Teacher Leadership Academy Session 6

2 Agenda  Experience the 5-E model as a learner by Investigating Density Adapting Lessons to the 5E Model

3 Goals Planning for Student Understanding of Science Concepts using Backwards Design  Adapt lessons to align to the BSCS 5E model, to be conceptually coherent, and to support student inquiry. Understand that planning a lesson begins with the main learning goal (overarching concept) and that all activities must be conceptually linked to this goal

4 Investigating Density

5 Float Demonstration Predict what will happen when we put the two soda cans in the container. Observe the float demonstration and individually record observations on journaling paper. Write a short explanation of why that happened. Discuss in your small group.

6 Investigating What Makes Things Sink or Float “What makes cubes float? “

7 Task 1: Single Cubes

8 Investigating What Makes Things Sink or Float What happens when you combine cubes?

9 What Makes Cubes Float? Task 2

10 On your graph paper Blue  floaters Red  sinkers Floaters And Sinkers

11 Floaters And Sinkers

12 What Makes Cubes Sink or Float? Thinking about what we’ve learned: Construct an evidence-based explanation answering the question “What makes cubes sink or float?” Transcribe your explanation to a giant post-it note.

13 How to write a good scientific explanation Components Make a claim about the problem. Provide evidence for the claim. Provide reasoning that links the evidence to the claim. Qualities of the communication Use precise and accurate scientific language. Write clearly so that anyone interested in the explanation can understand it.

14 Developing a Scientific Explanation What makes cubes sink or float?

15 Sharing of Explanations As groups share consider …  Where are the conflicts  Where are the consistencies  What questions should we pursue to confirm any consistencies and eliminate any conflicts  How could an investigation be designed to answer these questions?

16 Submarine Operation On journaling paper, individually answer the question, “How can what we have learned about density be used to explain the diving and surfacing of a submarine?” Read the article “How A Submarine Works: Diving and Surfacing”, and watch the video. Revise your initial description if necessary.

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18 The 5E Model ENGAGE EXPLORE EXPLAIN ELABORATE Evaluate

19 Adapting Lessons to the BSCS 5E Model Think back: On a piece of paper, write down each of the 5 Es on the left hand side of the paper For each stage, write a one sentence description of the essence of that E on the right side of the paper, across from the appropriate 5E stage. You can include the example from the density activity you just experienced.

20 The 5E Model ENGAGE EXPLORE EXPLAIN ELABORATE Evaluate

21 ENGAGE Refers to strategies or activities designed to elicit thoughts or actions by the student that relate directly to the lesson’s objectives, while assessing the learner’s prior knowledge and bringing the learner’s mind into the frame to learn something new.

22 EXPLORE Learners work collaboratively to complete activities that help them use prior knowledge to generate ideas, explore questions and possibilities, and design and conduct a preliminary inquiry.

23 EXPLAIN Allows the learner to construct an explanation. The teacher encourages students to explain concepts, relationships, and definitions in their own words. Teacher may provide some information to increase the accuracy of student responses.

24 ELABORATE Refers to activities that build on, extend and refine, and/or require the application and use of the scientific concepts and vocabulary in new situations. Activity is designed to increase the depth and breadth of student understanding.

25 EVALUATE Provides an opportunity for learners to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others, including the teacher.

Adapt lessons to the 5E model Math & Science Collaborative at the Allegheny Intermediate Unit