1. Welcome to the SCE 4310 U01 Dr. O’Brien Tuesday, 11 am February 16, 2016

3. The nine themes of Sustainability Nolet (2009) has identified nine common themes of sustainability in the literature. – Nature as a model – Systems Thinking and Interdependence – Importance of Local Place – Environmental Stewardship – Respect for limits – Social Justice and fair distribution – Economic restructuring – Global Citizenship – Intergenerational Perspective

4. Nature as a Model While the technologies produced by the human race in the last two centuries have been extraordinary, they have one fairly consistent failing—their lack of sustainability. By and large, they pollute the environment, use large amounts of energy, and waste materials.

5. But Nature…….. On the other hand, the technologies developed and used by the millions of organisms surrounding us have stood the test of time. To endure on Earth for the long term, species and ecosystems cannot afford to pollute or waste materials and energy.

6. BIO-MIMICRY As sustainability has become more widely recognized as an important challenge for humanity, the natural world is acquiring new meaning as a resource for sustainable technological ideas. Instead of seeing technology, and our species, as somehow in contrast to the natural world, bio-mimicry helps us to see a way we can learn from the technological solutions all around us.

7. BIOMIMICRY: LEARNING FROM NATURE

29. Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 3 Basic Science Process Skills: Observe, Infer, and Classify ©Routledge/Taylor & Francis 2012

30. Chapter 3 Topics Basic Science Process SkillsCharacteristics and Importance of ObservingInferring to Explain ObservationsClassifying Observations into GroupsStudents with Cognitive LimitationsMoving Toward Integrated Process Skills ©Routledge/Taylor & Francis 2012

31. Benefits of Science Process Skills Supporting Scientific Sense-MakingServes as “Verbs” to the “Nouns” (Concepts)Assists with Language DevelopmentBuilding Community within the ClassroomEncourages Curiosity and Its Pursuit ©Routledge/Taylor & Francis 2012

32. Observing: Gathering Info Via the Senses Observations as FactsPaying Attention to the WorldFacts over OpinionsObjectivity: Without BiasObserving Happens Often ©Routledge/Taylor & Francis 2012

33. Inferring: Explaining Observations Making an Explanation for the FactsMultiple Inferences can be OfferedInferring as Making a CaseJudging Inferences: Best ExplanationInferences come from Thinking Creatively ©Routledge/Taylor & Francis 2012

34. Write two observations and two inferences for each panel Panel 1Panel 2Panel 3 ©Routledge/Taylor & Francis 2012

35. Classify: Organizing Observations Classifying is not about learning established classifications systems Classifying builds upon everyday efforts to organize but follows particular “rules” The only properties for classifying come from observations, not inferences or hunches Standard practice is to divide groups into two opposite categories ©Routledge/Taylor & Francis 2012

36. Classifying with Tree Diagrams Dividing into Two GroupsProperties are ObservableCategories are Opposites Each Object goes into One of Two Subgroups ©Routledge/Taylor & Francis 2012

37. Complete Tree Diagram Four properties are required to separate five objects Each junction is an either/or property, no in-betweens Dividing continues until each object is alone Reading “up” a tree gives a full description of each object ©Routledge/Taylor & Francis 2012

38. A Dichotomous Key 1aBean shape is roundGarbanzo bean 1bBean shape is not round (oblong)Go to 2 2aBean is dark in colorGo to 3 2bBean is not dark in colorGo to 4 3aBean color is solidKidney bean 3bBean color is speckledPinto bean 4aBean is entirely whiteNavy bean 4bBean has a dark spotBlack-eyed pea ©Routledge/Taylor & Francis 2012

39. Process Skills for Those Students with Cognitive Limitations Certain students will benefit from more time, less complexity, and greater supports Teachers can predetermine possible struggles within a given science activity Provide challenges, but not too many at one time Make conscious decisions in advance about expectations from each child ©Routledge/Taylor & Francis 2012

40. Integrated Process Skills Six Basics Process Skills as a Foundation Investigating = Activities where Students use Process Skills Integrated Process Skills Require Advanced Developmental Thinking Experimenting = Systematic use of ALL Process Skills ©Routledge/Taylor & Francis 2012

41. Chapter 3 Summary Use of Process Skills to InvestigateObserving: Collecting Facts Using SensesInferring: Proposing Cause for ObservationsClassifying: Putting Observations into OrderAdjusting Demands so All Children do ScienceIntegrated Process Skills for Older Students ©Routledge/Taylor & Francis 2012

42. Hunting and Gathering Activity Spend Five minutes individually observing (your choice) silently. (use your senses to help) – Use your science notebook to write – Draw a picture With your group share what you observed. Select a card out of the hat. Discuss with your group how to represent the card in nature. Present your findings to 2 groups and record information from 2 groups in your science notebook

43. In class reflection Choose 2 and respond. 1.What was the one most useful thing you learned in this assignment? 2. What suggestions would you give other students on ways to get the most out of this assignment? 3. In what area did you improve the most? 4. List three ways you think you have developed or grown as a result of this assignment? 5. What did you learn about sustainability, science learning, or science teaching from this assignment? 6. What problems did you encounter in this assignment? 7. What part of today’s assignment brought out your best work and why?

44. Interest Project Student Design Challenge http://vimeo.com/81212668 Do it in teams! You are great designers!