1. Welcome to the first class
SCE SCE 5314 & SCE 6926
Dr. O’Brien
Tuesday, 5:30 pm am
January 13, 2015

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
Chapter 3
Basic Science Process Skills: Observe, Infer, and Classify
©Routledge/Taylor & Francis 2012
©Routledge/Taylor & Francis 2012

30. Chapter 3 Topics Basic Science Process Skills
Characteristics and Importance of Observing
Inferring to Explain Observations
Classifying Observations into Groups
Students with Cognitive Limitations
Moving Toward Integrated Process Skills
©Routledge/Taylor & Francis 2012

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

32. Observing: Gathering Info Via the Senses
Observations as Facts
Paying Attention to the World
Facts over Opinions
Objectivity: Without Bias
Observing Happens Often
©Routledge/Taylor & Francis 2012

33. Inferring: Explaining Observations
Making an Explanation for the Facts
Multiple Inferences can be Offered
Inferring as Making a Case
Judging Inferences: Best Explanation
Inferences come from Thinking Creatively
©Routledge/Taylor & Francis 2012

34. Write two observations and two inferences for each panel
©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 Groups
Properties are Observable
Categories 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 1a Bean shape is round Garbanzo bean
1b Bean shape is not round (oblong) Go to 2
2a Bean is dark in color Go to 3
2b Bean is not dark in color Go to 4
3a Bean color is solid Kidney bean
3b Bean color is speckled Pinto bean
4a Bean is entirely white Navy bean
4b Bean has a dark spot Black-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 Investigate
Observing: Collecting Facts Using Senses
Inferring: Proposing Cause for Observations
Classifying: Putting Observations into Order
Adjusting Demands so All Children do Science
Integrated 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!