1. Class 3
Please sit with at least 1 person you haven’t sat with yet (for this class)

2. Outcomes Revisited I’ll put up the outcomes for the course again.
Please reflect on how you think we’re doing
What is being met?
What hasn’t been met yet?
What outcome(s) aren’t listed?

3. Outcomes:
What is being met?
What hasn’t been met yet?
What outcome(s) aren’t listed?
Candidates feel positive and confident about the practice of and teaching of Science
Candidates accurately describe science and scientists
Candidates can use and understand the fundamental principles of NGSS
Candidates assess and improve a lesson using constructivist principles
Candidates locate, assess and align quality resources
Candidates feel confident using management strategies to tackle the unique challenges of science
Discuss and then preview agenda

4. Feedback… Past: Present: Future: From the half time online survey
From the wiki discussion
Present:
Comments, concerns, questions, issues
Future:
This feedback was only to me, but you’ll give feedback through the university too after class 4.

5. Lesson Evaluations (And annotated bibliographies)
What would you like your cohort to know about what you found?

6. Reflection Notebook In your notebook:
Lessons
Fears
Research
Modeling
Designing investigation
Constructing an argument
In your notebook:
What do you want to remember about lessons that your peers have shared?

7. Eeks! Of Teaching Science
On a piece of paper, write down your biggest fear about teaching Science.
Pass your paper to another person- on someone else’s paper, write something that they could do to handle the situation.
Pass the paper again- add another solution to someone else’s issue.
Finally, get your paper back, you should have 2 solutions to your concern.
Let’s discuss them.

8. Un-eek with Practice
Class 4 will be a learning laboratory where we will experiment on each other. Do whatever you want to try out- low risk environment. What scares you the most? Try it!

9. Reflection Notebook In your notebook:
Lessons
Fears
Research
Modeling
Designing investigation
Constructing an argument
In your notebook:
How prepared do you feel to confront your fears of teaching science?
How much pressure is on you?

10. A way to ask questions (From the Text: Project Based Inquiry Science)
What do we think we know?
What do we need to investigate?
What are we learning?
What is our evidence?
What does that mean for the big question?
Articles to use:
Models
Levels of Inquiry
Assessing
Questioning
Journals
Let’s use this idea to brainstorm what else we’d like to know about HOW to teach science

11. So here’s the plan…
Find other people interested in the same question you are
Use the articles on the wiki or your own research to learn more about the answer
Prepare to share this with everyone
(In terms of the Science and Engineering Practices, this would be obtaining, evaluating and communicating information)

12. Reflection Notebook In your notebook:
Lessons
Fears
Research
Modeling
Designing investigation
Constructing an argument
In your notebook:
What do you want to remember about the research you or your classmates did?

13. Science and Engineering Practices
Scientific and Engineering Practices
Science and Engineering Practices
Ask Questions and develop problems
Let’s look at these again:
This used to be “the scientific method” or “scientific inquiry”
Some, like analyzing and interpreting data and using mathematics and computational thinking, may seem obvious in a classroom.
Others, like obtaining evaluating and communicating information, fit well with best practice in reading/writing
But a few may be fuzzy still…
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Constructing Explanations and Designing Solutions
Engaging in Argument From Evidence
Obtaining, Evaluating, and Communicating Information

14. Developing and Using Models
First, anyone want to share based on their research?
Let’s look at an example model with a sample lesson on natural selection.
I call this lesson CANDYLAND
Notice- not explaining, just starting
Don’t know what you’re learning until you learned it
Charting populations again (but using it differently)
IMPORTANT MISCONCEPTION NOTE: they don’t choose their color, they are born that way.

15. Reflection Notebook In your notebook:
Lessons
Fears
Research
Modeling
Designing investigation
Constructing an argument
In your notebook:
What do you want to remember about the lesson “Candyland”?
What have you learned about modeling?

16. Designing and Conducting Investigations
Lesson: Measuring Motion
Notes: You can use ANYTHING to teach science
3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]
How can I get you to discover that for yourself?

17. Reflection Notebook In your notebook:
Lessons
Fears
Research
Modeling
Designing investigations
Constructing an argument
In your notebook:
What do you want to remember about the lesson measuring motion?
What have you learned about investigations?

18. Constructing an Argument from Evidence
Lesson: Seasons trial
MS-ESS1-1. Develop and use a model of the Earth- sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Resource: Science Court

19. Order of the Court Introduction by judge Assignment of jobs- prepare
All rise for jury
Opening statement by prosecutor
Opening statement by defense
Expert witness 1 testimony
Questions from prosecutor
Questions from defense
Questions from jury
Expert witness 2 testimony
Expert witness 3 testimony
Questions from prosecutor
Questions from defense
Questions from jury
Expert witness 4 testimony
Closing statement by defense
Closing statement by prosecutor
All rise for jury
Jury deliberations
Verdict

20. Reflection Notebook In your notebook:
Lessons
Fears
Research
Modeling
Designing investigations
Constructing an argument
In your notebook:
What do you want to remember about the seasons trial?
What have you learned about constructing arguments from evidence?

21. Before the next class:
Post the last four wiki prompts (includes an environmental ed resource)
Prepare your lesson to share with your classmates
Bring materials for 3 audience members
Print your lesson to hand in (outline is OK)

22. Closure- Stand and Deliver
Think about the coolest thing about science so far
When you have it stand up
One person will share- if they say yours sit down
Continue until everyone is sitting