1. Animal Systems September 20, 2008 Monica Hartman
Laura A. Chambless
St. Clair RESA
Math/Science

2. Welcome Introduction Value Line Make Name Cards
Laura Chambless – Assistant Director of Math/Science
Proto Page:
Value Line
How comfortable are you teaching science?
Make Name Cards
Your Name
What are your goals for today- What question do you want answered?
Your Question About Today’s Session (on back)

3. Norms Use words and actions that are respectful
Contribute to the work of the group
Share Talk Time
Listen to Understand
Challenge Ideas, Not People
Share your experiences, thoughts, and knowledge
Ask Questions

4. Goals What Is Inquiry Introduction Companion Documents
Animal Systems
Position & Motion of Objects in the Sky
Measuring Changes in Motion
Evolution & Traits of Organisms
Planning a New Program & Wish List
Inquiry Activities:

5. Inquiry Lesson
Our class has been asked to put on a health fair for the school. We need to teach the other students not only how to keep their bodies healthy but how our body works to stay healthy.
Let’s brainstorm as a class on how to do this and what we need to include.
What is a health fair?
Activities at each booth?

6. Project Based Science Driving Question Investigation Artifacts
Collaboration
Technology

7. Inquiry Hands-On Hands-On Inquiry Concrete/physical
textbook experiment
students follow step by step
answer questions
thought process
questioning
understanding
problem solving
finding out
Creating Meaningful Problems
Investigation Questions
Designing and Conducting Experiment
Drawing Conclusions
Presenting Results
Hands-on can be inquiry!
Not all hands-on is inquiry!

8. Inquiry
“Research shows that simply “doing” science activities often leaves students with an inaccurate sense of what science is and how it works.
To build their science knowledge and skill across the strands-
Learning scientific explanations
Generating scientific evidence
Reflecting on scientific knowledge
Participating in the social processes of science
requires intentional, sustained instruction and support.”
From: Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms, National Research Council, 2008, pg.127

9. Inquiry and the National Science Education Standards
Reading
Inquiry and the National Science Education Standards
Chapter 2
Learners are engaged by scientifically oriented questions.
Learners give priority to evidence
Learners formulate explanations from evidence to address questions
Learners evaluate their explanations in light of alternative explanations
Learners communicate and justify their proposed explanations

10. Reading Strategy
Facilitator’s Job: Make sure everyone shares, keep group on task and on time
Scribe's Job: Write answers for group
Reporter: Reports to whole group
Directions: (What to focus on & set times for tasks)
Read your groups section (5 minutes)
Group answers questions ( 3 min. per question)
General Impression about section
What specific inquiry approaches did you notice?
What considerations are need to be used in your classroom?
How can this be adapted or improved for your classroom?
Report Out (3 min. per group)

11. Ready, Set, Science!
Strategies for Teaching How to Construct Scientific Knowledge pg 147
Talk Moves Pg. 91
Increasingly Sophisticated Metacognition Pg. 143

12. Break
15 minutes

13. Driving Question
How to keep our bodies healthy and how our bodies work to stay healthy?

14. Human Systems
Digestive System Circulatory System Respiratory System Skeletal System Muscular System Nervous System Excretory System Reproductive System Endocrine System ?

15. Human Systems - Resources
Companion Document- Animal Systems
2 Content Expectations
Inquiry Process, Inquiry Analysis & Communication, and Reflection & Social Implications
Human Resources – Resources from Port Huron Teachers
Anatomy Book
Activities- 7 systems
Protopage- Laura’s & Monica’s

16. Activity and Preparation
Break into System groups
Brainstorm what kind of Health Fair activity can be done at your systems booth? (10 min)
What other systems work with your system?
Report out on your ideas (3 min)

17. Lunch
1 Hour

18. Chicken Wing Dissection
Introduce Investigation
How does our skeletal system and muscle system work together? (first thing written in journal)
Have students talk about questions they have and want they want to find out about the chicken wing. DO NOT give them any step by step lab activity.
Watch Video to see how to cut skin
Dissect Chicken Wing

19. Chicken Wing Dissection
Have students discover the parts of the chicken wing giving vocabulary words as they need them.
Use the internet pictures and vocabulary cards as students discover each part.
When students are talking about how different parts work, don’t forget to have the use evidence in their explanation.
Draw Conclusions- Use one of the lab sheets to have students record what they have learned. (Working in partners)
Lab Notebook
Reflection- Have students write a journal page on: How does our skeletal system and muscle system work together?

20. Break & Clean Up
15 minutes

21. Companion Documents Divide into 3 groups
Position & Motion of Objects in the Sky
Measuring Changes in Motion
Evolution & Traits of Organisms
Review All Resources for Your Documents –(20 min)
What is needed to teach the GLCEs for your companion documents?
Kits, Supplementary Resources (AIMS, GEMS), PD, Technology
Report Out – (5 min)

22. Goals
Are all your questions answered on the back of your name cards?

23. Evaluation
Thanks for a great day! 