1. SCE 4310 SPRING, 2015 Teaching Elementary Science Instructor Dr. George O’Brien

2. The NEW Basics for Education 1.AWARENESS of problems we may face. 2.Ability to ACCESS information. 3.Ability to ANALYZE information. 4.Ability to APPLY information. 5.Ability to THINK CRITICALLY and SOLVE PROBLEMS.

3. Preparing Sustainability Literate K-6 Teachers: Utilizing Activity Theory during On- campus and School-based Experiences George O’Brien Ph.D. Kathy Sparrow Ph.D. Jennifer Morales Jason Clayborn

4. Purpose Institutions across the United States are becoming aware of the role sustainability plays in demonstrating the interdisciplinary holistic model is best addresses across the curriculum versus being a single topic based lesson (Nolet, 2009). Therefore, this research will investigate the influences of providing content knowledge, pedagogical content knowledge, and application needed to increase pre-service science teachers’ self efficacy and dispositions in including sustainability in education.

5. Operational Definitions Sustainability education is the act of presenting knowledge to the current generation to meet their needs without jeopardizing the needs of future generations.

6. LEARNING CYCLE - 5 Es SUSTAINABILITY EDUCATION SCIENCE EDUCATION SCIENCE CONTENT NGSSS & NGSS HABITS OF MIND CONSTRUCTIVIST LEARNING SCIENCE EDUCATION

7. Chapter 1 Topics The Culture of ScienceScientific Habits of MindImages of TeachingTeaching for the Purpose of LearningScience within the School CurriculumWho is Included in “Science for All”?Exploring Reasons for Science Achievement GapsCultures In and Of the Classroom ©Routledge/Taylor & Francis 2012

8. The Culture of Science Group norms, certain materials and specific actions = A cultureCultures suffer from stereotypes, including for scientistsScientific worldview: Seeking to explain patternsScience can confer power, control, influence and strength Some people may find science difficult because nobody took the time to explain the workings of the scientific culture. ©Routledge/Taylor & Francis 2012

9. Scientific Habits of Mind Traditional and unique ways of thinking and perceivingIndicators of the cultural aspects of science CuriosityOpenness to New IdeasSkepticism ©Routledge/Taylor & Francis 2012

10. Images of Teaching Yellow school bus, red pencil, an apple, desks in rowsImages shape our beliefs about who we are as teachers MYTHS ABOUT TEACHING Everything depends on the teacher The teacher is the expertTeachers are self-made REALITIES ABOUT TEACHING Many sources of expertise are needed — including families and the children themselves There is too much to know to expect one person to be “all knowing” The best compromise is that teaching combines natural talent with learned skills ©Routledge/Taylor & Francis 2012

11. Teaching for the Purpose of Learning Teachers as Instructional PlannersKey: Develop YOUR Science Learning ConfidenceThen Acquire Skills for Teaching ConfidenceEmphasize Students’ Learning, Not Teacher Theater ©Routledge/Taylor & Francis 2012

12. Science within the Curriculum Knowing Science Empowers ChildrenScience Knowledge Opens Career OpportunitiesGood Citizens Rely on their Science KnowledgeScience is Our Cultural Heritage to Pass Along ©Routledge/Taylor & Francis 2012

13. Scientific Literacy More than knowing how to read and write scienceSpecialized combination of knowledge and skills Familiar with the natural worldKnow science concepts and principlesEmploy scientific reasoningRecognize the human aspectsApply science to decision-making from Science for All Americans ©Routledge/Taylor & Francis 2012

14. Who Gets to Learn Science When we say “Science for All”? All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy. ~ National Research Council ©Routledge/Taylor & Francis 2012

15. Factors Contributing to Science Achievement Gaps Deficit Mentality: belief that some children just can’t learn science. Self-fulfilling Prophecy: lowered expectations  lower performance, and expectations are “verified” Inadequate Supplies and Materials, Lack of Qualified and Caring Teachers, Too Much Focus on “Basics” The Culture of Science May Be Too “Foreign” to Some Students— Until the Teacher Acts as the Diplomat ©Routledge/Taylor & Francis 2012

16. Cultures In and Of the Classroom The Tools of a Culture: The Objects that are UsedThe Actions of a Culture: Behaviors and Interactions Membership in Multiple Cultures: Families, Careers, Friendships, Entertainment, etc. The Value of Treating Science as a Culture and Not Simply as a Body of Knowledge ©Routledge/Taylor & Francis 2012

17. Scientific Communication Read the handout (both sides) Strategies to Reveal, Support, and Challenge Student Thinking Discuss with your tablemates the information and how it applies to this class and teaching science.

18. What is SUSTAINABILITY? At your tables, discuss among you what you think SUSTAINABILITY EDUCATION is. Then, individually, create a concept map to illustrate what concepts are included in this big idea.

19. THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS: CONTENT THINKING SKILLS

20. WHY HABITS OF MIND?  TRANSDISCIPLINARY  AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS  FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS  SUPPORT 21 ST CENTURY SKILLS AND COMMON CORE STANDARDS

21. THINKING SKILLS EFFECTIVE THINKING REQUIREMENTS:

22. THINKING VERBS FOUND IN COMMON CORE STANDARDS ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DIAGRAM DISCUSS ELABORATE EXPLORE IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT REASON REPRESENT RESPOND SIMPLIFY SOLVE SUMMARIZE SUPPORT VERIFY VISUALIZE

23. COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS :

24. LEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

25. RICH TASKS REQUIRING SKILLFUL THINKING

26. HABITS OF MIND

27. The Habits of Mind 1.Persisting 2.Managing Impulsivity 3.Listening with Understanding and Empathy 4.Thinking Flexibly 5.Thinking about Thinking 6.Striving for Accuracy 7.Questioning and Posing Problems 8.Applying Past Knowledge to New Situations 9. Thinking and Communicating with Clarity and Precision 10. Gathering Data Through All Senses 11. Creating, Imagining, Innovating 12. Responding with Wonderment and Awe 13. Taking Responsible Risks 14. Finding Humor 15. Thinking Interdependently 16. Remaining Open to Continuous Learning

28. THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS: CONTENT THINKING SKILLS

29. Engineering Design Process

30. Class 1 & 2 BUILD A CAR Materials 2 - 8 X 11.5 paper 2 - plastic straws 4 - Life Savers 2 - index cards 2 - large paper clips 4 - straight pins 3 feet masking tape PROBLEM: Design a vehicle that will move all the way across your table without your touching it. Brainstorm in your group how to design, build and power your car. Work together to come up with the best design. Construct your car and test it. Conditions: You can only use the materials provided. You cannot touch the car to move it. You cannot touch any object that touches the car to make the car move.