1. NSTA Web Seminar: Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry, Grades K-4 LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Thursday, January 22, 2009 6:30 p.m. - 8:00 p.m. Eastern time

2. Presenters Karen AnsberryEmily Morgan Authors, Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry

3. Using Children’s Books to Guide Inquiry Karen Ansberry and Emily Morgan NSTA Web Seminar January 22, 2008

4. How Familiar are You With the 5Es? Polling Question A.I’ve never heard of the 5Es B.I’ve heard of the 5Es, but I do not use them in my lessons C.I use the 5Es in some of my lessons D.I use the 5Es in most of my lessons E.I use the 5Es in all of my lessons

5. (p.32) BSCS 5Es as a Cycle of Learning

11. Investigate Relevant Questions

14. Roller Coaster Models

16. My Roller Coaster

17. Let’s Pause for Two Questions from the Audience

24. Which will hit the ground first? a pen OR a paperclip

25. Dropping Races

29. Apollo 15 Hammer-Feather Drop http://nssdc.gsfc.nasa.gov/planetary/lunar/apoll o_15_feather_drop.html

30. More Dropping Races

32. (p.32) BSCS 5Es as a Cycle of Learning

33. Let’s Pause for Two Questions from the Audience

41. Rehab a Lab Objective: Students will compare the life cycles of two different animals. Procedure: 1.Read aloud picture books on butterfly life cycles and frog life cycles. Have students explain what is the same and what is different. 2.Have students recall the stages of each life cycle from memory. Write each life cycle on chart paper using arrows to connect each stage. 3.Have students cut out pictures of each stage and glue onto paper in the correct order. 4.Display the life cycle posters in the hallway.

42. Rehab a Lab Objective: Students will compare the life cycles of two different animals. 1. Read aloud picture books on butterfly life cycles and frog life cycles. Have students explain what is the same and what is different. What would be a better way to engage the students? (Share your ideas in the chat.)

43. (p.32) BSCS 5Es as a Cycle of Learning

44. Rehab a Lab Objective: Students will compare the life cycles of two different animals. 2. Have students recall the stages of each life cycle from memory. Write each life cycle on chart paper using arrows to connect each stage. 3. Have students cut out pictures of each stage and glue onto paper in the correct order. What would be a better way for students to explore life cycles and explain what they learned? (Share your ideas in the chat.)

45. (p.32) BSCS 5Es as a Cycle of Learning

46. WHAT THE TEACHER DOES CONSISTENT with this Model INCONSISTENT with this Model E NGAGE  Generates interest and curiosity  Raises questions  Assesses current knowledge, including misconceptions  Explains concepts  Provides definitions and conclusions  Lectures E XPLORE  Provides time for students to work together  Observes and listens to students as they interact  Asks probing questions to redirect students’ investigations when necessary  Explains how to work through the problem or provides answers  Tells students they are wrong  Gives information or facts that solve the problem E XPLAIN  Asks for evidence and clarification from students  Uses students’ previous experiences as a basis for explaining concepts  Encourages students to explain concepts and definitions in their own words, then provides scientific explanations and vocabulary  Does not solicit the students’ explanations  Accepts explanations that have no justification  Introduces unrelated concepts or skills E LABORATE  Expects students to apply scientific concepts, skills, and vocabulary to new situations  Reminds students of alternative explanations  Refers students to alternative explanations  Provides definite answers  Leads students to step-by-step solutions to new problems  Lectures E VALUATE  Observes and assesses students as they apply new concepts and skills  Allows students to assess their own learning and group process skills  Asks open-ended questions  Tests vocabulary words and isolated facts  Introduces new ideas or concepts  Promotes open-ended discussion unrelated to the concept

47. WHAT THE STUDENT DOES CONSISTENT with this Model INCONSISTENT with this Model E NGAGE  Asks questions such as, “Why did this happen? What do I already know about this? What can I find out about this?”  Shows interest in the topic  Asks for the “right” answer  Offers the “right” answer  Insists on answers and explanations E XPLORE  Thinks creatively, but within the limits of the activity  Tests predictions and hypotheses  Records observations and ideas  Passively allows others to do the thinking and exploring  “Plays around” indiscriminately with no goal in mind  Stops with one solution E XPLAIN  Explains possible solutions to others  Listens critically to explanations of other students and the teacher  Uses recorded observations in explanations  Proposes explanations from “thin air” with no relationship to previous experiences  Brings up irrelevant experiences and examples  Accepts explanations without justification E LABORATE  Applies new labels, definitions, explanations and skills in new, but similar situations  Uses previous information to ask questions, propose solutions, make decisions, design experiments  Records observations and explanations  “Plays around” with no goal in mind  Ignores previous information or evidence  Neglects to record data E VALUATE  Demonstrates an understanding of the concept or skill  Answers open-ended questions by using observations, evidence, and previously accepted explanations  Evaluates his/her own progress and knowledge  Draws conclusions, not using evidence or previously accepted explanations  Offers only yes-or-no answers and memorized definitions or explanations  Fails to express satisfactory explanations in his/her own words

48. Ideas to Engage Students 12 34 56

49. Thank you! Let’s Pause for Two Questions from the Audience

50. Thanks to our presenters, Karen Ansberry and Emily Morgan, and to NSTA Press for sponsoring this program

51. http://www.elluminate.com Elluminate logo

52. http://learningcenter.nsta.org NLC screenshot

53. NSDL: Media Literacy in the 21 st Century: WGBH Teachers Domain January 28, 2009 NSDL: Engineering: Because Dreams Need Doing February 19, 2009 Web Seminar: How to Maximize your NSTA Conference Experience March 3, 2009 http://learningcenter.nsta.org

54. National Science Teachers Association Dr. Francis Q. Eberle, Executive Director Zipporah Miller, Associate Executive Director Conferences and Programs Al Byers, Assistant Executive Director e-Learning LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator