1. October 22, 2015

2.  Midterm check Grade/points ✓  Return Science Notebooks & other assignments  Homework (10/15)– Linking to science concepts – Paper helicopter  Investigations -various  Planning Science Investigation/Teaching

3. DateAssessmentPossible Points Total Points 8/27Homework Chapter 1 (2 questions) In- class science notebook complete 10 8/27- 9/3 Earthworms – 5 E lessons2035 8/27HW - science notebook COE Conceptual Framework/HoM 1045 9/17HW reflection science notebook How children know what they know? 1560 9/24HW reflection NSTA – Concept Development article 1070 10/1HW reflection – Relate FIU Nature Preserve visit to big ideas of sustainability & biodiversity in science notebook complete 575

4. * Grade ✓ DateAssessmentPossible Points Total Points 10/1- 10/8 HW - watch and reflect in SN “Of Ants and Men” 1085 10/8HW – Reflection – 3 Questions Compare & contrast Population Ed lessons approach to 5 E LC approach 15100 10/1NOS – Tricky Tracks HW Teach write-up15115 10/8FIU Nature Preserve Visit #1 – Completion of packet/responses to questions 15130 10/15*Plants – home (& class) seed project (beans) 20150 10/15*Native Plant seed project Partridge Pea15165 8/27 – 10/15 Science notebook/attendance/participation/reflect ion complete 80 245

5. * Grade ✓ DateAssessmentPossible Points Total Points 10/15FA#163303

6. Requirements for SCE 4310 These requirements must be met to pass this course in addition to the cumulative points accrued. 1. Satisfactorily complete all assigned Field Assignments with a C or better score. 2.Complete 15 field hours and record on TaskStream. 3.Complete TaskStream project [Assignments 1, 2, and 3] satisfactorily and enter on TaskStream.

7. Read through each of the six descriptions on the next slide. Identify which ones are inquiry- oriented and tell why each is inquiry-oriented.

8. * Which of these activities are inquiry? * Answer in your JOURNAL: * 1a * 1b * 1c * 2a * 2b * 2c

9. 1a. Students complete a Moon phase calendar by cutting out photographs of the Moon in different phases, mounting them on a monthly calendar on the proper date, and labeling each of the eight major moon phases 1b. After completing a pre- assessment activity on students’ knowledge of Moon phases, a student asks about the correct order of Moon phases. The teacher challenges students to determine the sequence of phases by observing the Moon and recording their observations for one month. 1c. The teacher begins with the question “Does the Moon rise and set at the same time every night?” Following a brief discussion of the question, the teacher demonstrates the rising and setting of the Moon for several sequential evenings using a computer simulation. The teacher then facilitates a class discussion in which the class concludes that the Moon rises and sets about 50 minutes later each evening. 2a. Students define and describe the El Niño effect by using text and images they find on the internet. 2b. Students go to the library to find newspaper accounts describing the impact of El Niño on the California coast. They then summarize what they find in a two page written report 2c. Students select a location in the U.S. then search the Internet for monthly temperature data of this location for the most recent El Niño year. Students then compare monthly temperature data for the El Niño year to the average temperature data for the past 50 years in order to assess the impact of El Niño on that particular location.

11. * Worksheet 1. What do you want students to know? * Be specific. Write exactly what you want them to know. * This should be reflected in your post-assessment questions. 2. Four Levels of Educational Outcomes 3. Inquiry Lesson Engage Explore Explain Extend Evaluate

12. * EXPLORE: Investigable question: * What are students doing? * What data are they collecting? * How are they recording their data? * EXPLAIN: How will students interact to share and compare their data? * How will you have students formulate an answer to the investigable question? * How will you guide the students to what you want them to know?

13. EXTEND: What activity will you have students do to apply the concept that they learned about in Explore? * EVALUATE: POST-ASSESSMENT These questions should match what you wrote for what you want students to know and be able to do in #2. * FLORIDA SCIENCE STANDARDS (NGSSS) * Big Idea * Benchmarks * NEW GENERATION SCIENCE STANDARDS * Disciplinary Core Ideas (DCI) * Performance Expectations