1. Detailed Agenda 1.5Do NowWhat makes learning and teaching science unique? Write, then share out. I expect many CMs to say things like labs, exploration, demos, etc. This all fits with exploration – purposeful use of investigation to reveal concepts and build knowledge! End with objectives. 2.10Model ExplorationUse edible candle demo to demonstrate how to execute an exploration. Emphasis on participation from many students, concept development before vocabulary instruction, and effective questioning. 3.5Meta MomentWhat did you observe? Why did I do that? What impact might this have on student learning? What are the benefits of this approach? What are some challenges? 4.15Explorations: What, Why, HowWHAT: The goal is to move from what students know, or think they know, to new understandings, perhaps while losing things they thought they knew. Conceptual understanding comes first. The labels come last. WHY: Makes learning much stickier. HOW: Just like 5-step, but with an Explore between the hook and explain! Many ways to do it, including labs, virtual labs, demos, videos, pictures, and simple questions. 5.5Planning TimeChoose an objective you’ll be teaching in the first month of school, and attempt to design an exploration to meet the objective! Start by choosing an exploration, and then think about the teacher talk / questioning that would be needed. 6.5Exit Ticket1) What will you take from this session back to your science planning during the year? 2) What questions do you still have?

2. Teaching Science Through Exploration Teaching Science Through Exploration

3. Do Now What makes learning and teaching science unique? Take one minute

4. Today’s Objective Corps members will be able to: 1.Describe the advantages of an exploration- driven approach to science teaching. 2.Describe elements of successful classroom explorations. 3.Write a part of future lesson incorporating an exploration. (maybe, if we get there …)

5. Exploratory Demo Model I’m not going to tell you EXACTLY what to look for yet. For now, observe the demo, and take part with “Student Hat” where you can. Thanks for playing along As you watch, ask: “What impact would an approach like this have on student learning?”

6. ENTERING STUDENT MODE!!!

7. Today’s Objective Scientists will be able to explain the difference between observations and inferences.

8. Before We Start … 1.DO NOW: Tell me five things you see around the classroom. Be specific! Use either “I see” or “It looks like.” 2.What is an observation? (HINT: What did you during the Do Now?) Today’s Objective: Scientists will be able to explain the difference between observations and inferences. 1

9. Experiment Time! 3.While the experiment is going on, write as many observations as you can. Expectations: SILENT. Today’s Objective: Scientists will be able to explain the difference between observations and inferences. 3

10. Let’s Sort Those “Observations” Today’s Objective: Scientists will be able to explain the difference between observations and inferences. 4

11. Observations vs. Inferences 5.Based on your “observations” … a.What do you think an observation is? (Use, “An observation is …”) b.What do you think an inference is? (Use, “An inference is …”) Today’s Objective: Scientists will be able to explain the difference between observations and inferences. 5

12. Exiting Student Mode …

13. I Could Have … In the interest of time, I will NOT show you other ways I could have taught this concept. However, I could have: 1.Taught observation and inference as vocabulary terms, and then practiced their definitions and applications. 2.Done the demo, and THEN provided you with the definitions. Free of charge!

14. Demo Debrief 1.What did you observe? 2.Why did I do that? 3.What impact might this have on student learning? 4.What are the benefits of this approach? 5.What are some challenges?

15. Why Explorations? Rather than simply provide students with information, effective explorations allow students to “think” themselves from previous knowledge and misconceptions to new understandings. Advantages Include: – Stronger concept acquisition by building off existing schema. – Uncovers student misconceptions. – Resulting knowledge / skills are often “stickier.” – Investment in a hands-on, active-thinking course.

16. 5-Step Lesson Plan Engage Explore Explain Elaborate Evaluate

17. 5E Lesson Plan: Just One Difference! Engage = Hook Explore Explain = INM Elaborate = GP + IP Evaluate = Exit Ticket Explore!!!

18. Explorations: Five Best Practices 1.Easy Entry Point Into Content 2.Generate Data 3.Ask Questions to Organize Data 4.Students Think, Not You 5.Wrap Up: Summarize and Articulate

19. But Wait … I don’t have a demo!!! You can use demos, experiments, labs, etc. as explorations, but you can also use: – pictures – videos – simulations – simple questions – and more! Let’s see what some of these might look like … and look for those best practices!

20. Picture Example How are these similar? How are they different?

21. Picture Example Similarities: “I see they both …” Differences: “I see the plant cell has ___, but the animal cell has …”

22. Video Example Why do you eat? HOW do you eat? During the video, write the answer to this question: How is the organism obtaining nutrients? http://www.youtube.com/watch?v=aWItglvTiLc Amoeba

23. Silly Questions Example What do you think a killdeer looks like? What if I told you it’s classified together with pigeons, eagles and blue jays? Why do scientists classify organisms into groups? (“Scientists classify organisms into groups because …”)

24. Short, Silly Demo Example Question: If you drop an object from higher up, will it bounce higher? Drop Height (m)Bounce Height (m)

25. Back To The HOW 1.Easy Entry Point Into Content 2.Generate Data 3.Ask Questions to Organize Data 4.Students Think, Not You 5.Wrap Up: Summarize and Articulate

26. Cool Resource: Virtual Labs! Have access to technology? Use virtual labs! Resource Alert: PhEt / University of Colorado Example: SWBAT explain the relationships between mass and the force of gravity, and distance and the force of gravity. ( https://phet.colorado.edu/en/simulation/gas-properties) https://phet.colorado.edu/en/simulation/gas-properties These can be successful done as labs OR as full-class demos.

27. Possible Challenges Materials Comfort Lesson Time Management Checks For Understanding Effective Questioning

28. Exit Ticket 1.What will you take from this session back to your science planning during the year? 2.What questions do you still have? (and if you want them answered, leave your e-mail address!)

29. Contact Info Dan Adler dadler@upacademyleonard.org (914) 589-6694 UP Academy Leonard, Lawrence, MA (Visit Anytime!!!)