Welcome
ETEAMS Fellows!
Model Lesson 1
Dr. Tonya Jeffery
Science Joke(s)
1) A neutron walks into a bar; he asks the bartender, "How much
for a beer?" The bartender looks at him, and says "For you, no
charge.“
------------------------------------------------------------------------------2) Two atoms bump into each other. One says "I think I lost an
electron!" The other asks, "Are you sure?", to which the first
replies, "I'm positive."
What is Science?
What is the
Nature of Science?
Myths of Science Quiz
http://www.nsta.org/
Chiappetta & Koballa (Nov. 2004). Quizzing
students on the myths of science.
The Science Teacher.
“Myths of Science Quiz”
1. Science is a system of beliefs.
2. Most scientists are men as males are better at scientific thinking.
3. Scientists rely heavily upon imagination to carry out their work.
4. Scientists are totally objective in their work.
5. The scientific method is the accepted guide for conducting research.
6. Experiments are carried out to prove cause and effect relationships
7. All scientific ideas are discovered and tested by controlled experiments
8. A hypothesis is an educated guess
9. When a theory has been supported by a great deal of scientific evidence it
becomes a law.
10. Scientific ideas are tentative and can be modified or disproved, but never proved.
11. Technology preceded science in the history of civilization.
12. In time, science can solve most of society’s problems.
“Myths of Science Quiz”
Science is a system of beliefs. F
Most scientists are men as males are better at scientific thinking. F
Scientists rely heavily upon imagination to carry out their work. T
Scientists are totally objective in their work. F
The scientific method is the accepted guide for conducting research. F
Experiments are carried out to prove cause and effect relationships. F
All scientific ideas are discovered and tested by controlled experiments. F
A hypothesis is an educated guess. F
When a theory has been supported by a great deal of scientific evidence it
becomes a law. F
Scientific ideas are tentative and can be modified or disproved, but never
proved. T
In time, science can solve most of society’s problems. F
Mysterious Journeys in the
Life of a Raisin
Observations and Inferences
Objectives
1.
Collect and record data by making
observations.
2.
Analyze and interpret information by
detailed observations and accurate
measuring.
3.
Communicate valid conclusions.
Engagement
Observe:
What similarities
and differences are
there between
these two cans of
soda?
Make observations about the cans of soda
using a Venn diagram:
How are they similar?
How are they different?
Engagement activity: Procedure

Make observations about the cans of soda
using a Venn diagram:
◦ How are they similar?
◦ How are they different?
Regular Coke vs. Diet Coke
Engagement
Predict:
What will happen when a can of Coke
and a can of Diet Coke are each
placed in water?
Make a prediction with your group.
Safety First!
 In
the lab:
◦ Goggles must be worn at all times!
◦ Never eat or drink anything during labs unless
instructed to do so.
◦ Always be careful when moving around the
room. No horseplaying allowed.
◦ If there is a spill, notify your teachers
immediately.
Exploration: Mysterious Journeys in
the Life of a Raisin
PART 1
 Pour 120 ml tap water into the 250 ml
beaker.
 Add 1 teaspoon of baking soda.
 Add several raisins.
 Add 15 ml vinegar.
 Observe what happens for several minutes.
Record your observations on part I of your
lab sheet.
 Add another 20 ml vinegar, record
observations.
Part II

On your lab sheet under part II:
Make a drawing that shows what
happened to the raisins in the liquid. Be
sure to label the important parts.
Part III & IV

Work with your group members to
answer the questions within your packet
under parts III and IV.

First read the examples, then answer the
questions that follow.
Table Talk

Take a look at the cards on your table.

With your group, put them in
chronological order.

Think about what you saw when each of
the steps occurred.
Now Let’s Share with the
Entire Class!

Each group will be assigned one of the
steps.

One member of the group will be called
on to present and explain it.
Handout
What does it all mean?

What is an Observation?

What is an Inference?
Complete the ‘Observation – Inference’
Handout and be prepared to share your
responses with the class!
Quiz Time
Show me what you have learned!
 You will have 10 minutes to finish the quiz.
 Do your best!

5-E Flip Book
1. Match the description
with the correct “E.”
2. Check that everyone at
your table has the same
answer.
3. If everyone agrees, glue
the description in the
corresponding “E” in the
Flip Book.
4. Provide an example of
each “E” based on the
model lesson.
5-E Lesson
Plan
• Engagement
• Exploration
• Explanation
• Elaboration
• Evaluation
ENGAGEMENT
What the Teacher Does
• Creates interest
What the Student Does
• Asks questions such as, “Why did this
happen?” “What do I already know about
this?” “What can I find out about this?”
EXPLORATION
What the Teacher Does
• Encourages the students to work
together without direct
instruction from the teacher
What the Student Does
• Thinks freely, within the limits of
the activity
EXPLANATION
What the Teacher Does
• Encourages the students to explain
concepts and definitions in their
own words
What the Student Does
• Explains possible solutions or
answers to others
ELABORATION
What the Teacher Does
• Expects the students to use
formal labels, definitions, and
explanations provided
previously
What the Student Does
• Applies new labels, definitions,
explanations, and skills in new
but similar situations
EVALUATION
What the Teacher Does
• Observes the students as they
apply new concepts and skills
What the Student Does
• Answers open-ended questions by
using observations, evidence, and
previously accepted explanations