Agenda
• Final Assignment
reminder
• Returning to I-AIM:
Planning a lesson
sequence
• Narrative and
Expository Writing
• Other forms of
integration
Next week: bring some
examples of evidence of
student learning from the
lesson that you taught
(i.e., copies of student
worksheets, writing
samples, pictures of
models they created and
so on are all fine)
Final Assignment
Reminder
school
• Due Dec 6th by 5:00pm
• For your final assignment you need to reflect
on your science teaching in a way that
reveals your growth as a science teacher
this semester and that shows others what
you care about.
Head on over to the wiki: Assignments.
Warm up activity
With the other members in your group, review
the children’s force and motion books at your table.
Prepare a brief presentation sharing your book with the class.
Share the title, author, and discuss:
• Would you use this book with your class? What age group? How would
you use it in the classroom?
• What specific force and motion concepts are addressed in your book?
(show examples using the document camera!)
• What activities, demonstrations or lessons might be paired with this
book? What learning goals would they address?
• What opportunities to integrate other content areas are found in this
book?
I-AIM
• Inquiry (Experiences, Patterns,
Explanations)
• Application (Explanations, Patterns,
Experiences)
• Instructional
• Model
What do you
know about
MOTION?
Ball Toss
• Two volunteers – Toss the ball to each
other a few times
• Class (in groups):
– What do you notice about motion?
– Write down as many “sight” observations
as you can about the tossed ball. Using as
many descriptive words as you can.
– Draw the motion
Sharing Ideas
Groups present observations
Discuss:
• Based on the class observations, what
are some common ways that we
describe motion
– In our talk
– In our pictures
What I might hope from 4th
graders: Ways to Describe Motion
• Sketcing using a line to show the path
• Using arrows to show the direction of the
motion
• Using labels for start and stop
• Using speed words to show where the motion
was fast, slow, stopped, speeding up or
slowing down
• Writing sentences that tell about the motion
Return to your group
observations
• Work on your observations in a way you
might want 4th graders to do:
–
–
–
–
Sketch a line to show the path
Use arrows to show the direction of the motion
Use labels for start and stop
Use speed words to show where the motion was
fast, slow, stopped, speeding up or slowing down
– Write sentences that tell about the motion
Typical EPE for 3rd and 4th
graders
How do your ideas compare?





Experiences
Observe objects changing direction
(up, down, sideways, diagonal, etc.)
Observe when they change direction
and how they change direction
Draw diagrams of objects moving and
their change in motion.
Observe objects changing speed
(speeding up, slowing down, going
from stopped to moving and vice
versa)
Measure speed




Patterns
Objects sometimes change their
direction and speed
An object’s typical speed and
direction can be captured in
representations with symbols and
words such as arrows for
direction, lines for path, etc.
When objects change their
direction or speed, there is
something that causes them to
change direction or speed.
That something is usually a push
or a pull

Explanations
Forces (pushes or
pulls) cause objects to
change their motion
(direction or speed)
Motion Hunt
• Walk around Erickson or
immediately outside and
find something that moves.
• Observe it moving for a couple of minutes
– Notice: Path, direction, Starting & Stopping, Speed
• Draw a picture of your object in motion, and
label what you notice
• Write sentences that tell about the motion
Draw a picture of a moving object that you observed
(use labels)
Here are my sentences about what happened when the object moved
Sharing our Ideas
• We can learn by
sharing
• We can teach by
sharing
• We can be
respectful when we
share
• We can show
respect by:
Listening carefully
Look at your group’s set of
student work
• What patterns in
students ideas do
you see in these
samples of student
work?
• How would you use
these ideas to get
students to see
patterns in their
observations?
Some things to
think about:
• Path
• Direction
• Speed
• Start & Stops
Cat Jumping
Butterfly Fluttering to a Flower
Basketball Moving
Car Moving Along the Road
Fan Wings Spinning
Truck in a Race
Motorcycle Moving Fast
Bell Ringing
Cat Playing with a Ball
Dog Chasing a Squirrel
Soccer Ball Being Kicked
Airplane Moving
Car Moving
People Dancing
Car Running Into a Light Pole
Planet Orbiting the Sun
Girl Running Out of the Street
Truck Moving Down the Street
Car Moving Fast
Cat Moved When Scared
Cat Meowing
Fan Rotating
Revising a lesson sequence &
plan
• All Groups: Read through the entire
lesson plan
– Group 1: 4th grade: Look closely at the lesson sequence
– Group 2: 4th grade: Look at the I-AIM for Lesson plan
– Group 3: 4th grade: Revise plan for incorporation of literacy
goals: fiction and/or nonfiction texts
– Group 4: Kinder: Look at the I-AIM for Lesson plan
– Group 5: 4th grade: Revise plan for deaf and hard of hearing
students
– Group 6: Kinder: Revise plan for deaf and hard of hearing
students
Group 1: Lesson Sequence
• Review the sequence of 5 lessons
• How do the lessons move students
through the I-AIM process (Engage,
Explore, Explain, Apply)?
– Strengths
– Weaknesses
• What modifications would you
recommend?
Group 2: Lesson Plan (I-AIM)
• Review the lesson plan table (activity
sequence for lesson 1 and procedures table)
• What phases of I-AIM are covered in the
actual lesson (Engage, Explore, Explain,
Apply)?
• How are these phases covered? How are
they connected to each other?
– Strengths
– Weaknesses
• What modifications would you recommend?
Group 3: Literacy integration
• Review the lesson plan table (activity
sequence for lesson 1)
• What phases of I-AIM are covered in the
actual lesson (Engage, Explore, Explain,
Apply)?
• How are these phases covered? How are
they connected to each other?
• How would you modify the lesson to integrate
literacy? What would your goals be?
Group 4: Kindergarten Lesson
• Review the lesson plan
• What phases of I-AIM are covered in the
actual lesson (Engage, Explore, Explain,
Apply)?
• How are these phases covered? How are
they connected to each other?
– Strengths
– Weaknesses
• What modifications would you recommend?
Group 5: Modifying for Deaf Ed.
& Hard of Hearing – 4th grade
• What specific challenges does this
lesson plan present?
• What modifications would you make to
the plan?
Group 6: Modifying for Deaf &
Hard of Hearing – Kinder
• What specific challenges does this
lesson plan present?
• What modifications would you make to
the plan?
Literacy Integration:
Writing
In groups, write down responses to the
following questions:
• Words that I would use to describe EXPOSITORY
writing.
• Examples of things that I have read that draw upon
EXPOSITORY writing in science.
• Words that I would use to describe NARRATIVE
writing.
• Examples of things that I have read that draw upon
NARRATIVE writing in science.
Now look at the handout on Expository and Narrative
writing together. How do your responses compare?
Let’s read
Owl Moon
– By Jane Yolen
• Listen to the story
closely.
• What observations
can you make about
owls?
• What kind of writing
does Owl Moon
involve?
• Work in groups to reflect on
the story and to record at least
6 observations about owls.
• Draw upon your observations
about owls to prepare their
own narrative writing sample
about owls.
• Draw upon your observations
about owls to prepare your
own expository writing sample
(Each group will be assigned
a form)
Let’s “hear” from other TE
students
Cause & Effect
Comparison
Problem & Solution
How would you…
• Integrate either:
– Reading (Fiction/NonFiction)
– Writing (Expository or Narrative)
In your “big” lesson plan?
In your science teaching in general?
• Discuss with your partner.
Writer's Notebooks - Writing
About Science
x
Reader's Notebooks Reading About Science
Writing about Science Journals/Lab Notebooks
Class Blog & Science pages
Other suggestions?
Other forms of integration
• Physical Activity
• Music
• Art
At what stage in the
Instructional Sequence
would it make sense to
integrate other subject
areas into science?
When and How would it
make sense to integrate
science into other subject
area classes?
What other ways can
schools integrate science
in the school day?
Current Circle/Energy Pass
What
science
concepts
and ideas
could
students
explore
with an
activity
like this?
The class stands in a circle.
Each person creates a sound
and motion that travels
around the circle. When the
motion gets back to the one
that started it, the next
person starts their own
motion or movement.
When
might we
want to
use an
activity like
this in our
instructional
sequence?
Art in Science - Creating
Models
Text
Art and Science - Technical
Drawings and Observations
A common sketch
student technical drawing
How might these be used to further student science learning?
Science and Music
The Bone Song - Students create a group dance
performance to help them remember to parts of the
skeletal system.
Click to View Video
Science and Music
Pushes and Pulls: The Musical - a student created and
staged musical explaining and demonstrating real
world applications of physical science concepts.
Click to View V
Science and Motion
The Water Cycle: Students use motion to model and
explain the water cycle.
Click to View Video
At what stage in the
Instructional Sequence
would it make sense to
integrate other subject
areas into science?
When and How would it
make sense to integrate
science into other subject
area classes?
What other ways can
schools integrate science
in the school day?
Assessment in Science
Assessment is about making sense
of what children understand…
• So, lets start with looking at some student
work.
• In your groups, you will be given
– A sample assignment with a description of the
lesson’s learning goals
– Three samples of student work
• Please discuss what you think each child
“knows” with respect to the learning goals
• Design a “rubric” that you think would be an
effective way to measure or grade the
assignment
Why do teachers use assessments?
Teachers use assessments for various
reasons, including:
•
Monitoring student progress toward learning goals -How is each student progressing in relation to learning
goals?
•
Making instructional decisions -- how can a teacher
use evidence about his students’ progress to make
instructional decisions?
•
Evaluating student achievement -- how does each
student’s understanding at this time compare with the
goals that student was expected to achieve?
•
Evaluating programs -- how well is the program
working in relation to goals and expectations for the
students?
Think about what kinds of assessments you have seen used in your mentor
teacher’s classrooms. Besides, achievement, what powerful examples can you
think of that relate to the other 3 goals?
When does assessment
take place?
Diagnostic assessment or Pre-assessment
The purpose of diagnostic assessment is to determine,
prior to instruction, student background experiences, skills,
attitudes, and conceptions.
–
Helps the teacher to evaluate each student’s learning needs
and relevant connections before instruction begins.
Formative assessment
Formative assessments are often administered during a lesson. They help teachers to
figure out how students are progressing in their learning.
–
–
Not used for grading purposes, but provide teacher and student with valuable feedback
about the student’s progress.
Teachers can use this information to make informed decisions about their teaching, such as
adjusting the rate of instruction, assigning remedial activities, and planning alternative
experiences.
Summative assessment
Summative assessments are often administered at the conclusion of a lesson, unit, or
grading period. They provide a summation of what a student knows at that point in time.
–
They are often used for reporting student achievement levels to districts and states, or for
assigning grades.
What kind of information do you need?
Target your assessment to gain specific
information!
• What students know and can do before
instruction begins
• How well they are progressing toward
learning goals during instruction
• Which strategies and thinking processes
students use to reach answers or conclusions
• How well students are integrating new
information
• What motivates students
• How effective are special interventions
• Whether a teacher needs to alter his or her
teaching
How can you use assessment to inform your
instruction?
– Identifying appropriate content, sequencing, and pacing of
lessons
– Modifying or extending activities
– Choosing effective teaching methods
– Examining the effects of the tasks, discourse, and learning
environment on students’ knowledge, skills, and dispositions
– Making instruction more responsive to students’ needs
– Ensuring that every student is gaining scientific power
Some specific
strategies in
science
• Science Talks
• Think alouds, KWLs
• Concept Mapping and
other forms of
mapping
• Writing activities
• Performance
Assessment
Connecting to the field
• Think of an instance where your mentor
teacher used:
– Diagnostic/pre-assessment
– Formative assessment
– Summative assessment
• What was the assessment? What information
did the assessment target? How was that
information used to shape instruction (if at
all)?