NSTA Web Seminar: Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry, Grades...
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Transcript of NSTA Web Seminar: Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry, Grades...
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
Presenters
Karen Ansberry Emily Morgan
Authors, Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry
Using Children’s Books to Guide Inquiry
Karen Ansberry and Emily MorganNSTA Web SeminarJanuary 22, 2008
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
(p.32)
BSCS 5Es as a Cycle of Learning
Investigate Relevant Questions
Roller Coaster Models
My Roller Coaster
Let’s Pause for Two Questions from the
Audience
Which will hit the ground first?
a pen
OR
a paperclip
Dropping Races
Apollo 15 Hammer-Feather Drop
http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html
More Dropping Races
(p.32)
BSCS 5Es as a Cycle of Learning
Let’s Pause for Two Questions from the
Audience
Let’s Pause for Two Questions from the
Audience
Rehab a LabObjective: 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.
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.)
(p.32)
BSCS 5Es as a Cycle of Learning
Rehab a LabObjective: 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.)
(p.32)
BSCS 5Es as a Cycle of Learning
WHAT THE TEACHER DOES
CONSISTENTwith this Model
INCONSISTENTwith this Model
ENGAGEGenerates interest and curiosityRaises questionsAssesses current knowledge, including misconceptions
Explains conceptsProvides definitions and conclusionsLectures
EXPLOREProvides time for students to work together Observes and listens to students as they interactAsks probing questions to redirect students’ investigations when necessary
Explains how to work through the problem or provides answers Tells students they are wrongGives information or facts that solve the problem
EXPLAINAsks for evidence and clarification from studentsUses 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’ explanationsAccepts explanations that have no justificationIntroduces unrelated concepts or skills
ELABORATEExpects students to apply scientific concepts, skills, and vocabulary to new situationsReminds students of alternative explanationsRefers students to alternative explanations
Provides definite answersLeads students to step-by-step solutions to new problemsLectures
EVALUATEObserves and assesses students as they apply new concepts and skillsAllows students to assess their own learning and group process skillsAsks open-ended questions
Tests vocabulary words and isolated factsIntroduces new ideas or conceptsPromotes open-ended discussion unrelated to the concept
WHAT THE STUDENT DOES
CONSISTENTwith this Model
INCONSISTENTwith this Model
ENGAGEAsks 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” answerOffers the “right” answerInsists on answers and explanations
EXPLOREThinks creatively, but within the limits of the activityTests predictions and hypothesesRecords observations and ideas
Passively allows others to do the thinking and exploring “Plays around” indiscriminately with no goal in mindStops with one solution
EXPLAINExplains possible solutions to othersListens critically to explanations of other students and the teacherUses recorded observations in explanations
Proposes explanations from “thin air” with no relationship to previous experiencesBrings up irrelevant experiences and examplesAccepts explanations without justification
ELABORATEApplies new labels, definitions, explanations and skills in new, but similar situationsUses previous information to ask questions, propose solutions, make decisions, design experimentsRecords observations and explanations
“Plays around” with no goal in mindIgnores previous information or evidenceNeglects to record data
EVALUATEDemonstrates an understanding of the concept or skillAnswers open-ended questions by using observations, evidence, and previously accepted explanationsEvaluates his/her own progress and knowledge
Draws conclusions, not using evidence or previously accepted explanationsOffers only yes-or-no answers and memorized definitions or explanationsFails to express satisfactory explanations in his/her own words
Ideas to Engage Students1 2
3 4
5 6
Thank you!
Let’s Pause for Two Questions from the
Audience
Thanks to our presenters, Karen Ansberry and Emily
Morgan, and to NSTA Press for sponsoring this program
http://www.elluminate.com
Elluminate logo
http://learningcenter.nsta.org
NLC screenshot
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March 3, 2009
http://learningcenter.nsta.org
National Science Teachers AssociationDr. 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 SeminarsPaul Tingler, Director
Jeff Layman, Technical Coordinator