Goals & Expectations for the week

Inquiry in the science classroom
Inquiry from a scientist’s perspective

Inquiry and the value of prediction

Blue Ice Activity (see Sally’s handout)
Predict what will happen to ice cube under 3 different environmental conditions
What evidence supports that?
Decide what data to collect
Carry out the investigation
Represent the data that has been collected
Apply to other activities that relate to the phenomenon

Discussion with Denton Ebel

Questions about meteorite composition
Looking at sample meteorites

Presentation of activities:

Andy Caldwell: Sample Meteorite Search – In Central Park
Juanita Ryan: Edible Meteorites

Reflection and Feedback

Review Day 1: Marge

Highlights: sharing experiences & working with colleagues, carrying out the three activities, meteorite samples, learning about meteorites from a scientist

Lowlights: group was Split on the internal museum presentation; Technology problems, need for breaks (mention food thing)

Popcorn Neutrinos: Jason

Discussion with Bess Ward

Scientists are constantly being surprised by their findings
Students can challenge each other the way that scientists can
Teachers & Scientists

both justify the need for their work & projects
share results
publish
give/receive feedback
ask questions
change and adapt investigations
felt that it was helpful/necessary to bring scientists into the classroom

Working with a scientist changed the view of most TEA teachers’ views of “science”

Learning connections and reflections

Ideas from Inquiry (blue ice) discussion

Pure inquiry, according to experts, occurs when students develop their own questions

One group suggests that students do an inquiry activity twice…first with teacher’s question, second time with their own questions

Younger students need to stay focused & to be organized

Teachers decide what the parameters are

SHARE GOALS with students daily

Question about how science process is done in high school…is the standard approach still used? Sally: Keep in mind that the standard format of sci. process is different from inquiry…one is organized in advance, the other is more spontaneous and left up to the students

One idea for elementary school…”How many licks does it take to get to the center of a tootsie pop?”

Keep asking students to support their ideas; How do they know? “Structured questioning”

You don’t have to learn everything through inquiry!

Giving students choices along the way…different ways to demonstrate their understanding gives students “ownership” of their work in science

Asking good questions, seeking information, and developing reasonable conclusions should really be the goal of inquiry (science literate adults…science for all Americans)

Models:

Popcorn Neutrinos:

Background info on neutrinos

Began with model of the atom…

subatomic parcticles/radioactive decay

Quarks: 3 per neutron

Popcorn Neutrino Lesson: Mass is lost-How would you design an experiment so that the missing mass was accounted for? (group brainstormed ideas)

This activity leads to many ideas, questions, and possible follow-up investigation

Sally: What was his goal? Using a model to drive home the idea of conservation of mass & to relate missing mass to concept of neutrinos

IF you get off track by changing the focus of a classroom investigation then you have not accomplished your learning (understanding) goals - Do the students “get” the analogy?

Discussion of strengths and weaknesses of the model (ask kids: How is the model like the real thing? How is it different?

Select a model that you use in class and answer the questions that are posted (see below), then discuss in teams

What is the science phenomenon that the model is intended to explain?

Why use a model rather than the phenomenon itself?

What are the strengths of the model?

What are the limitations or drawbacks?

How can you find out how your students understand how the model is or is not like the thing that it represents? (formative assessment)

Review Day 2: Marge

Highlights: model & model discussion, Bess Ward’s talk and follow-up discussion, free tickets, exchanging ideas with colleagues, more breaks

Lowlights: sitting still in the dark after lunch

Discussion/Insights about the definition of inquiry or the value and use of models

important to keep focused on the goal; how does the model support the goals that have been established? How does it strengthen the curriculum?

Also important not to allow the lesson to veer off on tangents

There is value in allowing students to identify the pros & cons of the model

Important to take a critical look at models that we currently use in the classroom and how we use them

Assessment and use of rubrics is important; allows students to recognize the parameters that have been established

Follow-up with model discussion using Sally’s guiding questions from yesterday

There is a comfort level in identifying the scientific phenomenon associated with the model

Question #5 was the most challenging (How can you find out how your students understand how the model is or is not like the thing that it represents? (Formative assessment)

Many suggested that students identify the ways that the model represents the real phenomenon & the ways that it does not.

Louise Huffman: Using “Understanding by Design” to rework a polar classroom activity, “Sediment Tubes”

Groups given various “sediments”…generate ideas about movement due to wind (Also listed: gravity, water, ice, freeze-thaw, etc.)

Lots of questions were raised as a result of the observations: THIS IS INQUIRY!

Sediment Tube Activity (see handout)

Using “Backwards Design” in order to design inquiry lessons

Review Day 3: Marge

Highlights: Sunny Hwang’s Presentation on cladistics; Louise’s sediment tube activity and its corresponding focus on inquiry; collegial interactions; time to work on lesson

Lowlights: Crowded/noisy museum hall; not enough time with Sunny; On-line activity was hectic

Group Work

Goal is to use the template (Understanding by Design) in order to rework our own lessons (see clean copies with one addition)

Be certain to refer to Sally’s guidelines on giving & receiving feedback

Get through at least one team member’s lesson

Each team will report back to the larger group on their accomplishments, struggles, and insights @ 12:15

Note: goal of workshop…post revised activities/lessons on the TEA web site (no stipend until that happens!)

Team feedback…teachers:

Saw changes in expectations

Saw changes in amount of background information

Noted use of models

Distinguished between units and individual lessons (i.e. narrowing down the focus)

Got a better understanding of closure (ending the activity)

Identified grade level appropriateness

Edited classroom worksheets

Discussed modes of assessment

Got ideas for the importance of the lesson (goal…not just for fun)

Identified the goal as it relates to the standards & curriculum

Refined terminology, protocols, etc.

Added new “hooks”

Found new resources

Discussed pre-activities that complement the lesson

John Yoo – On-line museum courses

Eric Hamilton – On-line museum resources (“Ology”, etc.)

Homework:

Work on activity based on feedback
Continue to adapt definition of inquiry in journals

Review Day 4: Marge

Highlights: Adriana’s Presentation on systematics; Museum tour of the Hall of Ocean Life; On-line museum resources & courses; collegial interactions; time to work in groups

Lowlights: Crowded/noisy museum hall; Expectations for group work not completely clear; room is crowded; more time in groups desireable

The future of TEA – Steph

Funding period info.
Continued support for TEAs

Rob:

Share ideas for the TEA Web site
Feedback about journals requested
In the future the “form-based” option for journal entry may exist
Comment: a more clear navigational tool to access teachers who has returned from the field
Take suggestions from the group (written feedback on index cards)

Present individual work, focusing on content goal, learning goal, changes made to the activity/lesson

Examples of changes made to various activities: