While you are waiting please think about these two questions:

1. Welcome to SC2 Saturday While you are waiting please think about these two questions: What would you see students and teachers doing during scientific inquiry? What questions would you like answering today?

2. Think Pair Share

3. What is Science?Rebecca Kai Dotlich What is science? So many things 3

4. The study of stars- Saturn’s rings. 4

5. The study of rocks- geodes and stones- dinosaur fossils, old chipped bones. 5

6. The study of soil, Oil, and gas. Of sea and sky, of seed and grass. 6

7. Of wind and hurricanes that blow; volcanoes, tornadoes, earthquakes, snow. 7

8. What is science? The study of trees. Of butterflies and killer bees. Glaciers, geysers, clay and sand; mighty mountains, the rolling land. 8

9. The power of trains- planes that soar Science is this and so much more. 9

10. So into the earth and into the sky; we question the how the where when and why. 10

11. Objectives Answer your questions through:Exploring a scaffolded approach to scientific inquiry in the classroom • Sharing instructional models that support an inquiry approach • Discussing management and literacy integration ideas • Sharing grade level inquiry activities • Individual planning and support

12. Agenda • AM Session Rooms: • Group 1: • Group 2: • Group 3:

13. AM Group SessionWhile you are waiting please indicate the percent of time that your students participate in each of the variations of the essential features of inquiry.Each row should total 100%.Example: 10% 20% 10% 60%

14. Scaffolded Inquiry Scientifically Connected Communities Fall 2009

15. Gumballs Exploration Activity • Group Norms • Management strategies • Mini-lessons: • Kit Inventory • Word Wall • Writing

22. Back to Large Group Room

23. Taking Science to School: Learning and Teaching Science in Grades K-8 (NRC, 2007) • Students who are proficient in science [grades K-8]: • Know, use, and interpret scientific explanations of the natural world; • Generate and evaluate scientific evidence and explanations; • Understand the nature and development of scientific knowledge; • Participate productively in scientific practices and discourse.

24. HOWSCIENCEWORKS

25. What is Inquiry Learning? Learning as defined by Constructivist Theory: Learning occurs when the learner constructs an understanding of new information by associating it with prior knowledge in an organized and systematic way Inquiry learning defined: The construction of a new understanding based on student exploration of an authentic problem using the processes and tools of the discipline.

27. Misconceptions about Inquiry (modified from National Research Council, 2001) • All content should be taught via inquiry. • Inquiry Learning occurs easily through use of hands-on or kit based instructional materials. • Student engagement in hands-on activities guarantees that inquiry teaching and learning are occurring. 27

28. Misconceptions about Inquiry contd. • Inquiry Learning is used without attention to subject matter • Inquiry requires students to work in groups and/or in a lab setting • True inquiry occurs only when students generate and pursue their own questions • There is only one type of inquiry based instruction

29. How do we structure instruction to allow students to become proficient in scientific inquiry?

30. Think-Pair-Share (Modified for Inquiry) • Ask students to: • Answer questions • Make observations • Formulate questions • Analyze data • Evaluate research • Propose hypotheses • Draw conclusions

32. Scaffolded Inquiry

33. Instructional Models and Learning Theory Biological Sciences Curriculum Study (BSCS) 5-E Model 7-E model 4-E +2R model

34. How are we using the 5-E model in today’s activities? • Engage • Explore • Explain • Extend/Elaborate • Evaluate

35. Toys Activity Back to AM session rooms Gallery Walk- during lunch

36. After Lunch: Grade Level Sessions & Wrap-Up Kinder-1st: Room 2nd-3rd: Room 4th: Room Wrap-up/ Door Prizes: Room 111

37. Wrap-Up: Essential Features of Classroom Inquiry • Learners are engaged in scientifically oriented questions. • Learners give priority to evidence,which allows them to develop and evaluate explanationsthat address scientifically oriented questions. • Learners formulate explanations from evidenceto address scientifically oriented questions. • Learners evaluate their explanationsin light of alternative explanations, particularly those reflecting scientific understanding. • Learners communicate and justifytheir proposed explanations.

38. Wrap-Up • What are your next questions? • Evaluations & Stipend Paperwork • Follow-up Share-a-thon sign up