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

• NSDL: Media Literacy in the 21st Century: WGBH Teachers Domain

January 28, 2009

• NSDL: Engineering: Because Dreams Need Doing

February 19, 2009

•Web Seminar: How to Maximize your NSTA Conference Experience

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