Chelsea Tramel Science Notebook Dr. White
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Table of Contents Activity
Page #
Chapter 1 Notes
2
Table 1.1
3
Chapter 24 Notes
4-5
Chapter 7 Notes
6-7
What is Science
8
Chapter 8 Notes
9-10
5E Lesson
11
Chapter 15 Notes
12
5E Lesson (teacher)
13
5E Lesson (student)
14
Helicopter Activity
15
Nature of Science
16
Chapter 5 Notes
17-18
New Society
19
Chapter 10 Notes Chapter 11 Notes Shifa’s Experiment Concept Attainment Nature of Mathematics Whitney’s Experiment
20-21 22 23 24 25 26
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Chapter 1 Five Basic Elements of Teaching Purpose of the lesson: Interest all students in the study of science by engaging them Link science with the students outside lives Assessment of Learning Ongoing activity integrated into the whole lesson Formative + summative assessment Lets teacher know how well the students are comprehending the lesson and topic Planning of Lesson GOALS: keep students engaged, limit the number of concepts, have instructive and meaningful activities Relate it to the students lives Teaching of the lesson Use a variety of methods during the lesson including demonstrations, lecture, question and answer, reading gin the textbook and note taking Management of the Learning Environment Bell work while checking roll keeps the students engaged Establish a clear routine so that students know what is expected from them
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Chapter 24 1
Teach students more then just content Skills for life
2
Tailor instruction to your students needs
3
History of teaching
4
1980-1989
5
A Nation at Risk report was published showing our education system fell behind Project Synthesis called for a more balanced education system
Teaching past the subject 1990-1999 Attempt to 1
Education for ALL students
2
Broader-base assessment process
3
Establish tougher accountability for teachers and students
4
National guidelines as to what students have to learn in each grade Project 2061
5
Reform in order to produce a scientifically literate society by the year 2061 AAAS published Science for All Americans
6
Identified serious shortcomings
7
Must do science not just read science
8
Covers too much material
9
Benchmark for Science Literacy
Lists learning outcomes that ll students should be able to know and do in grades 2,5,8 and 12 1
National Science Education Standards
2
In order to produce scientifically literate populations our students have to
3
Understand basic theories and concepts
4
Intergrade in in their lives
5
Use it to distinguish between information that is valid or not
6
Inquiry
7
Hands on activities do not guarantee inquiry, Reading does not substitute for inquiry
8
Scope and Sequence
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1
Teaching all 4 of the basic sciences (biology, chemistry, earth/space science and physics) every years grades
2
6-12
3
Scope: coherence of the curriculum
4
Sequence: begin with concrete ideas and move to abstract
3
Science Test Performance in the U.S. and Other Nations Third International Mathematics and Science Study
4
U.S. falls in the middles with general knowledge about science More topics are taught in U.S.
5
Textbooks are 700-800 while others are 150-200
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Chapter 7 1
What is science?
2
"to discover nature", "Using scientific Method"
3
Actual: study of nature in attempt to understand its form Scientist try to: understand, explain and apply
4
What is NOT science?
5
Making claims that are unsupported
6
Themes of Science
7
Science as way of thinking
8
Beliefs
9
Curiosity
10 Imagination Reasoning Both inductive (piecing together facts and principles) and deductive (application of general principals to specific instances) Cause-and-effect relationship Self-examination and skepticism Objectivity and open-mindness Science as a way of investigating Scientific Method 1
Observing
2
Collecting data
3
Developing a hypothesis
4
Experimenting
5
Concluding
6
Science as a body of knowledge Facts:
7
Directly observable
8
Can be demonstrated at any time Concept
9
Name
10 Definition Attributes Values 11 Examples 12 Laws and principles
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Used to describe a phenomena and patterns in nature Theories Explains underlying patterns and forces Models Representation of a phenomenon that we cannot see directly Science and its interactions with technology and society Technology: solves problems and meets the peoples need
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What is science: Body of knowledge: concept, theory, law Process of method: Inquiry Nature of science: a way of thinking Goals of science education: Scientific literacy Nature of science Values and assumptions: Creativity Tentativeness A moral Unified view of morality Scientific law: description Scientific theory: explains the observations
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Chapter 8 1
Inquiry: finding out about something
2
Answer questions and to learn more about an object or event.
3
Teaching products of science: presents a body of knowledge organized by teacher
4
Downfall: produces little meaning to students
5
Critical Elements of Inquiry from National Standards 1
Learners are engaged by scientifically oriented questions
2
Learners give priority to evidence, which allows them to develop and evaluate explanations that address
3
scientifically oriented questions.
4
Formulate explanations from evidence to address scientifically oriented questions
5
Evaluate explanations in light of alternative explanations, particularly those reflecting scientific understanding.
6
Communicate and justify their proposed explanations
3
Distinctions
4
Expository teaching -information is organized and packaged
5
Reception learning
6
Discovery learning-focuses on methods and processes
7
Inquiry based learning- content under study just much as the process
Turning students loose to carry out an investigation expository teaching guided inquiry open inquiry reception learning discovery learning Guided Inquiry: students given structure, direction and cures during the learning process 1
Amount of Structure
2
Three levels of Inquiry
3
1: pose problem, describe methods but leave solutions to students
4
2: pose problem, but leave methods and solutions to students
5
3: leave the identification of problems, methods, and solutions to students
6
Specific Aims
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3
1
Content: body of knowledge that results from scientific inquiry
2
Facts, concepts, laws and principles
3
Content with process: learn about phenomena by brining into instruction the ways and means that they are
4
arrived at
5
Discussions, readings and simulations in labs
6
Process with content: engage students in finding out about many phenomena and events Usually elementary and middle school
7
Process: teach students investigation skills supposed to be used by scientists
Assessing Inquiry Learning 1
Understanding Inquiry: students write reflections, answer general knowledge questions
2
Ability to Conduct inquiry: Ask students to write investigation repost that presents how the inquiry was conducted
3
and what was found
4
Conceptual Understanding: pre and post quizzes to measure change of knowledge
4
Learning Cycles
5
Exploration-activities that allows them to discover patterns and relationships Invention-allows them to determine the relationships they have discovered Application- apply their knowledge of a given concept or principle
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5E instruction model Scientific Notebook Page 7
7E instruction Model
Supporting strategies Asking questions"
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Deductive activities
Science process skills""
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Gathering information
Discrepant events"
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Small-group investigation Science fair projects
Inductive activities
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Chapter 15 1
Integrating technology Multimedia
2
Still images and Animation 1
Can help students see that cannot be easily seen or easily experienced by other means
2
i.e.: DNA transcription and translation
3
Audio
4
Helps students be able to hear things that will help them comprehend them
5
i.e. growl of a black bear, sound of tornado
6
Video
2
Data Collection and Analysis
3
Probe ware-electronic sensor that can be connected to a computer, calculator or hand held device Examples: pH sensors ( acid-base titrations) , light sensor ( solar energy)
4
Geo technologies
5
GPS-calculates longitude, latitude and altitude
6
RS (remote sensing) -detecting objects from a distance
Surface and atmosphere of earth, planets and stars GIS (geographic information systems) Measures population, bio diversity, geology, land use
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Helicopter activity 5th grade: Teaches about inquiry, nature of science, difference between observation Observations: looks like helicopter Didnt spin right away Flap direction changes spin direction Flap position changes rate It connects itself regardless of orientation Weight (change by paperclip) Content: making observation, hypothesis Nature of science understanding the importance of communicating your findings ** Milk and Food Thing
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Nature of science C-creative O-observation S-subjectivity T-tentativenest S-society cultural E-empiracally based T-theories and laws Scientific Method Problem/observation Question Procedure/plan Data gathering Data analysis Results/conclusion Peer review/present findings
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Chapter 5 1
Personal Characteristics
2
Have good understanding of the subject
3
Teach science as inquiry
4
Make the subject interesting and relevant to the audience Enthusiastic
5
Show interest in helping students to learn
6
Teaching Skills 1
Introduction: prepares students for learning
2
Directions: communicate what is expected and guides students to proper and productive
3
behavior.
4
Questions: involve students in learning by asking them to think and respond
5
Teaching aids: facilitate the presentation of ideas
6
Chalkboard, white board, electronic projectors
7
Management: everything that a teach does to create and sustain a productive learning
8
environment
9
Closure: brings a lesson or teaching segment to an end.
10 Assessment: measures that evaluates what they students are learning 11 Paper to pencil quiz, drawing concept map 3
Instructional Strategies: the way in which a major segment or an entire lesson is approached 1
Lecture: presentation of information
2
Discussion: permits students to express their views and clarify their ideas.
3
Demonstration: illustrates ideas through concrete means
4
Laboratory work: involves students in first hand experience
5
Group Work: engage students in learning science
6
Simulation and Games: designed to illustrate events and process that occur in the real world
7
Computers and Internet: engages students to learn about a phenomena, answer questions and
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8
solve problems
9
 Recitation: demonstrates their knowledge by responding to teacher
4
 Learning and Reinforcement Techniques Note taking
5
Writing summaries and short paragraphs Identifying similarities and differences
6
Concept mapping
7
Practice and feedback
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New Society
Rules: you cannot talk to a member of the opposite sex 2. You cannot communicate with people who are smilling 3. Only allowed to say “yes” or “no” Have students go over the rules Pick 6 or 7 kids to leave Have those students come back and attempt to figure out Introduction to “value of science”
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Chapter 10 1
Students should be experiencing learning as an active process with ideas and materials
2
Learning begins with what students know
3
Students ideas should then be modified to build more complex and correct scientific ideas Students must find the content and instruction meaningful
4
Students must be encouraged to represents their ideas
5
Constructivism is a good guide for teaching and learning science Use of puzzles and contradictions helps student learning Learningscienceisaslowandcomplexprocess
6
Behavioral principles are also important
7
Constructivism's central thesis is that humans construct knowledge as apposed to knowledge being transmitted 1
Stresses the important of using what is already in the student's mind as a place to begin instruction
2
Teacher is a facilitator of knowledge
3
If people need to conceptualize reality they need to process, organize and reflect upon
4
Teacher moves students towards a greater understanding of reality
5
Interaction of and with objects and events stimulates the construction of knowledge as opposed to passive listening
6
To translate this to science teaching by promoting experiences with concrete materials, emphasizing manipulation of objects, testing ideas, and organizing data
7
Vygotoky believed that peers and adults greatly influence learning and the acquisition (communication) Focused on zone of proximal development (what students can do with assistance of others)
5
Ausubel promoted cognitive approach but focused on conceptual rather than
6
Believed that most learning is developed through transmission, but must be meaningful Students must relate information to existing knowledge and organization
7
Central element of learning science is what students know when they come to class The task is to change student's ideas that are not in line with science
8
Orientation: introduce concept
9
Elicitation: students explain ideas
10 Clarification: students organize ideas 11 Conflict: students may be asked to change their way of thinking 12 Construction: students engage in activities to develop correct conceptions Evaluation: teaches access students
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13 Application: students apply what they learn 14 Review: students evaluate how their ideas have changed 15 A skillful teaches introduces new idea or cultural tools to assist students t o make sense of ideas Learning is an active process, not transmission where materials is photocopies 16 Without models, it would be very difficult to initiate student learning Model is a representation of a phenomena because the target cannot be directly observed
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Chapter 11 Promoting Talk and Argumentation in Science 1
Success of science discussion, demonstration and lecture often depends on teachers questions, talk moves,
2
talk formats
3
Oral questions
4
Talk moves and Talk Formats
5
Probing questions are statements encouraging students to extend, clarify, and justify their talk Wait time: duration of time between speakers
6
Think time: clarify academic purposes and activity of this period of silence
7
Discussions
8
Guided discussions: teacher is the interaction leader and primary questioner Reflective discussion: open expression of ideas
9
Leading a successful discussion
10 Entry phase Clarification Investigation Closure 11 Demonstration Planning 12 Gather all materials in advance 13 Consider students visibility and how to focus the students attention Presenting 14 Introduction: get students acquainted with materials and procedures 15 Presentation: logical and organized manner 16 Conclusion: help students construct new understanding about the concept 17 Lecture 18 Preparing "how to knowledge" is pedagogical content knowledge. Presenting 1
Introduction: motivate students to attend the lecture and cue them to what will be presented
2
Body: presentation of concept in an orderly fashion
3
Summaries: lecture breaks where students are encourage to share what they learned
4
Conclusion: place for teachers to summarize major points and to ask additional questions
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Shifa's experiment Observations: 1
Red liquid (C20H12O5S) is being poured into container B
2
There is a clear tube connecting container B and container A
3
There is a greenish/yellow liquid in the glass tube coming out of container A
4
Container A is higher then Container B
5
There was a color change during the experiment from red to purple to aqua blue
6
Glass tube
7
Clear tube
8
Inferences:
The liquid increases the pressure in container B which causes the gas to travel through the clear tube in container A which cause the liquid in A to be pushed upward through the glass tube
6.
Inferences:
7.
The liquid increases the pressure in container B which causes the gas to travel through the clear
8.
tube in container A which cause the liquid in A to be pushed upward through the glass tube
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Concept/Attainment
Example Flower:
Non Example Tiger
White
Animal
4 petals
Orange,white and black
Green leaves Flower
Fern
Purple
green leaves
Petals Flower
No flower Flower
yellow Flower
Pink Flower
White
6 petals
3 leaves Veins branching
Whitish-pink
Hypothesis: -Flower type -Wild flowers v Domesticated flowers -Monocot v Dicot
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What is the Nature of Mathematics
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Object
Sink/Float
Observations
Yellow Banana
F
Floated
Peeled Y. Banana
S
Floated
Green Banana
F
Floated
Peeled G Banana
S
Floated
Old Banana
F
Sank
Peeled O. Banana
S
Sank
What is the significance of the peel? Buoyancy
Inferences: Object
Sink/Float
Observations
Orange
F
Floated
Peeled Orange
F
Sink
What forms of NOS? Observation/inference Empirically based
What forms of SI?