Hale kula science gr4
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This document provides guidance for teaching science processes and planning science inquiry lessons. It discusses the key science processes of observing, classifying, inferring, measuring, communicating, hypothesizing, predicting, and experimenting. It also outlines the 5E model of instruction and provides tips for writing objectives, designing learning activities, and assessing students in science.
Hale kula science gr4
- 1. Grade 4 Science Inquiry Hale Kula Elementary, May 11, 2010 By Rampal Singh Central District Science Resource Teacher
- 2. DESIRED OUTCOMES To develop deeper content knowledge of the scientific inquiry and process skills To incorporate a variety of learning materials and resources to enhance the Science curriculum Review existing IDUs/curriculum
- 3. Objectives/Guiding Questions 1. Have a resource binder/self teaching. 2. Learn (and apply) 5-E model of Science Instruction 3. What processes of Science are used in schools 4. What activities are useful in teaching students how to apply specific process of science?
- 4. PROCESSES of Science Observing Classifying (sort…based on common properties) Inferring (based on obs. & prior knowledge) Measuring (quantify variables using Metric System) Communicating (report, displays- data table, graphs etc) Hypothesizing ( If…then …. because… to guide an investigation of a question) Predicting ( based on results, patterns – extra, intrapolation ) Experimenting (A controlled Investigation , Variables )
- 5. Observing (gathering info using 5 senses and instruments that extend the senses). Pre- and K: start making use of these senses; see differences but may miss similarities How will you teach Observing to K-3? OBSERVE FOR DETAILS (examples of objects: candies, coins). Two type of observations: A. Qualitative B. Quantitative (measurable)
- 6. What makes a good scientific observing? ---- A Checklist Senses - use all (safely) Measurements - quantitative Questions- --- lead to new investigations Changes - alter the object to answer new questions Communication (recording it may help you compare) (Use this checklist with Skittles/M & Ms)
- 7. Classifying Sorting according to common attributes- based on observations, relationships among the properties. Binary Classification: divide up in to 2 groups Multistage Classification (organisms) (Discussion: How will you teach this process of Science? ) Note: Focus on similar (common) properties and ask questions….What, Why? e.g. Life Cycles
- 8. Inferring Observation is a statement through use of 5 senses Inference is interpretation of observations (and prior knowledge). Inference looks backward…explanation of what has already happened. Students must make observations and interpretations explicit in their work. How can you help students achieve this? Observation statement - which senses did you use? Inference statement - what is your evidence? How do you know? Why do you think so? Ex: Black Box (Brown bag) activity
- 9. Predicting Forecast based on knowledge of patterns and relationships in a data. Prediction looks forward to what might happen! Ex: On a cloudless sunny day, Intrapolation Extrapolation TIME (a.m.) AIR TEMPERATURE ( 0 C) 8:00 18 9:00 19 10:00 21 11:00 23
- 10. Hypothesizing A statement about a possible answer to a question that might be found through investigating- it is an educated guess about WHY an outcome occurred PREDICTIONS: AN EDUCATED GUESS about the expected outcome of a specific test. Theory: broad explanation based on several hypotheses tested over time. ( Practice: handout hypothesis vs. prediction )
- 11. Measuring Founded on ‘observing’ & ‘comparing’ 1 st grade – design measuring lessons to teach: Comparing (similarities, differences) Comparing by matching Common starting line is needed to make FAIR comparisons. Use beginning and end point ; placing units end to end are two important factors Can use non standard units (arm length, shoe, pencil) Standard units give more consistent results than non-standard units.
- 12. By second grade: Use of standard units Students should know to make use of marks on Rulers (centimeters) balance scale (grams) thermometers (degrees in F or C)
- 13. Grades 3-6 Students should begin to Understand the meaning of property being measured. Ex: volume, mass How to use a variety of measuring instruments Meaning and use of standard units Meaning and use of prefixes… milli, centi, kilo etc Interpolate between numbers in reading thermometers, rulers and other instruments. Express measurements in decimals where appropriate Estimate measurements and determine when estimation is appropriate.
- 14. Communicating EQ: what makes a good data table/graph? Data Table (well-labeled) Bar Graph (well-labeled) Line Graph (well-labeled)
- 15. Experimenting/Investigating In a controlled experiment : Test one variable at a time (Manipulated/Independent Variable) 2. Observe the effect on another Variable (Responding/ Dependent Variable) 3. Keep all other variables constant (Controlled Variables) Mnemonic Aid : which variable goes where on a graph? (DRY MIX)
- 16. DRY MIX (for graphing) DRY D : dependent or R : Responding variable; Y : Y-axis MIX M : Manipulated or I : Independent variable; X : X-axis
- 17. Scientific Inquiry- 5 tasks Asking a question (from observations etc.) about objects, organisms, events Plan and conduct an investigation Gather and interpret data using appropriate tools/techniques….. Examples.. ruler, thermo m., measuring Use this evidence to develop explanations (answer the question)…. to support thinking Communicate findings to others…How? (speaking, writing, drawing)
- 18. Learning Science w/ Understading True understanding means one can- Interpret questions and express in own words Interpret what you learned Relate concepts to real-world Plan and conduct investigations Interpret data Apply knowledge to infer , predict , explain and solve problems
- 19. How can you help Enhance Understanding? Provide for access to prior knowledge How? - Recall, Rehearse (frequent review) If none exists : Create Instant prior knowledge ! Transfer of knowledge: use it in a new situation! Organize knowledge: Use of graphic organizers like outlines, spider maps, webs, Venn diagram, concept map. Provide Scaffolding : varying degrees of teacher and peer assistance. Build Learning Communities
- 20. 5E Model of Science Instruction Engage Explore Explain Elaborate Evaluate
- 21. 1. Select Science Content 2. Write Instructional Objectives 3. Select and Design Learning Activities 4. Design Assessments (making use of rubrics) Planning Science Inquiry (Lesson Plans)
- 22. Planning Science Inquiry (Lesson Plans) Select Science Content Standards 3-8 (Life, Physical, Earth/Space) Standard 1-2 (Science Inquiry) (Discuss: understanding of science content? Compared to science content teachers! )
- 23. 2. Write Instructional Objectives : specific learning outcomes (student will be able to………..) Useful performances for Science Instruction Cognitive Process Action words 1.Remembering identify, name, define, state 2. Doing distinguish, describe, compare 3.Understanding classify, interpret, explain, apply, demonstrate Planning Science Inquiry (Lesson Plans)
- 24. 3. Select and Design Learning Activities Make use of 5-E model 1. ENGAGE : Have a big idea (Velcro question/statement) Intro to lesson: Create a hook, prior knowledge 2. EXPLORE, EXPLAIN, ELABORATE (Activities in part II of your textbook) Planning Science Inquiry (Lesson Plans)
- 25. 1. Select Science Content 2. Write Instructional Objectives 3. Select and Design Learning Activities 4. Design Assessments (making use of rubrics) Planning Science Inquiry (Lesson Plans)
- 26. Classroom Assessment 5 keys to Quality Classroom Assessment Clear Purpose Clear Targets Task Design is sound Effective communication Student Involvement WHAT makes a good Task?
- 27. Assessment Involves Multiple Methods Collected Over Time Authentic Essays/Prompts Traditional Informal Checks for Understanding