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Year 1 Science Teacher Leadership

AcademySession 6

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Agenda Experience the 5-E model as a learner by

Investigating Density Adapting Lessons to the 5E Model

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Goals Planning for Student Understanding of Science

Concepts using Backwards Design Adapt lessons to align to the BSCS 5E model, to be conceptually

coherent, and to support student inquiry. Understand that planning a lesson begins with the main learning goal (overarching concept) and that all activities must be conceptually linked to this goal

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Investigating Density

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Float Demonstration Predict what will happen when we put

the two soda cans in the container.

Observe the float demonstration and individually record observations on journaling paper.

Write a short explanation of why that happened.

Discuss in your small group.

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Investigating What Makes Things Sink or Float

“What makes cubes float? “

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Task 1: Single CubesInvestigating what makes things sink or float

Cube Prediction Mass (g) Floats/ Sinks (F/ S)

Wood 1 - Oak

Wood 2 - Poplar

Wood 3 - Pine

White Plastic

Clear Plastic

Black

Silver Colored

Gray-Colored (PVC)

Copper-Colored

Brass-Colored

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Investigating What Makes Things Sink or Float

What happens when you combine cubes?

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What Makes Cubes Float? Task 2

Investigating what makes things sink or float

Cube Combinations

(up to 5-cube combinations)

Prediction Mass

(g)

Volume

(cm3)

Floats/ Sinks

(F/ S)

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On your graph paper

Blue floaters

Red sinkers

Floaters And Sinkers

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Floaters And Sinkers Cube Combinations: Mass vs. Volume

Number of Cubes

0 1 2 3 4 5 170

160

150

140

130

120

110

100

90

80

70

60

50

40

30

20

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M

ass

, (g

)

0

0 17 34 51 68 85

Volume, (cm3)

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What Makes Cubes Sink or Float?

Thinking about what we’ve learned: Construct an evidence-based

explanation answering the question “What makes cubes sink or float?”

Transcribe your explanation to a giant post-it note.

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How to write a good scientific explanationComponents

• Make a claim about the problem.

• Provide evidence for the claim.

• Provide reasoning that links the evidence to the claim.

Qualities of the communication

• Use precise and accurate scientific language.

• Write clearly so that anyone interested in the

explanation can understand it.

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Developing a Scientific Explanation

Developing a Scientific Explanation

What was the question that you wanted to answer?

Information to support your explanation

Evidence from this investigation Claim that answers your question based on the evidence

Explanation = Claim + Evidence + Reasoning

_____Claim_____ because _____Evidence + Reasoning (may include prior knowledge)___.

What makes cubes sink or float?

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Sharing of Explanations

As groups share consider … Where are the conflicts Where are the consistencies What questions should we pursue to

confirm any consistencies and eliminate any conflicts

How could an investigation be designed to answer these questions?

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Submarine Operation On journaling paper, individually answer the

question, “How can what we have learned about density be used to explain the diving and surfacing of a submarine?”

Read the article “How A Submarine Works: Diving and Surfacing”, and watch the video. http://science.howstuffworks.com/submarine1.htm

Revise your initial description if necessary.

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The 5E Model

ENGAGE

EXPLORE

EXPLAIN

ELABORATE Evaluat

e

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Adapting Lessons to the BSCS 5E ModelThink back:

On a piece of paper, write down each of the 5 Es on the left hand side of the paper

For each stage, write a one sentence description of the essence of that E on the right side of the paper, across from the appropriate 5E stage. You can include the example from the density activity you just experienced.

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The 5E Model

ENGAGE

EXPLORE

EXPLAIN

ELABORATE Evaluat

e

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ENGAGE

Refers to strategies or activities designed to elicit thoughts or actions by the student that relate directly to the lesson’s objectives, while assessing the learner’s prior knowledge and bringing the learner’s mind into the frame to learn something new.

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EXPLORE

Learners work collaboratively to complete activities that help them use prior knowledge to generate ideas, explore questions and possibilities, and design and conduct a preliminary inquiry.

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EXPLAIN

Allows the learner to construct an explanation. The teacher encourages students to explain concepts, relationships, and definitions in their own words. Teacher may provide some information to increase the accuracy of student responses.

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ELABORATE

Refers to activities that build on, extend and refine, and/or require the application and use of the scientific concepts and vocabulary in new situations. Activity is designed to increase the depth and breadth of student understanding.

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EVALUATE

Provides an opportunity for learners to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others, including the teacher.

Adapt lessons to the 5E model

Math & Science Collaborative at the Allegheny Intermediate Unit