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Capturing Student Interest with Phenomena – 2 Part Workshop (ES)
February 25 @ 9:00 am – 12:00 pm
Leaders: Juliette Guarino Berg and Kathy Renfrew
Dates: February 25 and March 11, 2023 (9:00am-12:00pm EDT, via Zoom)
About the Workshop
NOTE – All participants will receive a materials kit in advance.
Part 1: Capturing Student Interest with Phenomena
We will kick off the workshop having everyone engage in with a scientific phenomenon in student-mode. Participants will continue to work in student mode to generate noticings and wonderings as well as create models that attempt to explain what they have observed. Once participants have had the opportunity to share their models with each other, they will develop questions about the models and determine whether those questions can be answered in the science classroom. Throughout the session, relevant texts, trade books, and media will be introduced and discussed.
AGENDA for Part 1
- Student Mode! Energy stick and tuning fork phenomena.
- Notice and Wonder. Draw a model – What do you think is happening?
- Share-out of thoughts and ideas.
- Where have you seen things like this before? Whole Group Discussion and/or grade level groups.
- Developing and Asking Questions.
Part 2: Using Texts and Other Media to Support Quality Science Instruction
In this session, we take a dive into how science and literacy are dependent upon one another. In student mode, participants will use the science and engineering practices in an investigation that could help to explain the observed phenomenon. After performing the investigation, we will make a claim supported by evidence and reasoning, as well as a second claim about how the investigation was important for understanding the phenomenon. Is this enough evidence? We will engage in discussions about how texts can be used to provide additional evidence to support our claim. Throughout the workshop, participants will have opportunities to engage in many of the practices of scientists and engineers, including reading, writing, speaking, and listening. Many resources will be collected, shared, and discussed.
Agenda for Part 2
- Examining student mode questions from Part 1.
- Investigation: Squishy Circuits (LEDs and Buzzers). Explain how squishy circuits demonstrates transfer of energy.
- What additional evidence do I need to support my claim? How can using text support literacy as well as using supporting science ?
- Expand meaning of text: photos, maps, diagrams, infographic etc.
- Additional for Lower Grade Band – Sound Travel Through Air, Sound Travel Through Liquid, Sound Travel Through Solids.
4th grade Performance Expectations (4-PS3-2): Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Crosscutting Concepts: Cause and Effect and Energy Transfer
We will also be addressing common core literacy writing, speaking and listening and reading standards.
