1 Fun with the Sun: Patterns from the SkyKara Haas (Kellogg Biological Station – MSU) KBS K-12 Partnership The Kellogg Edge: Breaking Boundaries in Ecology and Evolution Education April 18, 2017 Thank you for inviting me. Central question — how do we make science more meaningful for learners?
2 Let’s get to know each otherWho is in the room? grade levels part of the state How comfortable are you with Michigan Science Standards? Very Somewhat Little
3 What will we do today? Discuss what’s new in the Michigan Science Standards (MSS) for K-5 GO OUTSIDE and try out a few activities that could help students identify patterns in shadows!
4 Bonus: Sidewalk Chalk Art!
5 Teaching Science OutdoorsA week long professional development program for K-5 Teachers Focused on building confidence and creativity with content The mission of the W.K. Kellogg Biological Station (KBS) is to increase our understanding of natural and managed ecosystems and their linkages to society. This entails three main integrative activities: • Promote and support multi-disciplinary research in ecology, agriculture, natural resources and the environment, across the continuum of basic to applied research. • Provide MSU students with inquiry-based educational opportunities in ecology, agriculture, natural resources, and the environment. • Provide outreach programs that bring KBS expertise to bear on environmental issues of public importance.
6 CREATE for STEM InstituteBased at Michigan State University COLLABORATIVE research and innovation projects Curriculum, teaching strategies, assessment development Elementary grades through undergraduate courses Grounded in 3-dimensional learning, project-based learning, NGSS/ Michigan Science Standards Partners in K-12 schools, higher education, research institutes, community organizations In Michigan, across the U.S., and around the world Funding from MSU, NSF, NIH, foundations
7 MSU’s largest off-campus research and education complex.Over 3200 acres of forest, agricultural fields, wetland, lake and prairie habitat. Kellogg Bird Sanctuary Kellogg Farm and Pasture Dairy Manor House and Conference Center 13 faculty research in ecology, evolutionary biology, agriculture and conservation biology
8 What’s new in the the Michigan Science Standards and FrameworkFocus on explaining phenomena or designing solutions to problems 3-Dimensional Learning Organized around disciplinary core explanatory ideas Central role of scientific and engineering practices Use of crosscutting concepts Instruction builds towards performance expectations Coherence: building and applying ideas across time Engineering as a DCI
9 What’s new in the the Michigan Science Standards and FrameworkFiguring out/Making sense of what is happening Focus on explaining phenomena or designing solutions to problems 3-Dimensional Learning Organized around disciplinary core explanatory ideas Central role of scientific and engineering practices Use of crosscutting concepts Instruction builds towards performance expectations Coherence: building and applying ideas across time Engineering as a DCI
10 “Figuring Out” vs. “Learning About”Explore Scientific Ideas Explanatory ideas are important so that students are figuring out phenomena and not just learning about facts and details. Science and engineering practices build explanatory ideas. Brief review of slide Make Sense of Phenomena
11 Project-Based Learning (PBL)Project-based learning allows students to learn by doing, apply ideas, and solve problems. In so doing, students engage in real-world activities similar to those of professional scientists. Krajcik, J.S. and Shin, N. (2014) ‘Project-Based Learning’, in Sawyer, R.K. (ed.) The Cambridge Handbook of the Learning Sciences:. Cambridge: Cambridge University Press, pp. 275–297.
12 Project-Based Learning (PBL)Learning sciences research has found that teaching integrated knowledge allows students to: draw on their understanding to solve problems, make decisions, and learn new ideas. Drawing on this research, the goal of PBL is to increase students’ engagement and help them develop deeper understanding of important ideas. Krajcik, J.S. and Shin, N. (2014) ‘Project-Based Learning’, in Sawyer, R.K. (ed.) The Cambridge Handbook of the Learning Sciences:. Cambridge: Cambridge University Press, pp. 275–297.
13 6 Key Features of PBL Students:Start with a driving question about a phenomena or a problem to be solved. Focus on learning goals that require a demonstration of mastery on key science standards and assessments. Explore the driving question by participating in scientific practices – processes of problem solving that are central to expert performance in the discipline Engage in collaborative activities, along with teachers and community members, to find solutions to the driving question. Are scaffolded with learning technologies that help them participate in activities normally beyond their ability. Create a set of tangible products that address the driving question.
14 Sample of a Fifth Grade Investigation Ealy Elementary – Whitehall, MI
15 What does PBL look like in the classroom?“ His eyes fell upon the stone ridge to his left and he thought at first he should build his shelter against the stone. But before that he decided to check out the far side of the ridge and that was where he got lucky. Using the sun and the fact that it rose in the east and set in the west, he decided that the far side was the northern side of the ridge.” Hatchet, Gary Paulsen
16 Students question: “How did Brian know where North was?”Can we replicate how Brian used the sun in the story, Hatchet, to decide what direction north is, as well as the other cardinal directions? Driving question! Questions were kept track of on a dry erase board in the classroom, Gabe will take a recreate and take a picture of.
17 Observing a Phenomenon in Our CourtyardScientific practice! Observation. After observations, students would engage in productive talk with each other to revise models.
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19 Scaffolded with learning technologies, used google sheets and docs to collect, share and display data
20 Collaborative activities, used degrees from math class to increase the accuracy of the observations
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22 Let’s take it outside! Field Assignment: How can we make accurate observations of the Sun’s location and movement? Are there any patterns that emerge from our observations? Quiet observation Sun Scavenger Hunt Driving Questions Create Driving Questions Board Sidewalk Shadows Shadow Journal Create a sundial
23 How to tweet observationsPress the 2. Press the 3. Take photo of observation! 4. Type question or description 5. #KBSK12
24 Wrap up/reflection Hands on, Heads on, Hearts onHow were your hands, head and heart engaged in this activity? For your grade level, how do you envision your students hands, heads and hearts would be engaged?
25 Kara Haas (Kellogg Biological Station – MSU)Thanks for coming! Kara Haas (Kellogg Biological Station – MSU) KBS K-12 Partnership The Kellogg Edge: Breaking Boundaries in Ecology and Evolution Education April 18, 2017 Thank you for inviting me. Central question — how do we make science more meaningful for learners?
26 Using a Model to Explain the Phenomenon We are ObservingTangible products, created a model with a globe and sun on a toothpick - could share with each other and share with teacher as a demonstration of learning. Students used productive talk while updating their models.
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