My Personal Science Perspectives By Anuhea Mertens EDUC

My Personal Science Perspectives By: Anuhea Mertens EDUC 612 -Winter 2015 PART TWO

What I Learned? • Next Generation Science Standards • Scientific Teaching and Learning: – O&P Reflections – Creating Unit Plan on Pollination • • • The Ub. D Framework (Understanding by Design) Student Learning Objectives Blooms Taxonomy Wheel Assessments/Rubrics 5 E Model of Instruction • Scientific Investigations – Compost Column

Next Generation Science Standards

Next Generation Standards What is the Next Generation Standards? How did I apply this to my learning? – Understanding how to read these standards http: //www. nextgenscience. org/how-to-read-the-standards • Selecting a K-6 NGSS Performance Expectation – 2 -LS 2 -2: Ecosystems, Interactions, Energy, and Dynamics: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. • Completing placemat activity • Constructing a science unit plan based on my selected NGSS Performance Expectation • •

NGSS Performance Expectation 2 -LS 2 -2

My NGSS-Placemat Activity

Scientific Teaching and Learning

O & P Reflections • Placed at Hahaione Elementary School • Ms. Kimura’s 2 nd Grade Class • Observed and Participated in five hours of Science. Focusing on these areas: – Prior Knowledge & Assessment – Student Engagement – Next Generation Science Standards – Meeting the Needs of all Learners – Valuing Student Ideas

Science Unit Plan • Feeling more confident in creating a lesson plan. • The Ub. D Framework (3 Stages of Backward Design) – Identify desired results: Student Learning Objectives – Determine assessment evidence – Plan learning experiences and instruction: Pollination unit https: //drive. google. com/drive/u/0/folders/0 B 359 Av U 9 t. DEWSz. Axe. Dd. Wbz. JTQ 0 k • The 5 E Model of Instruction

Student Learning Objectives • At the beginning of the term these were my Student Learning Objectives: 1. Students will produce an illustration of pollination, by differentiating among non-insect and insect methods of pollination. 2. Students will be able to design a story, poem, book, or song of pollination. 3. Students will explain the function of dispersing seeds or pollinating plants by modeling to be an insect (BEE).

Student Learning Objectives (cont. ) • • • At the ending of this term I learned about Blooms Taxonomy to help me write student learning objectives https: //www. youtube. com/watch? v=4 Dgk. LV 9 h 69 Q Final unit plan learning objectives were more concise of intended goals for students. Final Unit Plan Learning Objectives: – Students will explain what pollination is, why bees and other animals pollinate and how they pollinate flowers and other plants. – Upon completion of this lesson students will be able to show or demonstrate their understanding of how flowers are pollinated by creating a model of pollination. Representing a bee and it’s function of pollination. – Students will identify live pollinators and their plants. – Students will use the Pollinator Observation Chart to chart data of their predictions on pollination. – Students will show or demonstrate their understanding of different pollinators and the plants, trees, or flowers they pollinate by creating a model. – Students will explain their models of their pollinators by doing a presentation.

Blooms Taxonomy Wheel

Assessment in Science • • • “Iteratively students will develop a connected series of learning experiences for students that are focused on student outcomes and are aligned with varied assessments. You may recall that backward design begins by considering the desired results you wish your students to achieve. You have already targeted a NGSS PE and drafted learning objectives aligned with those desired outcomes. The next step is to plan how you will know whether students have achieved your desired learning objectives” (Roseler, K. , 2016). Working backwards utilizing the Ub. D Framework, I was able to create a variety of assessments to see if my students are meeting learning outcomes. Meeting learning objectives through different learning activities. I collected evidence through: observation, self-assessment, group assessment, classroom quizzes, discussions. Students creating a group model of pollination and individually creating a model of pollinator and it’s plant. Having the choice of how they wanted to do this, illustrated storybook, power point presentation, skit, poem, song, etc. Science Journals, Visual Displays, Observation Charts, Cooperative Group Work, Photos of pollinators and their plants all used to assess student learning.

Creating A Model

Seeds That Stick

The 5 E Model of Instruction • Feeling more confident about the 5 E Model of Instruction, which is based on the constructivist approach to learning which says learners build or construct new ideas on top of their old ideas. • Engage, Explore, Explain, Elaborate, Evaluate • Used this model in my lesson plans.

5 E Model of Instruction (cont. ) • Example from one of my lesson plans where I used the 5 E Model of Instruction.

Scientific Investigations • Compost Column – – – Peer Observations Composting Column Journals Data Collections (measurements) Photos Compare & Contrasting (Yard plantings to Column) https: //docs. google. com/document/d/149 EDyvw. Eq. QXNh_Zl 2 RXGp. Wa. KSb 7 br. Cg. Pfp. VBSUHUL 8 Y/edit

Yard vs. Compost Column

The Beginning to the End

MAHALO