1. The document discusses planning science lessons by selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments. It covers writing objectives that specify the audience, behavior, and conditions of learning. 2. Various teaching strategies are described, including introducing lessons to engage students, using discrepant events to reveal student conceptions, and designing activities to develop conceptual understanding and inquiry abilities. 3. Managing instruction involves grouping students, establishing safety rules, and preparing for and monitoring activities. Formative and summative assessments should be used to evaluate learning.

1. Planning and managing inquiry instruction SCED 570, Fall 2011 Eaquinto Chap5.

2. 4 Steps in planning well-designed science lessons Select science content that is consistent with state or national content standards Write learning objectives Develop learning activities Plan assessment tasks and procedures

4. What do they offer?

5. Who is their target audience?

6. How do they contribute to the P.D. of educators?

10. 3 Main Components: ABCs of Objectives Audience (who) Behavior (how learning demonstrated) Conditions (activity, reflection, etc.)

11. Straw Airplane Cut out both of the paper strips on the handout. Bend the paper strips into a loop and use the tape to stick the two ends together. You should have two loops, one larger than the other. Place one piece of tape at the very end of the straw. Make sure that the tape is sticking out so the straw and the tape look like a capital T. Place the other strip of tape at the other end. Slide one loop over the end of the straw and fasten it to the tape there. Do the same thing on the other side of the straw. Toss your airplane.

12. Sample objectives “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.”

13. ABCs of Objectives: Audience Identify who will be expected to achieve the objectives Look at the sample: “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag. Audience

14. ABCs of Objectives: Behavior Identify specific type of performance that will be expected Should be measurable. Use action verbs – do not use words like know or understand. What does know look like? Look at the sample: “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag. Action verbs

16. How will students accomplish the task;

17. Where the performance will occurLook at the sample: “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag. Condition Criterion (Describes how well the student must perform the desired task.)

19. Comprehension: interpret, put in own words

20. Application: use in new situation

21. Analysis: break into parts

22. Synthesis: create new pattern

24. Psychomotor

25. AffectiveUnderline the audience and the behaviors (performance), box the conditions, circle the criterion.

26. Four forces on an airplane (From the National Aeronautics and Space Administration (NASA) website) Lift & Drag are mechanical forces generated by a solid object moving through a fluid (gas or liquid) Weight is a forces caused by the gravitational attraction of the Earth. Thrust is a mechanical forces generated by the engines to move the aircraft through the air.

27. Balloons Rocket Attach a string to the ceiling or wall on the far side of the room. Anchor the string across the room so that it stretches as far as possible. Feed the string through the straw. Blow the balloon up but do not tie it off, and attach it to the straw using the tape. Release the balloon. Record the distance it travels.

28. Balloons Rocket Newton's Third Law of Motion For every action, there is an equal and opposite reaction; The forces of two bodies on each other are always equal and are directed in opposite directions.

33. May be a teacher demonstration, video or embedded within activities.

34. Reveal the alternative conceptions held by learners.

36. Should be designed to develop students’ conceptual understanding and inquiry abilities.

38. Motivate, guide, and support students’ learning.

39. Allow teachers to meet individual needs.

40. Provide students with self-directed learning opportunities.

43. Whole class structure

44. Cooperative group structure

45. Pair structure

46. Individual structure