Transcript Encouraging Pre-service Elementary Teachers To Use and Identify

SCE 4310: WEEK 12 SEQUENCE OF IN-CLASS
COGNITIVE TASKS
Four Levels of Educational Outcomes (Source: Costa &
Kallick, 2008, Learning and Leading with Habits of
Mind, p. 48.
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FIRST COGNITIVE TASK
1. Continuation of previous week's work with SEEDS.
a) OPEN SCIENCE NOTEBOOKS TO LAST WEEK'S
OBSERVATIONS CONCERNING SEED PARTS INCLUDING
LABELLED LIMA BEAN and PINTO BEAN DRAWINGS.
LAST WEEK MOST STUDENTS WERE ABLE TO BRING HOME
SOAKED & TREATED PINTO AND LIMA BEAN SEEDS, CUPS,
POTTING SOIL.
b) PART I - INVESTIGATION C-E-R FRAMEWORK
CLAIM: » for your Group (Table 1 - 6) ?
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FIRST COGNITIVE TASK
• EVIDENCE COLLECTED BY TEAM MEMBER(S)
OBSERVATIONS/DAILY LOG (INCLUDE MEASUREMENTS, DATES,
TIMES FOR LIMA BEAN AND PINTO BEAN): TEAM MEMBER 1:
TEAM MEMBER 2:
TEAM MEMBER 3:
TEAM MEMBER 4:
OTHER EVIDENCE BY TEAM MEMBER [DOCUMENT] (E.G.,
PHOTOGRAPHS, SHOW DIAGRAMS):
WHERE IS THE PROCESS FOR THIOS PART OF THE GROUP'S
STUDY NOW? WHAT HAPPENED TO EACH SEED?
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FIRST COGNITIVE TASK
c) PART II - INVESTIGATION OF PLANTING SEEDS WHICH
SPROUTED
CLAIM: » for your Group (Table 1 - 6) ?
EVIDENCE COLLECTED BY TEAM MEMBER(S)
OBSERVATIONS/DAILY LOG (INCLUDE MEASUREMENTS, DATES,
TIMES FOR LIMA BEAN AND PINTO BEAN PLANTED IN SOIL): TEAM
MEMBER 1: TEAM MEMBER 2: TEAM MEMBER 3: TEAM MEMBER
4:
OTHER EVIDENCE BY TEAM MEMBER [DOCUMENT] (E.G.,
PHOTOGRAPHS):
DRAW SEEDLINGS, PLANTS AS GROWTH INDICATES OVER TIME:
WHERE IS THE PROCESS FOR THIS PART OF THE GROUP'S STUDY
NOW? WHAT HAPPENED TO EACH SEED PLANTED?
COMPILE STRATEGY FOR GROUP IN USE OF C-E-R FRAMEWORK
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FIRST COGNITIVE TASK
d) CONTINUE COLLECTING DATA ON PLANTED SEEDS,
RECORD DAILY OBSERVATION INCLUDING CARING FOR EACH
CUP SET-UP.
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One group member will continue the work at home.
[Source- Science in Elementary Education: Methods, Concepts, and Inquiries, 11th ed. by J. Peters and D. Stout,
SECOND COGNITIVE TASK
• Next, six groups set up the Plant Part and Function
inquiry - Celery and water (food coloring). One group
member will continue the work at home.
•
a) How Water Rises in Plant Stems [5 E Learning Cycle
Lesson Planning]-- During this meeting our Engagement
with this activity began: We are familiar with watering
the roots of a plant! How then, does water in the roots
get to the leaves? How can you use a celery stalk to
study how water travels in plant stems?
•
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SECOND COGNITIVE TASK
• Exploration - 1. Put a few drops of red coloring into a
container of water. This will help you see how the water
moves through the stalk.
• 2. Use a knife/scissors to cut off the lower end of the
stalk at a slant.
• 3. Put the stalk into the colored water right away.
• 4. Leave the stalk where it will get bright light (best
available light). Describe what you think will happen?
Draw and label your set up for this inquiry.
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SECOND COGNITIVE TASK
• Explanation - 1. Check your stalk every ten
minutes at first. How far does water rise in 10
minutes, 20 minutes, 1 hour? How far does
water rise in more than 1 hour? Make a record
of what you see. 2. After a few hours, or the next
day, remove the stalk. Cut the stalk across near
the bottom. What do you notice about this cut
off part? Use a hand lens. 3. Cut the stalk the
long way. What do you notice?
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SECOND COGNITIVE TASK
• Can you find any long colored tubes? Draw what
you observe. Place a thin cross-section of the
celery on a glass slide/plate and look under
microscope (low power) and observe. What do
you observe? Do the same for a thin lateral
section. Record you observations. Explain what
you discover. What did you discover?
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SECOND COGNITIVE TASK
•
4. Try these ideas out at home and with your students! Use
your celery stalks for experiments. What can you do to change
how fast the water rises? For example: Does the number of
leaves on the stalk make a difference? Does the amount of
light make a difference? Does wind make a difference? Will
using liquids other than water make a difference? Have a race
with someone to see whose celery stalk wins.
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SECOND COGNITIVE TASK
• 5. How can you prevent water from rising in the stalk if it
stands in water? TEACHING TIP - RISING WATER:
Sometimes the water conducting tubes in a celery stalk
or flower stem become clogged. To open the tubes,
make a fresh diagonal cut across the stalk or stem
base. Immerse it quickly to keep air bubbles from
forming in the tubes.
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THIRD COGNITIVE TASK
• Today's third activity relates to Vegetative
Reproduction Inquiry (New Plants from
Old Plants) -- (Engagement) How can you
grow sweet potato vines? [Source- Science
in Elementary Education: Methods,
Concepts, and Inquiries, 11th ed. by J.
Peters and D. Stout, 2011, 335-337]
(Exploration)
FIU WORLDS AHEAD
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THIRD COGNITIVE TASK
• 1. Sweet potatoes are the swollen root ends of the
sweet potato plant. You can grow beautiful, trailing vines
from them indoors. 2. Place the sweet potato into a
plastic cup of water, stem end up. (This end has a small
scar where it was attached to the plant.) Stick toothpicks
in the sides to support it. Only about a third of the sweet
potato should be in the water. Keep the water level the
same during this activity. 3. Leave the cup in a warm,
dark place until buds and roots grow. Then put it in a
sunny or well-lighted place. Each of six groups set their
sweet potato, cup and water in a dark cabinet space in
ZEB 115.
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THIRD COGNITIVE TASK
• Each student should write her/his
observations, drew set up of sweet potato
and cup of water, and predict what she/he
thinks will happen? We will make
observations and record information each
week.
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THIRD COGNITIVE TASK
Data Table Set-up for next few weeks.
Table 1. SCE 4310 U01 Class Data for Sweet Potato Activity (Observations)
Group/Table Number
Amt' of water (level)
Observation(s) water
level/water clarity/other
observations about water
Observation(s) sweet potato
(buds & roots/observations)
1
2
3
4
5
6
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FOURTH COGNITIVE TASK
• Students will continue work on Task Stream Artifact
(Critical Task 3) by making entries in SCIENCE
NOTEBOOKS for March 26th.
Last week, students were asked to review the Big Ideas,
and note in their science notebooks, connections of what
they have learned thus far in SCE 4310 in relation to each
of the BIG IDEAS 1-18. Work not completed in class was
taken home to complete in science notebooks.
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COGNITIVE TASK 4
• This review of SCIENCE STANDARDS IN CONTEXT TO
EXPERIENCES THUS FAR IN SCE4310 was the beginning of
TASKSTREAM ASSIGNMENT 3 "The Effective Educator
consistently: a) designs purposeful professional goals to
strengthen the effectiveness of instruction based on
students' needs (critical task 3). Please continue adding
info to this activity in your science notebook, so we can
more formally start to create Assignment 3 task artifacts
in next week's class, see TASKSTREAM
DESCRIPTIONS/ARTIFACTS/RUBRICS online at
TASKSTREAM.
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COGNITIVE TASK 4
• Last week, Dr. O'Brien handed out a copy (3
pages) of the Grades K-12 FLORIDA NG SCIENCE
STANDARDS, BIG IDEAS 1 - 18 (match this to
documents referred to earlier in the course
during weeks 1-2 class update page), see Florida
NGSSS, NGSSS, click here.
Update on the changes in the Florida NGSSS,
NGSSS, click here. Florida NGSSS recent
clarifications, click here.
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