Earth Partnership for Schools　　　　　　　　

Jennifer Seydel, Ph.D.

March 9, 2012

Agenda

9:00 Opening Circle

9:30 “Mini-slice” of a learning expedition

12:30 Debrief of morning session

Creating Norms

– Collaboration• Looks like: Small groups, Skyping, Purposeful conversation : eye contact, taking turns, listening, learning nodding• Sound lik: energetic, upbeat, loud, assigned roles, recorder, movement, chairs moving, opening and closing desks, tapping feel

– Curiosity• Look like: questions: Tell me more, what’s that, why are we doing this, constructing knowledge together about our topic, • Sound like: what if we try this, what if we do this, is this relevant

– Courage• Looks like: moving to talk; freedom to pose questions, make mistakes, speaking up; risk taking• Sound like: Sharing ideas; statements that keep the conversation flowing: I statements; what do you think; building on experiences;

didn’t we learn that….; acceptance and compassion for different thoughts and ways of knowing; – Perseverance

• Looks like: sticking to it; taking legitimate breaks; taking care of personal needs• Sounds like: supportive comments; you can do it!; keep at it; making sure others hear; giving tiny hints to help move

forward– Fun

• Looks like: Huddle together; sharing space; openness; dirty hands; • Sound like: Squeals, laughter, excitement…I know ….how about this!

– FUNN

Building Background Knowledge Workshop

Mystery – Using Inference

• Examine the items on your table.

• In your journal please write your thoughts

about them and/or sketch them.

D

o not share at this time. Work

independently.

Sort

•With your crew, sort the bones

•Prepare to share with your peers why you sorted the bones the way that you did.

Activating Prior Knowledge– Making Connections

•Draw a line under your thoughts about the graphs.

•Now, list five things that you know about the silver fox.

•Do not share at this time. Work independently.

Activate Prior Knowledge – Sharing what you know!

•Share your knowledge with other members of your group.

•Using the chart paper provided, create a web of the knowledge that your group shares about the silver fox.

Guiding Questions

•What’s makes a fox a fox?

•How can understanding the natural world improve the human condition?

•What is conservation biology and why is it important?

Learning TargetsContent Targets:I can use scientific and historic evidence to describe the evolution of the fox, wolf, coyote and/or domestic dog.– I can use scientific language and quantitative data to

describe the biological and physical characteristics of the silver fox.

– I can describe the preferred environment and range of multiple animals in the Canidae family.

– I can describe how the classification system for the animal kingdom developed and how it is used today.

– I can compare and contrast bones of different animals to determine their species and/or subspecies.

Learning TargetsSkillsI can read information text and identify important information about various animals in the Canidae family.– I can use text and electronic resources to help me

understand words that I do not know.– I can identify important information in complex text to help

me understand the characteristics of animals in the Canidae family.

I can use measurement tools to compare and contrast the physical features of different animals in the Canidae family. – I can compare and contrast bones to help me understand

the physical characteristics of animals.•

Learning TargetsSkillsI can create a full scale model of different characteristics of members of the Canidae family to demonstrate their similarities and differences.– I can use numbers and words to describe the

similarities and differences of members of the Canidae family.

– I can synthesize information from multiple texts to help me answer our guiding question.

– I can discuss my scientific thoughts and questions with my peers.

– I can create a concept/thought map that conveys my developing knowledge about the red fox and other members of the Canidae family.

Learning TargetsCharacter:

I can collaborate with group members to enhance everyone’s learning.

I can persevere when I am out of my comfort zone.

Common Text – Determining Importance

•Watch the Video: Wausau: On the Map (start at 5:23)

•http://video.wpt2.org/video/1722392834

.

•Take notes or highlight using the following guidelines

I = important new information about the silver fox

DI = detailed information that provides more details about something that is already on your chart.

Common Text – Determining Importance

•Read Chapter 1 of Bright with Silver by Katherine Pinkerton.

•Take notes or highlight using the following guidelines

I = important new information about the red fox

DI = detailed information that provides more details about something that is already on your chart.

Common Text – Building on what you knew!

•Add the information gained from this article to your web.

•Use a different color marker and a new recorder.

Mini-Lesson - ClassificationKingdom: Animalia

(organisms with cells that contain a nucleus with genetic material)

Phylum: Chordata

(vertebrates)

Class: Mammalia(air-

breathing vertebrates, warm-blooded, hair, three middle ear bones, mammary glands)

Order: Carnivora

Suborder:

Canaformia (long snout and non-retractile claws)

Family: Canidae

(dogs, wolves, and foxes)

Subfamily: Caninae

Tribe: Vulpini (true foxes) Tribe: Canini (true dogs)

Genus: Urocyon Genus: Vulpes Genus: Canis

Species: Urocyon cinereoargenteus Species: Vulpes Vulpes Species: Canis lupus Species: Canis latrans

Gray Fox Red Fox Coyote Gray Wolf

Expert Jigsaw - Determining ImportanceE

ach crew member selects one of the different species.

Locate your study station and join your new group.

Study the items and the text provided at your station.

Complete your recording form

Prepare for a two minute presentation to your group about your species.

Carousel

•Return to your group

•Rotate through the four stations with each expert giving a mini-lecture about your species

•While listening to your peers’ presentations, complete your recording form.

•Return to your table and add new information to your chart.

•Resort you bones and prepare a presentation about why you have resorted your bones.

Project

Draw a scale model of the tracks of the animal you studied in your expert group.

Work with your peers to use your drawings to represent the similarities and differences of your animals.

Write a “Gist” statement about your drawing.