1/20/11 Unusual Jigsaw Puzzle As you enter take a piece of the
puzzle and begin putting it together.
Slide 2
Opening: Puzzling debrief What was unique about the puzzle?
What might be the assumption made when putting it together? What
was the key to finding a solution?
Slide 3
Creativity and breaking through Paradigms of thought The brain
isn't divided into compartments. In fact, creativity -- which I
define as the process of having original ideas that have value --
more often than not comes about through the interaction of
different disciplinary ways of seeing things. Sir Ken Robinson So
why does the system educate in silos or compartmental subjects? How
might this affect our students?
Slide 4
Creative people are curious, flexible, persistent, and
independent with a tremendous spirit of adventure and a love of
play- Henry Matisse French painter 1869-1954
Slide 5
Often times our current way of thinking about teaching and
learning is based on how we have been taught. We make assumptions
based on past experiences that at times stifle creativity,
innovation, and progress in making our teaching better. What
assumptions, (or ways of thinking) might educators make about
students, instruction, and learning? How might these assumptions
impact how we teach?
Slide 6
The 3 year old perspective Kids will take a chance- If they
don't know, they'll have a go. They're not frightened of being
wrong. (Look silly, or ridiculed) I don't mean to say that being
wrong is the same thing as being creative. What we do know is, if
you're not prepared to be wrong, you'll never come up with anything
original. And by the time they get to be adults, most kids have
lost that capacity. They have become frightened of being wrong. And
we run our companies like this, by the way. We stigmatize mistakes.
And we're now running national education systems where mistakes are
the worst thing you can make. And the result is that we are
educating people out of their creative capacities. Picasso once
said this. He said that all children are born artists. The problem
is to remain an artist as we grow up. I believe this passionately,
that we don't grow into creativity, we grow out of it. Or rather,
we get educated out if it. - Sir Ken Robinson So why is this? What
do we do that educates students out of a love for learning and
creativity?
Slide 7
Considering FOSS and STEM How do we prepare students for a
future and world that is undergoing exponential change due to
technology? How do we prepare students for a future when we dont
know what it will look like even 5 years from now? How do we
maintain a way of living for our kids that we enjoy today? How does
Inquiry based instruction rooted in learning through experience
address these concerns and questions?
Slide 8
Slide 9
Sir Ken Robinson
www.ted.com/talks/ken_robinson_changing_educatio n_paradigms.html
www.ted.com/talks/ken_robinson_changing_educatio n_paradigms.html
Changing Paradigms worth viewing-
Slide 10
Agenda Welcome and Introductions -The puzzling problem and life
cycles - Clip from Sir Ken Robinson Changing Paridigms Review
Investigation 3 Meet the Crayfish and interdisciplinary extensions
and Math Notes Science Stories and Language arts- Looking at
student work Investigation 4 Bess Beetles Water Module
(discussion)
Slide 11
Meet the Crayfish again!
Slide 12
Meet the Crayfish Handling and respect for the living Organisms
10 minutes to handle the crayfish and make observations Have you
noticed any interesting parts on your crayfish? How are the Pincers
and walking legs different? Alike? The parts you observed are
called structures. Use the Crayfish structures sheet to guide the
rest of the investigation observations. What are the structures of
a crayfish?
Slide 13
Discuss observations Crayfish belong to a class of animals
called crustaceans Record content inquiry questions for the
students *Crayfish have observable structures like Find differences
among crayfish- Male/female Word Banks -Crustaceans- are a class of
mostly aquatic animals that have hard, flexible shells, jointed
legs, and two pairs of antennae -Bristles-are short hairs on the
crayfish that help them sense things in their environment -
Carapace is the main body shell of crustaceans - Crayfish have
small leg like structures under the tail called swimmerets -
Pincers are the big jointed leg like structures in the front of the
crayfish What structures have you observed on the crayfish?
Slide 14
Crayfish Habitat What do we need to know in order to keep
Crayfish in the Classroom? Students record ideas on white boards
come back to conference -Feeding: How much how often? -Water: how
deep, temperature how often do we change it? -Air? Is an air
bubbler necessary? -Space-?Togetherness? The place where an animal
lives is called habitat.
Slide 15
Post the Crayfish log chart What do crayfish need for a Healthy
Habitat? -Clean cool water; food from plants and animals and
shelter (Science content Inquiry) Word Bank-Habitat, Elodea FOSS
Science Stories: Crayfish,Crawfish, Crawdaddy -Science Stories
Section review-
Slide 16
Crayfish at Home Observing Crayfish behavior- see guided
handout What do Crayfish do when something happens to them? Things
that animals do are called behaviors Review the response sheet
Slide 17
Crayfish Territory One 20 minute session 5 minute observations
for 4 days then a 20 minute session to discuss the observation Do
all Crayfish hide in Houses? Does each Crayfish have its own house?
Do two crayfish hide in the same house? How can we find out for
sure?
Slide 18
Design an investigation and plan How would we go about
answering these questions? Record observations for four days Did
any crayfish establish a territory? How do you know when an animal
has established a territory? What other animals behave like
crayfish in some ways? Review Interdisciplinary extensions
Slide 19
Maeves Questions about crayfish 1. What are the pincers for?
Will they hurt me? 2. Do crayfish pee and poop? 3. Do they eat
cheese sticks? 4. Why dont they close their eyes? 5. Do crayfish
sleep? 6. Do they sing? Make noise? 7. Why do the put their pincers
up? 8. What happened to its leg? 9. Where do they go when they die?
10. Do crayfish have families? 11. What are the babies like? 12.
What does their tail do? 13. How fast can the swim? 14. How do they
breathe? 15. What do the antennae do? Bristles? 16. How much do
they eat? 17. Have far can they walk? How fast can they walk? And
more
Slide 20
Interdisciplinary extensions 1. Math Extensions and Math notes
strategy Levels of blooms Taxonomy and thinking 2. Literacy-
Reading and writing in the content area 3. Home school connections
for parents and students
Slide 21
Meet the Bess Beetle
Slide 22
Meet the BESS Beetle Part -1 Care and Respect for animals
Collaborative groups 1. GO Getter 2. Starter/facilitator 3.
Recorder 4. Reporter - Record your observations and be ready to
report to conference in 10 minutes
Slide 23
Questions to help observations How do they Move? How do they
feel on your arm? Do they make sounds? Size? Shape? Body
segments?
Slide 24
Bess Beetles are insects What do you know about the structures
of insects? What evidence do we have that bess beetles are a kind
of insect? Teams respond
Slide 25
Insects have Insects have six legs and antennae Three body
parts: a head, thorax, and abdomen, In your teams answer the
following question: What do we need to know about bess beetles in
order to keep them in our classroom?
Slide 26
Bess Beetle Habitat Natural Habitat of Bess Beetles is rotting
logs of hardwood trees. Decaying wood provides both food and
shelter for the beetles. (they also like apples for food) They live
from Texas to Florida and as far north as Canada. They get moisture
and water from damp wood and you will need to spray the wood in the
habitat each day.
Slide 27
Word Banks and Content Inquiry The Life of Bess Beetles is in
the folio section not in the science stories.
Slide 28
Comparing Structures of Beetles and crayfish Which beetle
structures did you find most interesting? Use hand lenses,
flashlights (optional) copy of bess beetle observation sheet.
Students draw and label the structures Additional questions: -What
happens if the beetle encounters a balled up paper towel? Does it
climb it? How do beetles respond to light? How do they respond to
moving air? How do bess beetles eat? How do they make the
sound?
Slide 29
VENN Diagram Challenge: Identify 5 unique structures for each
organism and 5 similarities between the animals. Last: each
structure has one or more functions that help the animal survive in
its habitat. A function is how a structure works or how it is used
by the animal. How does a crayfish use it pincers? Tail flaps?
Antennae?
Slide 30
Challenge Choose three structures of the beetle and imagine how
the beetle might use the structure to help it survive in its
habitat. Have your team write 3 structures and its possible
functions on your white boards. Word Bank entries? Content inquiry
questions? Student question?
Slide 31
Maeves questions What do baby beetles look like? How big do
they get? What is there body made of? What do they eat? Where do
the live? Are they harmful to other creatures? What do they do with
there mouth? How do antennae work? What do they do? Why do they eat
apples? Do they like wood better than apples? How fast can they
move? Do beetles sing? Why is there shell hard and smooth? Can they
Fly? How far? How often? How do they see? How well can they see?
Why do beetles have hair? Why do their feet stick to stuff? And
more.
Slide 32
The Beetle Pull How strong is a Bess Beetle? Do you think a
beetle could pull something equal to its own weight? How can we
find out? How many grams can a beetle pull in relation to its own
mass? -Go getter -Starter/facilitator -Recorder -Reporter See
guided handout
Slide 33
Project ideas handout In year one you may or may not engage
students in a project.
Slide 34
Closing In your opinion what was the most beneficial thing we
did in our session? How has what you learned today changed your
thinking about instruction? What will you go back and directly
apply to your classroom? Share any specific feedback for us in
making our sessions better