Science PD with Susan Heeps: Meeting/reflection on lesson March 13th

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'When we notice things we automatically connect with out prior knowledge' 

Susan Heeps, 2017

Observing our environment

1: Lay under tree and look/listen
2: write down anything we saw-no talking- just what is in your head
3: share what you wrote
4: draw a leaf
5: find one that is different in 2/3 ways
6: why is it different? Describe with your group.
7: why do you think it looks like that? what is the purpose of.. leaf shape, structure etc.

Follow on: 
-leaf rubbings
-laminate different leaves and look over time, what is the patter?
-leaf detective, (teacher take photos and students find the place where the leaves are, higher grades, 'why do you think that leaf grows there? shape? colour etc)
-cut leaf sideways, look at the structure
-pummel in mortar and pestle, get colour out with metho.


Ice +3 activity 

Blue ice cube, yellow ice cube and oil, water, or air.

When recording we make a big deal about date because we are collecting data.
Experience because an experiment needs a result.
The drawing is representative, a model.
different perspectives is important, think outside of the box when using senses.

What is the big idea in all of these. (change)   Look at Science and SOS curriculum.

Vocab:
variables

Q's about introducing peer review as a great purpose for documenting our findings and writing.


Let the students experience accountable talk before introducing peer review. Less threatening, need to have practice discussing.  
Already doing agree/disagree and why. 🙋YAY!
Need to visit each other's work and talk about what we see. What speaks to us. Doesn't have to always be right/wrong.  Agree/disagree promotes evidence backed thinking without right/wrong. 
Discussion is good, doesn't always have to be recorded/written/video'd. It still happened. 



Next Steps:
Do reading and fill out Padlet with ponderings.

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