Tuesday

7:00 - Breakfast

8:15 - Morning Gathering

Overview of the Day, Pre-Writing

This morning, we are going to explore the Question Formulation Technique (QFT), and watch part of a video about how the QFT unfolds in a science classroom (up to about 7:45), leading students to deeper inquiry. We will then think about how to generate open-ended questions that reveal student thinking.

Questions to consider for your writing into the day:

  • During the QFT, how did you feel as a learner?
  • How is this similar to or different from other brainstrorming strategies you have experienced?
  • How might you use QFT in your classroom?

9:15 - Morning Learning Experiences



Field Trip - This morning, we will head to Jordan River, and Cable Creek. Our inquiry work for today will be built around a natural experiment that looks at biodiversity.

Natural Experiments


Inquiry questions of the activity:

  • Is there a relationship between biodiversity and sample site?
  • How is biodiversity represented at our sample sites?
  • What relationship exists between biodiversity and water quality?



Day 2 Field Experience_2018
Four groups of Macroinvertebrates

Art and Science connection:


"John Dewey once commented that the stamp of the aesthetic needed to be on any intellectual idea in order for that idea to be complete"

from Elliot W Eisner (The arts and the creation of mind)


  • Critter sketch
    • Wet on wet
    • splatter paint


  • What kids draw?
    • What they see
    • What they know
    • What they imagine

12:00 - Lunch

1:00 - Independent/Team Work Time

2:00 - Whole Group Activity

3:30 - Breakouts/Birds of a Feather


Infographic Boot Camp - Hyler/Hicks


    • Hans Rosling’s TED Talk
    • How can we help students think about the story behind the numbers, to make sense of it, to examine their assumptions about the data, too?
    • Students may look at the graph, but they may not know exactly what that means… we need to help them truly understand how to use the info
    • Using the information that is accurate (not just the first meme that they see)
    • Incorporated many ways of relaying info through talking, image, motion, numbers



    • Think about the infographic's:
      • Audience
      • Purpose
      • Content
      • Format
      • Visual Design
      • Authorial perspective

What does the infographic communicate? How does it communicate it?



Literature Circle (Discussion of "I Am Coyote") - Merideth

    • Responding as a reader - unpacking the facts provided and feelings prompted by the text
    • Responding as a researcher - using the Question Formulation Technique (QFT) to consider the scientific claims and arguments of the book
    • Responding as a teacher - generating ideas for using the book (or parts of it) with students

How to deal with controversial science topics - Wiline

Data resources for climate change:


5:00 - Meet with Coach

  • Quick intro from Dale LeCaptain (CMU Chemistry Prof)

5:30 - Dinner

6:15 - Writing Out of the Day/Reflections

Evening Activities

  • (At least) 1 van will take a trip into town; leaving about 7:15ish and returning about 9:00ish

Homework

  • Continue project work