This week, Seminar actually started before we entered!  We read an article from Friday’s Democrat and Chronicle: Children Explore Science in Summer.  As we read we were to jot down “ideas to steal” and “things to avoid during our own Science Camp.  A number of hands-on activities described in the article were worthy of remembering: the number of drops of various liquids that would fit on a penny; writing coded messages in white wax, revealing those messages by applying grape juice; making a tin foil and clay boat that would hold the most number of pennies.  The focus of the week-getting children excited about science, providing opportunities for them to explore and ask questions.  This resonated with us, as we are about to head into our Science Camp.  We want to be sure that we put “science” into the experience.  To do so, we will frame the work around an Essential Question (Ceb’s version:  What’s in there? and how do we know?that will be shared and revisited daily.  We will model the use of science talk and listen for the use of science talk with our campers.  We will be explicit about the practices of science. We will be sure that as the campers: explore, create models, collect data, analyze data, make claims supported by our data, and present their work to the community, that they realize that they are doing the practices of science, and identify themselves as scientists.  Our challenge will be to:  balance the doing and the understanding during the camp experience.

The Topic of the Day: Assessment… for this chart… we thought back to some of the work we did in 487… here are some of the assessments we wrote (this was a collaborative effort… with Admiral Tiarra… taking command):

Various Assessments done in 487

Various Assessments done in 487

We talked briefly about what NSES and NRC says about assessment… gone are the days… wait, that is not quite true… gone should be the days of one end point test to find out if/what learners learned…. the new ideas about assessment posit that assessment should happen before, during and after instructions to diagnose student learning; monitor student progress and guide teacher planning. Assessment should be a guiding force in what and how a teacher teaches and what students learn.  We never got to it, but we were going to make a list of some of the types of assessment will be used in camp.

We worked a bit more on our daily Camp Map…here is a not so neat version of where we got to on this… (previously, we added the practices for each day; Meta Map, Energizers, Ice Breakers and Team Building reminders)…today we added specifics about what will be done, and added a question of the day.

Messy, daily Camp Map

Messy, daily Camp Map

From there we split up into our Camp Groups and worked on Goals and Objectives

Daily Goals

Daily Goals

 A start on objectives days 1-3

A start on objectives days 1-3

a start on day 4-6 objectives

a start on day 4-6 objectives

Objectives are way harder to author than we believed… but with practice and revision work, we will be pros by the time we are done with this program!

Of course, I would love to report that we had enough time to complete the daily summary and then the closure, but I am unable to do so…. (an arrow for sure).

Right after class we modeled our Camp Tees… done Friday night, then washed, folded and separated by owner by Jill (mega thanks for doing so, Jill).

Tie Dye T's ready for camp.

Tie Dye T’s ready for camp.

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