FCAT Science » FCAT science

Teachers Conduct Hands-On-Minds-On Inquiry-Based Investigations During Teacher Training Workshop

Diana Wehrell-Grabowski — Mon, 23 Jan 2012 15:16:27 +0000

Teachers were actively engaged in the learning process as they conducted hands-on-minds-on, inquiry-based investigations to explore FCAT science content and concepts. I began the workshop with having teachers discuss how they help to develop and strengthen critical thinking skills in their students. Teachers conducted investigations to explore the nature of matter, physical science, earth and life science concepts. It was a great group of teachers, and fantastic Central Florida school. I expect great strides in the science classroom from this group of motivated teachers and their students.

Florida to Use Race to The Top Funds to Train More Math and Science Teachers

Diana Wehrell-Grabowski — Tue, 29 Nov 2011 23:58:06 +0000

Florida is facing a critical shortage of math and science teachers at the middle and high school level. Florida plans on using Race to The Top funds to spur the education of more of these critical instructors, according to the Florida Department of Education. I’m hoping that the Florida Department of Education seeks out quality educational experiences and long-term professional staff development for the math and science teachers that will be heading into Florida’s middle and high school science classrooms. Also, of importance is the need for teachers trained in STEM education practices. To read Leslie Postal’s article in November 28th, 2011 Orlando Sentinel see the following link.

FCAT Science Teacher Training Workshops

Diana Wehrell-Grabowski — Tue, 23 Aug 2011 01:42:51 +0000

Just back from conducting 10 days of teacher training workshops throughout the state of Florida. As always it’s a pleasure to share my expertise and enthusiasm for science with the teachers I meet. The 2011–2012 school year is no different than the previous years, school districts and schools want for their students to do well on the FCAT. For students to do well on the science component of the FCAT it’s essential that the students have had the opportunity to conduct hands-on-minds-on, inquiry-based science investigations throughout the school year. The students must be able to comprehend science concepts. If they have been taught science concepts through route memorization and paper and pencil activities, they are sure to do poorly on the FCAT. The FCAT requires students to be able to think critically, including extrapolating information from extended questions, as well as interpreting data from graphs. During two recent FCAT science teacher training workshops teachers explored a wide-array of science concepts from the Next Generation Sunshine State Standards. Teachers conducted hands-on investigations to explore Nature of Science, Earth and Space Science, Physical Science, and Life Science concepts. Conducting investigations that allow the student to see the connections to the Big Ideas is essential. The following photos are from recent FCAT science teacher training workshops. I’m wishing all the Florida students and teachers a great year ahead, to ask questions, develop critical thinking skills, as they actively explore all the wonders of science.

Florida Elementary Teachers Attend Teaching Science Through Children’s Literature Workshop

Diana Wehrell-Grabowski — Tue, 22 Jun 2010 00:16:43 +0000

Thirty elementary teachers attended a full-day hands-on-minds-on, inquiry-based teacher training workshop entitled Teaching Science Through Children’s Literature. Teachers were introduced to a wide-array of children’s literature that can be incorporated into the science classroom to teach intermediate level science concepts covering the New World-Class Sunshine State Science Standards. Teachers conducted a wide-array of hands-on-minds-on investigations to explore nature of science, earth and space, physical science, and life science concepts. Investigations undertaken by the teachers were directly connected to the Big Ideas within the New World-Class Sunshine State Science Standards. Teachers explored the states of matter with a unique non-Newtonian substance called . They also were introduced to how to use Oobleck to teach numerous earth and space science concepts. Teachers designed and constructed bottle biology ecosystems to reinforce a wide-array of life science concepts including: food chains, food webs, interdependence, limiting factors, oxygen cycle, nitrogen cycle, carbon-dioxide cycle, photosynthesis, and the water cycle. Teachers were introduced to many of Leonardo daVinci’s innovations and inventions by exploring the book Who Was Leonardo daVinci by Roberta Edwards. Teachers constructed simple parachutes and helicopters, and compared bird feathers to airplane wing design to explore force, motion, and energy concepts as well as make connections to the contributions of Leonardo daVinci to society. Teachers explored weathering and erosion concepts and the rock cycle by conducting hands-on investigations with Coquina Rock. Lastly, teachers observed and studied mangrove seedlings to reinforce numerous life science concepts. Each hands-on-minds-on investigation was directly related to selected children’s literature. All investigations undertaken during the teacher training workshop are directly related to FCAT Science annually assessed benchmarks. A sample of children’s authors included: Lynn Cherry, John Himmelman, Dr. Seuss, Ellen Prager, Kristine and Robert Thorson,Cherie Mason, Jean Craighead George, Carl Hiassen, and many others. All of the children’s literature introduced to the teachers and used within the teacher training workshop can be found and ordered from the following site.

Florida Teachers Attend Teacher Training Workshop to Explore Life Science Concepts

Diana Wehrell-Grabowski — Sun, 18 Apr 2010 14:19:21 +0000

I’ve been conducting full-day teacher training workshops for the past two weeks at a quaint beachside elementary school located in Volusia county, Florida. The six hour workshops are conducted for specific grade levels, aligning with their curriculum maps for the last 9 weeks of the 2009–2010 school year. The following photos were taken from the 4th and 5th grade teacher sessions. During the workshop teachers conducted numerous inquiry-based hands-on science investigations to explore life science concepts. Teachers recorded notes, observations, and attached specimens in their interactive student notebooks. Investigations made connections to the Big Ideas 14–17 from Florida’s Next Generation Sunshine State Standards. The teachers left the workshop revitalized, energized, and excited about exploring life science concepts with their students. Great group of teachers, and an example of a school that has placed emphasis on the importance of conducting meaningful science with their students. During the teacher training workshop teachers conducted the following investigations:

Conducted investigations to explore classification concepts (animal)
Conducted investigations to explore classification concepts (plant)
Conducted investigations to explore life cycles within the plant and animal kingdoms
Conducted investigations to compare and contrast among the plant and animal kingdoms
Designed and constructed a model of a plant or animal cell using a ziplock bag filled with Karo Syrup (represents cytoplasm), with additional materials placed within the bag to represent the cell organelles.
Designed and constructed a classroom terrarium representing a complete ecosystem (garden snails, pill bugs, earthworms, bird seed, soil, water, and decaying plant material were placed inside aquariums). Concepts covered included: interdependence, ecology, environment, food web, community, sun, energy, energy transformation, producers, consumers, and decomposers.
The key concept integrated within all investigations undertaken was structure and function in the plant and animal kingdoms.

Teacher uses a microscope to observe pond water organisms.

Teacher builds model plant cell from simple household materials.Cell model lab sheet used in making model of plant and animal cell.

Teachers used interactive student journals during teacher training workshop.

Teacher builds classroom terrarium to teach about life science concepts.

Teachers studied the Hibiscus plants as well as the animals that live on or near the Hibiscus plants.