Celia+Arlinghaus

[|Magic School Bus]

Phoebe is chosen to give a slam-dunk exhibition during the big basketball game. When she finds she can’t jump high enough because gravity is “pulling on” her, Ms. Frizzle takes the class into space and turns the Bus into a planet — with adjustable gravity!

Cultural Diversity =The 5E Instructional Model =
 * Declarations from the National Science Teachers Association **
 * Schools are to provide science education programs that nurture all children academically, physically and in development of a positive self-concept.
 * Children from all cultures are to have equitable __access__ to quality science education experiences.
 * Science teachers are knowledgeable about and use culturally related ways of __learning__ instructional practices.
 * Science teachers have the responsibility to involve culturally diverse children in science, technology, and engineering __career__ opportunities.
 * Instructional strategies selected for use with all children must recognize and respect differences students bring based on their cultures.
 * For teachers: **
 * Provide examples of scientific contributions from a variety of cultures.
 * Explore topics throughout the year that are common to many cultures, but __offer__ the chance for sharing of multiple perspectives such as pollution, farming, or freshwater supply.
 * Do nor assume that children have common experiences.
 * Encourage all students to share their personal experiences and don't let a few students dominate the exploration and explanations.
 * Prepare bulletin boards that include multicultural images of people and locations.
 * Select a variety of audiovisual materials that portray diversity.
 * Invite diverse scientist and engineers from the community to talk about their __careers__ with the class.
 * Understand that religious and cultural holidays are important events and do not penalize students for missing school to attend or for a lack of attention if they are present that day.


 * It represents an effective way to promote inquiry in the classroom.


 * Engagement || The teacher or a curriculum task accesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present __learning__ experiences, expose conceptions, and organize students’ thinking toward the learning outcomes of current activities. ||
 * Exploration || Exploration experiences provide students with a common base of activities within which current concepts (i.e. misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. ||
 * Explanation || The explanation phase focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. ||
 * Elaboration || <span style="font-family: Arial,sans-serif; font-size: 12pt;">Teachers challenge and extend students’ conceptual understanding and skills. Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students __apply__ their understanding of the concept by conducting additional activities. ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Evaluation || <span style="font-family: Arial,sans-serif; font-size: 12pt;">The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives. ||