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Welcome Page - Please write your name as an attendance check-in.

Mike L

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Warm-Up Quiz

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Seminar Discussion

In round-robin fashion, with all devices closed (laptops, tablets, phones, etc.), recall one of your selected quotes, and paraphrase it for the group, and then briefly explain why you selected it (do not read your quote or explanation from your notes). The other group members listen but do not respond.
After each of your peers has contributed, respond to what you heard by beginning a free-flowing discussion, showing what you learned or found most meaningful.
After the discussion, open your devices and write down any further comments, reflections, or insights as a postscript to your essay. Copy and paste each of your selected passages, essays, and postscripts into a document to be submitted at the course end.

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See you in 10 minutes.

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This Photo by Unknown Author is licensed under CC BY-SA

Collaboration in Science involves learning with and from others to elaborate scientific ideas and processes. The process of peer review, and the seeking of expert consensus, are valued practices in the scientific endeavour. The advancement of science often occurs through collaboration amongst scientists and teams of scientists. Learners seek to understand diverse perspectives, voices, and ideas, seeing these as integral components of the scientific process.

Learners

understand that in science, new ideas often build upon the contributions and ideas of others.

value the scientific contributions of others.

participate in the process of asking scientific questions of themselves and others, and actively listening to responses.
contribute by working through differences and show a willingness to compromise or change perspective in response to scientific evidence, as participating members of scientific teams.
collaboratively gather and interpret empirical data, striving for a shared understanding of its scientific meaning.
commit to their role as part of a team with a collective purpose towards a common goal in inquiry, design, and decision-making processes.

Source: Manitoba Science Curriculum Pilot (2025). https://www.edu.gov.mb.ca/k12/cur/science/docs/sci_gr6_eng.pdf

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Learning Objectives

Participants will:

Experience and reflect on collaborative scientific practices
Explore how ideas evolve through group interaction and peer feedback
Practice respectful communication, active listening, and collective decision-making
Understand how to support student collaboration in science learning

This Photo by Unknown Author is licensed under CC BY-SA

Materials

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How Do You Collaborate?�I will begin by reading out the statements below. Position yourself along a room-length spectrum (Strongly Agree to Strongly Disagree).

“I work best alone.”

“Other people’s questions improve my thinking.”

“I find it hard to speak up in a group if others seem more confident.”

“In science, disagreement can lead to deeper understanding.”

“It’s more important to reach consensus than to prove I’m right.”

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What did you notice about our positions?

When does collaboration feel hard or easy?

What values guide effective scientific teamwork?

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This Photo by Unknown Author is licensed under CC BY-SA

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Artistic Collective

In groups, draw a representation of the science concept written on the top of each chart paper displayed around the room. Every two minutes, rotate and add onto another group's drawing.

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How Shadows Form�(Light source, opaque objects, angles, and movement of the sun)
The Water Cycle�(Evaporation, condensation, precipitation, collection)
What Makes Something Float or Sink?�(Buoyancy, density, water displacement)
Plant Life Cycle�(Seed, germination, growth, flowering, reproduction)
How Clouds Form�(Condensation, air temperature, water vapor)
The Phases of the Moon�(Orbit of the moon, light reflection, lunar cycle)

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Discussion

How did you feel adding to someone else’s thinking?

Did your own idea shift after seeing others’ work?

How can we help young learners value shared ideas?

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This Photo by Unknown Author is licensed under CC BY-SA

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Consensus Countdown�

You are a team of scientists designing a weather balloon mission. You must agree on 3 key items to take on your mission in 5 minutes. One person has veto power, one is the note-taker, and others must reach consensus fast.

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How did you handle disagreement?

What strategies helped reach consensus?

What parallels do you see with how scientific teams work?

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This Photo by Unknown Author is licensed under CC BY-SA

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Climate Change Roundtable�In groups, role-play different stakeholders (e.g., youth activist, farmers, policy makers, Indigenous leaders, fishers, and cottage owners) brainstorming a response to the decline of Lake Winnipeg. Before you begin your roundtable discussion, spend the first 10 minutes to research Lake Winnipeg’s predicament and your stakeholder’s perspective. Towards the end of the discussion, the group should try and develop a shared recommendation.

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This Photo by Unknown Author is licensed under CC BY-SA

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Design a Resilient Schoolyard�

Collaboratively redesign one of your practicum schoolyards to support biodiversity, collect rainwater, and reduce heat (and any other changes you can think of). Draw a labelled model and present your vision to the whole class.

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This Photo by Unknown Author is licensed under CC BY-SA

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Think-Pair-Share

What opportunities for collaboration

could you provide in your future classroom?

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This Photo by Unknown Author is licensed under CC BY-NC

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For next time:

Check the reading schedule.
Bring your notes to our next session for discussion.

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This Photo by Unknown Author is licensed under CC BY-NC

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Impacts on Health: Campaign for

Vitamin N

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Due date for the WWF is today!

If you are submitting to the WWF,

remember to copy and paste all of the information into the online form provided.

Scroll down to Primary Schools and select Apply Now.

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Presenters: In-class lesson: Impacts on Health - Campaign for Vitamin N (“N” for nature) (LSF) -Download here

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Provocation and Question Generation

Provocations

To hook student interest, choose one or more of the provocation ideas to initiate student thinking.

Image Impressions

Pollution exists in many forms. There is air pollution, water pollution, terrestrial (land - litter, plastic) pollution, noise pollution, and light pollution to name a few. Search for images that depict the harmful treatment of nature. Below are some [creative commons] examples (Click the photo to access the source url).

Print off the images (or find your own to print), stick each one on a piece of chart paper, and mount them around the classroom so that students have space to walk around, think about what they see, and respond. This activity is best done in silence with students looking at the pictures as they would in a Gallery Walk, viewing the images, and writing their reaction to the image or interpretation of what they think the image is saying directly onto the chart paper surrounding the image. They can use words or drawing to demonstrate their feelings towards the images. Allow enough time for students to look and respond thoughtfully.

Question Generation

At this point in the inquiry, we want to harness students’ curiosity and build off of the provocations that have captured their interest by generating meaningful questions to continue to drive the learning process. This section will outline pathways for question generation depending on the provocation(s) that your class engaged with.

Once the gallery walk is complete allow students time to read or discuss the reactions written on the papers.

During the See, Think, Wonder routines students share their thinking.

Example Activities�Option 1:�Working in pairs, each group of students receives a See, Think, Wonder worksheet. Ask each pair to choose a particular image to respond to. Once students have a chance to discuss with a partner what they ‘think’ and what they ‘see’ when looking at the image, students work together to come up with a list of questions that they ‘wonder’ about when looking at the image. These wonderings can then be collated and the class can choose questions to drive the inquiry on understanding Vitamin N.

Option 2:

Have each student make a “picture frame” by cutting out a frame shape from a heavy stock boxboard (old cereal box) or use popsicle sticks glued into a picture frame shape. Take students on a simple walk in the schoolyard to capture nature’s beauty. When students find something in nature that they think is beautiful, have students lay their frames over the object or scene. They can share their captures using another Gallery Walk or they can use a device to photograph their capture to bring back into the classroom.

Generate questions on the captures that students find. Here is a resource to help:

Activities for Teaching Children to Ask and Answer Questions

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Provocations and Question Generation

Video: https://www.youtube.com/watch?v=OqHp03RRTDs&t=285s

Kahoot!: https://create.kahoot.it/share/pollution/7f4bc6e0-f750-416f-be83-4ee0ffdf9088

What do you See Think and Wonder about the image?

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Table 1: See, Think, Wonder

See:

Think:

Wonder:

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Table 2: See, Think, Wonder

See:

Think:

Wonder:

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Table 3: See, Think, Wonder

See:

Think:

Wonder:

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Table 4: See, Think, Wonder

See:

Think:

Wonder:

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Table 5: See, Think, Wonder

See:

Think:

Wonder:

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Table 6: See, Think, Wonder

See:

Think:

Wonder:

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Knowledge Building

At this stage, students may be ready to engage in a group knowledge-building

activity. It will encourage students to open their minds to many alternative ways of thinking about the provocations and ideas that have been generated thus far in the inquiry process. Engaging in a class Knowledge Building Circle (ideally outside if possible) is a good opportunity to delve deeper into the topic of human health and encourage participation from many students in the classroom. Find your way into a circle where everyone can see one another and if this is your first knowledge-building circle, make sure that everyone understands their role in the circle. You could pose some guiding questions to the group and mediate the conversation as required. It is a good idea to take notes throughout the discussion or otherwise record the experience to refer to when gauging students’ growth in understanding.

Example Activity:

What is vitamin N? According to Richard Louv, author of many books including Last Child in the Woods and Vitamin N there are 10 reasons why children and adults need Vitamin N.

1. The more high-tech our lives become, the more nature we need.

2. Humans are hard-wired to love and need exposure to the natural world.

3. We suffer when we withdraw from nature.

4. Nature brings our senses alive.

5. Individuals and businesses can become nature smart.

6. Nature heals.

7. Nature can reduce depression and can improve psychological well-being.

8. Nature builds community bonds.

9. Nature bonds family and friends.

10. The future is at stake.

Looking at this list of 10 reasons why adults and children need a healthy dose of Vitamin N, choose up to 5 reasons (bolded ones are our suggestions to focus on with students in grades 3-6) to be at the centre of your knowledge building.

Using a Knowledge Building Circle, explore these statements to allow students to express their understanding and build their knowledge around the importance of nature for health and well-being. Students may find that they want to share stories about their experiences in nature and how those experiences impacted them.

Possible knowledge-building circle questions:

· How do you feel when you are outside?

· What is your favourite place to be? Why?

· When is your favourite time to be outside?

· Do you feel different when you are inside?

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What is vitamin N? According to Richard Louv, author of many books including Last Child in the Woods and Vitamin N there are 10 reasons why children and adults need Vitamin N:

The more high-tech our lives become, the more nature we need.
Humans are hard-wired to love and need exposure to the natural world.
We suffer when we withdraw from nature.
Nature brings our senses alive.
Individuals and businesses can become nature smart.
Nature heals.
Nature can reduce depression and can improve psychological well-being.
Nature builds community bonds.
Nature bonds family and friends.
The future is at stake.

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Top 5 Choices + Sharing in a Circle

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Determining Understanding

Use responses to inform and guide the learning process. They can provide insight into which concepts need clarity, what many students are already well informed about, and a general direction that many students want to pursue.

Students choose one of the statements from Richard Louv’s list of 10 reasons why adults and children need Vitamin N and create a poster to support that reason. The poster should be focused on a good slogan and clearly show, through text and drawings, the message you want to convey. Examples of slogans:

· Put Down the Screen and Go Outside

· Screen Time vs Green Time

· Go Wild - Spend Time in Nature

· Love Your Mother (Nature)

· Nature Each Day Keeps the Doctor Away

· Just Do It! Get Outside!

· Give a Hoot, Don’t Pollute

· Do Your Share for Cleaner Air

Here are two examples of posters to promote an “anti-idling” campaign. Ask students to consider how the message is being conveyed. There is little text, but drawings and symbols also send the message. Have students make rough drawings of their posters and incorporate these techniques to make their message understood.

This site shares the Advantages of Posters in Education and suggests 6 attributes that a quality poster should contain. This could help in developing the success criteria with the students.

Possible Discussion Questions:

· What does idling mean? Why is this a problem?

· What do you think each symbol on the posters means?

· Why is there a dollar sign on the poster?

· How does the use of capital letters and/or colour help make the point?

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Promoting Vitamin N:

Create a Poster

Choose a statement from Richard Louv’s list of reasons why adults and children need vitamin N and create a poster to support that reason.

Elements:

Catchy Slogan
Clear message through text & drawings

Example slogans:

"Screen Time vs Green Time"
“Give a Hoot, Don’t Pollute”
"Nature Each Day Keeps the Doctor Away"
"Love Your Mother (Nature)”
“Just Do It! Get Outside!”
“Do Your Share for Cleaner Air”

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6 Attributes to a Quality Poster

Simplicity

Brevity

Attractiveness

Size

Appropriateness

Colour/Design

Clear and easily understood from a glance

Less is more

It captures the attention

Easily identified from a distance

Topic and image corresponds to subject

Bright colours and white space importance

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Richard Louv’s 10 Reasons

1. The more high-tech our lives become, the more nature we need.

2. Humans are hard-wired to love and need exposure to the natural world.

3. We suffer when we withdraw from nature.

4. Nature brings our senses alive.

5. Individuals and businesses can become nature smart.

6. Nature heals.

7. Nature can reduce depression and can improve psychological well-being.

8. Nature builds community bonds.

9. Nature bonds family and friends.

10. The future is at stake.

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Unpacking the Activities

What value do each of these activities bring? What were the highlights? Why did those moments stand out for you?

How might you adjust the facilitation of the activity? (facilitators or participants)

How else would you adapt the activities to meet the needs of your students? (i.e., making the necessary accommodations to ensure all students in your specific practicum class have success)

How might these activities lead to or integrate other subjects or broader goals such as Sustainability or Indigenization?

Other thoughts?

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