k-3 elementary science curriculum network august 6, 2015
TRANSCRIPT
K-3 ELEMENTARY SCIENCE CURRICULUM NETWORK
August 6, 2015
What is Unique about Science?
Write down your ideas and share with your table.
Hopes and Fears
5 Minutes: Individually write down: What do you hope to
learn/accomplish during this workshop?
What concerns do you have?5 Minutes: Discuss your ideas with your table group. Be prepared to share your ideas with
the whole group.
What’s Happening with MDE?
Fall 2015: Anticipated State Board of Education adoption
Michigan Science Standards (but really...they’re NGSS)
4-5 year implementation timeline
Note: This info is subject to change
Michigan Science Standards and NGSS
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2-ESS2-2 MI Develop a model to represent the state of Michigan and the Great Lakes, or a more local land area and water body
What are they?Why should we use them?How will they enhance student learning?
Science Notebooks
IMPACT OF HANDS-ON SCIENCE & SCIENCE NOTEBOOKS ON STUDENT ACHIEVEMENT
Research shows that student understanding and literacy skills improve when students do hands-on minds-on science and use science notebooks to make sense of their science investigations.
Scientists use notebooks… As a guide and/or reference As a place to record
data, observations, illustrations, reflections questions,ideas while working
As a place to collect and record claims and evidence to support their inquiry
To make thinking visible To document their organizational growth
over time
Each scientist’s notebook is unique to that person, that experiment, that situation
The notebook is a collection of thoughts, ideas, sketches, data, equations – a running record of the scientist’s thoughts
Organization and neatness do not happen by accident
There is no “right way” or format
Dr. Jennifer AndersonPlanetary Geologist
Brown University
Students Model the way that a Scientist Works
What are InteractiveScience Notebooks?
A note taking process A student thinking tool And organizer for inquiry questions or engineering
problems A way to access and process the learning utilizing
various modalities A place for writing rough drafts based on hands-on
learning A personalized textbook A working portfolio – all of notes, class work,
drawings, charts – in one convenient spot. A formative assessment tool for teachers
Why Use Interactive Science Notebooks?
Improve organization skills Improve critical thinking skills Express understanding creatively
Science Notebook Supplies
scissors
colored pencils
pens & pencils
NO MARKERS!
Notebook
Glue or glue stick
Personalize Cover and/or Author Page Students use photos, clippings,
markers, glue, paper, and scissors, etc., to decorate the cover of their Interactive Student Notebook.
It will look like the cover of a book that describes what the student loves about science or wants to learn in science class.
How is it Organized?
1) The Notebook has a title page
2) Table of contents
3) Teacher supplied notes
4) Student created graphics/notes
Table of Contents (Grade 3 & Up) This is the student’s organizing
page. It can be as detailed as the students
want It will help you evaluate their work
and comprehension It is an outline of their notebook
and can be filled in as they go Make sure students leave enough
room, especially for big units
Table of Contents Example
3 Columns:• Date• Entry• Page
Date Title
RIGHT PAGE LEFT PAGE
Student Responses
Pg #
Teacher Information
Right Side? Left Side?What Goes Where?
Left SideStudent Output
Lots of ColorThe brain remembers things in color better.
Concept Maps Drawings Reflective Writing Questions Data and Graphs Songs Poems Data from Experiments Cartoons or cartoon strips
Right SideTeacher Input/ContentBlue or Black Ink/pencil
Information given in class Notes from class Lab Activities Procedures for experiments Classroom Specific Information
Interactive Notebooks …
Can be in pencil, crayon, or colored pencils
Are personal and unique to each student
Allow students to doodle or draw in their notebook and still be on task!
In an Interactive Notebook, Key ideas are underlined in color or
highlighted Arrows are used to show
relationships between graphics and notes
Diagrams, sketches, cartoons, charts, graphic organizers, songs, really anything can be included
Student Example
http://www.youtube.com/watch?v=NVdRfuWe4YM
“A Bit More On The Left”Getting Students to Think About Their Learning
REFLECTION: Use Guiding Prompts:What are you curious about?What would you like to test?What was the main idea?What are the important details to remember?How does this relate to your life?What don’t you understand?
OUTPUT(your interpretation)
INPUT(notes from teacher)
Example page:
Using a Science Notebook with the Oakland School Science Units
It is recommended that science notebooks be used to support student learning.
The goal of the notebook is for students to develop the ability to collect data, make sense of them and share with others.
Features and Policies to consider: Use a bound notebook – cut and paste materials into it. Or, a
notebook can be created using a folder and writing paper. Templates may be provided
K-1 It will be helpful to number the pages and date the entries. Gr 2 Numbered pages, dated entries, right facing pages are
teacher input; left facing pages are student input. Gr. 3 will include a Table of Contents
Important! Science Notebook prompts are provided within the Science Units!
Kindergarten Example
Kindergarten: Observations with SensesSight: Exploring Leaves
Review with students how to use their science notebooks to draw and label things they observe. Direct students to individually draw and label two examples of leaves with different characteristics. “Think first about the leaves and how each of them looks. Draw them next to one another in your science notebook. We are going to label and compare how our leaves are alike and different using colored arrows from one to the other.” Show an example of arrow use with two different objects. Circulate as students are working and encourage them to scientists and add more detail to their leaf diagrams. Select examples to share later with the whole class to illustrate quality work.
Third Grade Example
Make a large diagram on a class chart like the one below (Frayer Diagram). Write the word “Force” in the center. Tell the class they are going to come up with a class definition for force. Have students make a copy of this diagram in their notebooks (or use template handout). Allow time for pairs of students to complete the template.
Close the lesson by having students reflect on their experience and learning in their science notebook. Sample notebook prompts: Before, I thought forces ……..Now I think forces…… One question I have about forces is……… Choose an example from your investigations and draw a labeled diagram describing the path, direction and force for an object you explored. Use arrows and labels to explain what is happening in your diagram.
Compare Readers and Writers Workshop Model with Science
Mini-lesson Exploration Time Meeting Time
(Making Meaning) Scientist’s Notebook
What are the New Oakland County Science Units? Comparing Two Lessons
In your science notebooks, your first entry will be: Comparing Two LessonsLook in your binder.Review the two lessons, carefully. What do you notice? What do you think is going on?What do you wonder?5 Minutes: Record your ideas in your science notebook (Right side? Left side? What do you think?)5 Minutes: Share ideas with your table. Be prepared to share your table ideas with the whole group.
Accessing the New Science Units on the Oakland Schools Website.
Binder Handout: Getting to SCoPE on Atlas
Open a web browser and type in the web address:
http://oaklandk12.rubiconatlas.org/public
IMPORTANT: You will not find Version 2 on your district’s access to SCoPE. More information later.
Let’s look for a third grade unit
Key Question for Unit 1 K-3
How are scientific properties used to choose materials to solve problems?
Sound: Shake and Match
Select a container. Gently shake your container while carefully
listening to the sound. Record words, in your science notebook, that describe what you hear (loud, soft, jingle, clank, rustle, swish, etc.) Add as many descriptive words as you can.
Using ONLY your ears, find another person with a container that matches your sound. Once you have found your sound, sit down next to that person.
Once everyone is seated, you may open your containers to reveal if the items are the same.
“Hear” - - Think - - Wonder
What did you hear when you shook your container?
How did you find your match? Is this the only match in the room? What evidence do you have that this is
the only container that is a match? What does this make you think about
sound? What do you wonder?
What are the 5Es?
What do you know about the 5E Instructional Model?
Discuss with your table group (5 minutes). Be prepared to share with the whole group.
The 5E Model
Encourages students to assess their learning progress.
Evaluate
Applies and extends students’developing ideas to new contexts
Elaborate
Introduces formal language, terms, symbols, and models.
Explain
Provides opportunities for students to examine their ideas through first hand experiences.
Explore
Focuses student attention on the context and concepts of the unit.
Engage
Encourages students to assess their learning progress.
Evaluate
Applies and extends students’developing ideas to new contexts
Elaborate
Introduces formal language, terms, symbols, and models.
Explain
Provides opportunities for students to examine their ideas through first hand experiences.
Explore
Focuses student attention on the context and concepts of the unit.
Engage
Binder: Inquiry Application & the 5E Model, What the Teacher/Student Does
Engage
Makes connections to prior knowledge
Elicits preconceptions
Stimulates curiosity Drives inquiry into
a central question Provides a sense of
purpose
Discrepant events Central question Anticipation
Guides Other?
Focuses student attention on the context and concepts of the unit
Explore
Provide experience of the phenomena
Challenge pre-conceptions
Reinforce prior knowledge
Opportunity to build experience base
Investigate questions and problems.
Provide common examples of patterns
Making observations Generating
questions Investigating
materials Investigating a
question Looking for patterns
Provides opportunities for students to examine their ideas through first hand experiences.
Explain
Concept development Students develop
explanations based on observed patterns and evidence
Expert explanation presented
Students compare ideas with each other and with experts
Science terms used to label concepts
Use a variety of sources of expert information: Read from text Lectures Videos Internet research Other?
Introduces formal language, expert explanations, terms, symbols, and models
Elaborate
Apply concept and terms to new context
Extends student thinking
Application of knowledge to real world
Provides data for self- evaluation and formative assessment
Design investigations
Model building Engineering
challenges Problem solving
experiences
Applies and extends students’ developing ideas to new contexts
Evaluate
Provides evidence of student mastery of key concepts and skills
Provides evidence for changes to students’ understanding, beliefs, and skills
Opportunity for students to review and reflect on their understanding and skills
Open-ended questions
Performance assessments
Final projects
Encourages students to assess their learning progress.
Sound: Shake and Match
Which stage of the 5E Instructional Model was addressed in our activity? What was the teacher doing? What were you, as students, doing?
Digging into Unit 1
Examine the Engage Activity from your Grade Level Unit 1. If there is more than one cycle in your unit, look at both cycles.
On the next page in your science notebooks, title the page: Grade ___ Unit 1 Engage
Reflect on the following in your notebooks: Does the engage activity in your unit align
with the Engage Stage described in the handouts?
Continue on next slide
Digging into Unit 1
What would make implementation of this activity difficult or challenging? Consider the following: Materials acquisition and management Group work Transitions Assessments
What will you do differently to make sure that this activity is implemented with fidelity?
Think about the Science and Engineering Ptractices.
NGSS Science and Engineering
Practices (Appendix F) Asking questions (science) and defining problems
(engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematical and computational thinking Constructing explanations (science) and designing
solutions (engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating
information
Let’s Explore: Separating Materials Discuss with your table group:
What are properties? How can properties be used to describe and sort objects?
Look at the photos of MIXTURES provided on your table. As you look at each picture, discuss the question with your table group.
Now, look at the photos of TOOLS. How are these examples of screens alike? Different? How could these tools help you as scientists solve the
problems on the mixture slides? Match the photos of the mixtures with the screens
you think would help you solve the problem.
Separating Mixtures
What property did you use to separate the mixtures? Discuss with your table group.
In your notebooks, create a chart to record the data you collected:
As scientists you used screens as a tool to help you do your job. What are some other tools that scientists use?
In your science notebooks, draw and label a tool you have used as a scientist and write 2-3 sentences explaining how the tools helps scientists do their work.
Why is this activity considered an EXPLORE activity? ( Remember your handouts)
Photo Screen Reason
A - Beads #2 Other screen holes are too
small
Digging into Unit 1
Examine the EXPLORE Activity from your Grade Level Unit 1. If there is more than one cycle or more than one explore activity in your unit, look at all of them.
On the next page in your science notebooks, title the page: Grade ___ Unit 1 Explore
Digging into Unit 1
Share ideas with your table group and reflect on the following in your notebooks: Does the explore activity in your unit align with the Explore Stage
described in the handouts? What would make implementation of this activity difficult or
challenging? Consider the following: Materials acquisition and management Group work Transitions Assessments
What will you do differently to make sure that this activity is implemented with fidelity?
What assessment data can you collect from this activity? Which Science and Engineering Practices were used in this
activity?
Let’s Explain: Mixtures
Let’s take a look at mixtures! We are going to look at examples of how
scientists use different types of properties and tools to separate materials.
What is a Mixture?
Adapted from Slideshare by jahnkee
What are some physical properties of matter?
We knew: Color Odor Magnetic Floats or sinks
We learned: Flexibility Texture Size Absorbency Hardness
What is a Mixture? Forms when two or more
materials combine Can be separated by
observable properties of materials
Salad is an example of a mixture
The lettuce and vegetables do not change when mixed
Is cereal a mixture?
Yes…the properties of the substances do not change.
You can still see the bananas, cereal, and milk.
Substances in a mixture can be separated by their physical
properties…
Milk and cereal can be separated by pouring the mixture through a strainer.
The cereal would be trapped in the strainer and the milk would pass through.
QUESTION:
How could you separate a mixture of sand and sawdust?
ANSWER: You can
separate the sand from the sawdust by adding water. The sand will sink and the sawdust will float.
Sawdust
Water
Sand
QUESTION:
Which scientific tool could you use to separate a mixture of iron filings and sand?
ANSWER: You can
separate the iron filings from the sand by using a magnet.
Iron filings
Solutions are a special kind of mixture
One of the substances dissolves in another The substance
spreads out evenly Solutions may be clear
or colored
You can make a solution when you stir sugar into water. The
sugar dissolves and the water remains clear.
Do all substances dissolve?No…if you mix
sand with water, the sand does not dissolve but settles on the bottom of the glass.
Sand + water
All solutions are mixtures but not all mixtures are
solutions Sugar + Water = ?
Mixture and a solution Sand + Water = ?
Mixture but not a solution
Other examples of solutions:
Soda = Gas + Liquid Jewelry = Solid + Solid Air = Gas + Gas
Challenge You are given a mixture of salt, sand, and gravel. Design a plan to separate this mixture? What tools would you use? List your steps in order.
Mixtures: Explain
Continue your discussion: You are given a mixture of salt, sand and gravel.
With your table group, discuss and design a plan to separate this mixture.
In your science notebook, list the tools you would use and your steps.
Let’s share some examples! Why do people make mixtures? Why do
people want to separate mixtures? Discuss.
Mixtures: Explain
Listen to the story, Stone Soup. After each ingredient is added,
think about why the item was added to the soup. Can you think of other things you eat that are
better as a mixture? Why not eat the items separately?
What are other examples of things that are better as a mixture?
Why is this activity considered an EXPLAIN activity?
Hint: Use your hand-outs!
Digging into Unit 1
Examine the EXPLAIN Activity from your Grade Level Unit 1. If there is more than one cycle or more than one explain activity in your unit, look at all of them.
On the next page in your science notebooks, title the page: Grade ___ Unit 1 Explain
Digging into Unit 1
Share ideas with your table group and reflect on the following in your notebooks: Does the explain activity in your unit align with the Explain Stage
described in the handouts? What would make implementation of this activity difficult or
challenging? Consider the following: Materials acquisition and management Group work Transitions Assessments
What will you do differently to make sure that this activity is implemented with fidelity?
What assessment data can you collect from this activity? Which Science and Engineering Practices were used in this
activity?
Let’s Elaborate: Sinking and Floating
In your science notebook, make a labeled drawing and description of the two items in front of you. Share your descriptions and the objects’ properties at your table.
Consider the tub of water. Is there another property that could be used to describe the objects? Test them. What did you find out?
In your science journal, create a chart.
Select 6 items to test with your partner. Discuss your predictions and observations. Take turns testing your objects. Record your observations.
Object Draw and Label
Predict Observed
Rock
Let’s Elaborate: Sinking and Floating
Did anything surprise you? Does sinking and floating make any of these items more useful? Is there anything that sinks or floats most of the time? Does what the object is made of make a difference? Does the shape of the object make a difference? If you were going to build a raft, which objects would you choose to use?
Why? If you were going to build a toy to use in the tub or lake, which would
you choose? Why? How can you change an object that sinks into one that floats?
Demonstrate. Can you change an objects that floats into one that sinks? Demonstrate. Option 1: In your science notebook, record: What I Learned about
Sorting by Properties; using an I Can statement. Option 2: Draw and record how you can change the shape of an object
to make it more likely to float.
Digging into Unit 1
Examine the ELABORATE Activity from your Grade Level Unit 1. If there is more than one cycle or more than one elaborate activity in your unit, look at all of them.
On the next page in your science notebooks, title the page: Grade ___ Unit 1 Elaborate
Digging into Unit 1
Share ideas with your table group and reflect on the following in your notebooks: Does the elaborate activity in your unit align with the Elaborate
Stage described in the handouts? What would make implementation of this activity difficult or
challenging? Consider the following: Materials acquisition and management Group work Transitions Assessments
What will you do differently to make sure that this activity is implemented with fidelity?
What assessment data can you collect from this activity? Which Science and Engineering Practices were used in this
activity?
Let’s Evaluate: Build a Boat
Today you will be working like engineers to solve a problem. Let’s begin with a story.
Challenge: To design a boat that will float. 1. Fit in the water container2. Be made from materials in on the supply table3. Apply what you know learned about the property
“sink and float”4. Carry passengers (marbles) without sinking
Complete Part I of the Boat Design Report. Test your boat. Complete Parts II and III. Identify ways that your boat can be improved (float longer,
hold more passengers). If there is time, redesign & retest your boat.
Let’s Evaluate: Build a Boat
Questions to discuss with your table partners: Which materials did you choose for building your
boat? What properties did they have that made them useful?
Did you change any of the materials to make them better floaters?
How well did your design work? What was the best part of your design?
How did you change your design to make it better after testing it with passengers?
What could you change about your design to make your boat move without touching it?
Digging into Unit 1
Examine the EVALUATE Activity from your Grade Level Unit 1. If there is more than one cycle or more than one evaluate activity in your unit, look at all of them.
On the next page in your science notebooks, title the page: Grade ___ Unit 1 Evaluate
Digging into Unit 1
Share ideas with your table group and reflect on the following in your notebooks: Does the evaluate activity in your unit align with the Evaluate Stage
described in the handouts? What would make implementation of this activity difficult or
challenging? Consider the following: Materials acquisition and management Group work Transitions Assessments
What will you do differently to make sure that this activity is implemented with fidelity?
What assessment data can you collect from this activity? Which Science and Engineering Practices were used in this
activity?
5E Sequencing
Consider the activity descriptions provided. In your table groups, come to a consensus on the 5E sequence and provide a justification for your decisions. Let’s try this together: Activity 7: Modeling Erosion Purpose: To describe evidence of landform change due to erosion Activity Description:
Students will observe changes that happen to a landform model when impacted by flowing water and blowing wind.
Focus Question: How do scientists investigate the effects of wind and water on the Earth’s
surface?
Give it a try! THERE ARE NO RIGHT ANSWERS! What’s Important?
Next Steps and Feedback
Oakland SchoolsElementary Science Curriculum
Network SeriesGrades K-1
Day 2
Wednesday, August 26
Day 3
Thursday, October 8
Day 4
Tuesday, March 8, 2016
Grades 2-3
Day 2
Thursday, August 27
Day 3
Tuesday, October 13
Day 4
Thursday, March 17, 2016Thank you for your participation today!
Please take a moment to fill out the feedback form.
Thank you!Betty Crowder [email protected] Rochelle Rubin [email protected]