Planning and Carrying Out Investigations Progression and Expectations Erica Lockwood, Charlie Haffey Norwood Public Schools © 2016

Investigation Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years.

Students will best learn when they:  Engage in projects that are fascinating and connect to the world in which they live  Choose their path through open-ended challenges  Have the opportunity to succeed  Communicate and collaborate in innovative, active, problem solving

Earthquake Hazards Essential Question: How can we prepare others in our community for earthquake hazards?  What should the public know about a chosen hazard before, during and after an earthquake?

Learning Skills, Not Just Content Learn and practice:  Effective project management  Notetaking from a variety of resources  Cite resources/bibliography  Teamwork  Time management and work ethic

Learning Skills, Not Just Content  Receive timely constructive feedback  Several check-ins throughout project  Peer review  Teacher review

Teacher Tasks:  Organize  Student groups (3 or 4 per group?)  Choose presentation options  PowerPoint/ Google Slides  Live/filmed public service announcement (PSA)  Storybook  Poster display  Diagram of a prototype device/solution  Etc. Etc. Etc.

FYI:  Student groups will choose which hazard they wish to investigate  Student groups will choose a hazard to research format from those you offer  Both part of Teacher Lesson #1

Teacher Tasks (continued) :  Become familiar with research resources  Geology Symbaloo -from Science Center  Resources links -from Science Center  Databases from Elementary Library  Books + magazines in Library

Teacher Tasks (continued) :  Support  Reading  Vocabulary  Note taking skills  Note taking Organizer  Google Drive

Teacher Tasks (continued) :  Guide  Provide project schedule for students  Informally review and revise projects  Group cooperation and dynamics  Consider implementing a cooperative group contract  Suggested template on Google Classroom “Symbaloo Teachers: Project Tools”

Teacher Tasks:  Assess  Formative using checklist, dipsticking, etc.  Leads to effective revisions and success  Summative using rubrics  Students self- assess  Compare and discuss yours and theirs

Student Tasks  Collaboratively pick project tasks  Follow project timeline with due dates  Seek clarification when needed  Other team members  Teacher

Student Tasks  Give and get feedback  Make revisions

Final Presentations Scheduled as seen fit by the classroom teacher based on project choices

Investigation Expectations per Next Generation Science Standards  Evaluate appropriate methods and/or tools for collecting data.  Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Investigation Expectations per Next Generation Science Standards  Evaluate appropriate methods and/or tools for collecting data.  Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Investigation Expectations per Next Generation Science Standards  Make predictions about what would happen if a variable changes.  e.g. If community prepares for hazards or receives a design solution, how will hazard impacts be reduced?

Resources MA DESE STEM Revised Standards: ech/ pdf Expectations for Practicing Investigation: =3

Resources Norwood Elementary Science x Erica Lockwood Charlie Haffey

Planning and Carrying Out Investigations Progression and Expectations Erica Lockwood, Charlie Haffey Norwood Public Schools © 2016