Partnering to Progress K-5 Science Alliance March 25, 2008 Blue Licks State Park Welcome! Please help yourself to some refreshments and make sure you have signed in.

Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for each meeting Keep side conversations to a minimum

Road Map from February Professional Learning Communities Ready, Set, Science! Role of Vocabulary Getting to Proficiency Understanding Motion Deconstructed Standards

Roadmap for Today Modeling Motion FnM in 2nd grade Writing in Science

Modeling Motion I can describe motion from a representation as either no motion, constant motion, speeding up/slowing down motion, or zig-zag motion.

How do different representations provide different information about motion? With your table partners: Describe both the location and movement of the object at each moment using the information available on the pictures. For the graph, identify the meaning of the axes and describe what is happening between each pair of letters (A-B, B-C, etc.). Provide a rationale for each statement. Record your descriptions and be prepared to share with the whole group.

than to any other talent” “If I have ever made any valuable discoveries, it has been due more to patient attention, than to any other talent” -Isaac Newton

Revise Deconstructions Standing Meeting at Grade Level Deconstruction Poster Using post-it notes, make any revisions needed to your grade level deconstructions.

Force and Motion in 2nd Grade I can describe instructional practices that facilitate student understanding of force and motion in the 2nd grade.

Force and Motion in 2nd Grade A’s will observe the students in the video and note what the students are doing and what they are learning in each clip. B’s will observe the teacher in the video and note what the teacher does and how that facilitates learning. Be prepared to share with the group.

“… I often ask second graders, “How can you tell?” It helps them understand they can’t just offer their opinion without backing it up.” - Sister Gertrude Hennessey

Push/Pull Meters I can describe motion when mass is constant and the force applied varies. I can describe motion when mass varies and the force applied is constant. I can describe the effects of friction on an object’s motion. I can predict the motion of an object when the mass, force, or friction changes.

What happens to the force required to move an object if I change the surface? Record the investigative question in your science notebook. Make a prediction to answer the question. Identify what is being changed and what is staying constant in this investigation. Prepare your data table as directed. After conducting the test, write a “rule” relating the minimum force value to the mass of the sledge for both a smooth and a rough surface. List your ideas about possible reasons for the different effects of the carpet versus the smooth surface. Use the Data Analysis framework on page 160 to write up your analysis and conclusion once your group has completed the data collection and the check.

What happens to the speed of an object if I change the force applied? Record the investigative question in your science notebook. Make a prediction to answer the question. Identify what is being changed and what is staying constant in this investigation. Prepare a data table. Write a “rule” about the effect of different amounts of force on changing speeds. Compare this data to that of the Kick Dis when you only gave it a shove or tap not constant force. Write a rule to encompass both observations. Use the Data Analysis framework on page 160 to write up your analysis and conclusion, once your group has completed the data collection and the check.

What happens to the speed of an object if I change the mass? Record the investigative question in your science notebook. Make a prediction to answer the question. Identify what is being changed and what is staying constant in this investigation. Prepare a data table. Write a “rule” about the effect of changing the mass on the speed of an object if the force is kept constant. Use the Data Analysis framework on page 160 to write up your analysis and conclusion, once your group has completed the data collection and the check.

not numbers of experiments “It is the weight, not numbers of experiments that is to be regarded.” -Isaac Newton

Activities Debrief What fair testing practices were used in each activity? Why are these important? What rules did you generate and how might you summarize your findings?

“The essence of science is making sense of experience of the real things in the world around us.” -Wynne Harlen, Primary Science, pg. 18

Revise Deconstructions Standing Meeting at Grade Level Deconstruction Poster Using post-it notes, make any revisions needed to your grade level deconstructions as a result of the activities.

Writing in Science With your table group, share some of the key points you identified in Ch. 3. As a table group, determine what you think is the most important thing to consider about science word banks. As a table group, share you ideas about the use of graphic organizers in helping students think scientifically. Which organizers have you found to be most effective?

Roadmap for Today Modeling Motion FnM in 2nd grade Writing in Science

Wrap-up, Review, Preview Next meeting: May 7th (note date change) Continue study of forces and motion Read chapter 4 in Writing in Science and complete the reading guide.