Energetic Inquiry through Investigations 4 th and 5 th grade Science August 18, 2015

Learning Outcomes Teachers will actively investigate several key concepts that they will be teaching in the first term. Teachers will reflect on each rotation experience and compare and share previous strategies. Teachers will examine how the topic is assessed both locally and on STAAR. Teachers will practice quality questioning and reflective thinking. Teachers will have time to explore the science resources in our Rockwall ISD Curriculum/TEKS Resource System.

RISD Norms for Professional Learning  Begin and end on time  Be present/Participate actively  Prepare your technology for learning  Speak one person at a time/Listen when others speak  Silence cell phones  Take care of yourself during breaks  Hold each other accountable to our norms  Be the student you would want in your classroom!

Our Schedule 8:00 – 9:15 Welcome, Goals, General information, The Nature of Science, Directions for the day 9:15 – 11:30 Rotations (3 at 45 minutes each) 11:30 – 1:00 Lunch 1:00 – 3:15 Rotations (3 at 45 minutes each) 3:15 – 4:00 Sharing, Closing, Reflection, Planning, Goal setting

FYI District Assessments Investigative minutes requirement Science Resource Guides Website Vertically aligned instruction Community partnerships RISD curriculum pieces

Resources Available RISD Curriculum Materials YAGs IFDs Guaranteed Vocabulary Formative Assessment Probes Curriculum Maps Proficiency Scales District Assessment

5 th Grade Term 1 Unit 01: Nature of Science Unit 02: Properties of Matter Unit 03: Mixtures and Solutions 4 th Grade Term 1  Unit 01: Nature of Science  Unit 02: Force Experiments  Unit 03: Physical Properties of Matter

Rotations Rotation 1 – Forces Investigation Rotation 2 – Mixtures and Solutions Investigation Rotation 3 – Physical Properties Investigation Rotation 4 – Thinking Probes Rotation 5 – Assessment Preview and feedback Rotation 6 – Questioning and Science Beliefs

TEKS 5.6D, 4.6D, & 3.6BC The Effects of Force on an Object 3.6B - The student knows that forces cause change and that energy exists in many forms. The student is expected to demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons 3.6C - The student knows that forces cause change and that energy exists in many forms. The student is expected to observe forces such as magnetism and gravity acting on objects 4.6D - The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism 5.6D - The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to design an experiment that tests the effect of force on an object

Your Task Create a test to demonstrate how forces cause a change in the position of objects. You may use any combination of materials Your Choices for Materials Popsicle sticks Rubber bands Toy frogs Poppers of various sizes Yardsticks Ping pong balls String Rulers Bouncy balls Pinwheels Toy cars Paper plates Play-doh

How does this look on STAAR?

TEKS 5.5CD, 4.5C, & 3.5D Mixtures and Solutions 3.5D - The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips 4.5C – The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water 5.5CD - The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and (D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

Your Task Given the choice of materials create one representative example of a mixture AND one example of a solution. Observe both the mixture and solution and write a short descriptor of each. CHOOSE ONE OF THE FOLLOWING. – Using your description of each, create a Venn Diagram that that compares a mixture to a solution. – Write directions to classify mixtures and solutions for someone who has no experience with either. How can they recognize a mixture versus a solution? Your Choices for Materials Cups Nesquik Ground coffee Instant coffee Sugar Salt Foil Coins Oatmeal Sand Soil Paper clips Pom pom balls Pipe cleaners Kool-Aid Lemons

How does this look on STAAR?

TEKS 5.5AB, 4.5A, & 3.5A Physical Properties 3.5A - The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float 4.5A - The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float 5.5AB - The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy (B) identify the boiling and freezing/melting points of water on the Celsius scale Please note Grades 3 and 4 use terminology of “sink or float” in the TEKS, 5 th introduces “relative density (sinking and floating)”.

Your Task Collect your materials. Measure two pieces of aluminum foil at 10 cm x 10 cm each. Leave one piece flat and crumple the second into a ball. Examine, measure the mass, measure the volume, and describe the general physical properties of the materials you will be using in this investigation. Create a 3 column chart on your journal page with the headings Solid, Liquid and Gas. Classify the ALL the materials in this investigation in the appropriate categories. Create a 2 column chart on your journal page with the headings Sink or Float. Test your materials and place them in the appropriate categories. Density is defined as “ the amount of matter in a given volume” We know as materials with higher density will will sink below materials with lower density. Write a statement that connects the term DENSITY to your test of sinking and floating objects. What conclusion can you create based on the results of your test? Your Needed Materials Pool with water Aluminum foil Thermometer Density cubes Cork Penny Graduated cylinder Ice cubes Triple beam balance Ruler Plastic container with lid Journal page

How does this look on STAAR?

Thinking Probes Directions 1.Each person needs a ½ page “Sugar Water” 2.Read and answer to the best of your ability. No outside resources allowed! 3.Discuss your responses with you group and change any of your answers as you need. 4.Collect the teacher page and read the Explanation and Elementary Students sections on p. 12 & 13 5.Skim Suggestions for Instruction on p. 15 & 16 6.Discuss with your group implications for instruction and how this helps you informally assess your students’ learning. 7.If time allows, explore in TRS where copies of all Formative Assessment Probe books are loaded for teacher usage.

Science “Facts” and Questioning Part I Each person needs a copy of the full page Figure 4.4. Read the descriptions of belief, fact, hypothesis, theory, and law. Determine the answers for the following four statements. Discuss as a group. Create a consensus for the answers and check your answers on the back of the folder. How can you use this activity at the beginning of the year with your students? Why is it important to clarify these terms? Part II Read through the questioning suggestions on the pink paper. Think about one or two investigation activities your students do at the beginning of the school year. How can you use these questioning stems to differentiate your activity to reach all learners? Look at TEKS 5.2D, 5.2F, 5.3A, 5.3D or 4.2D, 4.2F, 4.3A, 4.3D On the chart paper add your answers, – How will you challenge your students to think critically when presented with new concepts, scientific facts or theories? – What questions do you ask your students that elicit the best responses? – How can you tell when your students are realigning their thinking?