Where are we now?

FOSS in action….  First grade students observe and record the results of shaking a vial filled with soil and water. Students are beginning the scientific process at early levels by observing cause and effect relationships.

FOSS in action….  Students begin to learn and practice the skills of observing and recording their scientific experiences in FOSS science notebooks giving them the building blocks for the more complex concepts and processes they will encounter at higher grade levels.

FOSS in action….  First grade students explore balance by counterbalancing tag- board cutouts with different materials. The beginnings of studying the effect of different scientific variables.

FOSS in action….  FOSS uses hands-on investigations to make otherwise abstract concepts easier for students to grapple with. Here third grade students observe how and why the moon goes through different phases using a light source, a Styrofoam ball, a straw and the movement of their own body.

FOSS in action….  Third graders work in groups to determine how many bones are in the human skeleton via multiple avenues. FOSS fosters teamwork and collaboration between classmates.

FOSS in action….  Fifth grade students explore the scientific method by investigating how changing different variables can affect the outcome of an experiment. FOSS builds scientific literacy.

FOSS in action….  Fifth grade students perform a hands-on investigation which simulates the affects of erosion on the Earth through the creation of a stream table model. Students communicate results in FOSS science notebook pages.

FOSS in action….  FOSS provides teachers and students with online modules to supplement and enhance the curriculum. Pebbles, Sand, and Silt Balance and Motion The Moon Human Body: The Skeletal System Variables

FOSS: Pros  Fosters enthusiasm and excitement for Science at all levels.  Hands-on/inquiry based.  Makes abstract concepts more concrete.  Multiple representations of concepts to reach a variety of learners.  Provides online activities to increase student understanding.  Strong emphasis on content/domain specific vocabulary.  Builds scientific literacy.  Fosters higher-level thinking.  Requires students to apply what they have learned not just regurgitate it.  Encourages collaboration.  The students become teachers not just learners.  Its alignment with state standards.

FOSS: Cons  Mixed feelings in the area of preparation and planning.  No training was provided.  No answer keys for science notebooks.  Consumable materials could affect classroom budgets.  Lack of time.

What Students Think…  “It is really fun because we can put something in a vial and shake it.”  “I love to do Science because we get to make clay.”  “I like Science because we see stuff that we have never saw before.”  “I like the crazy activities.”  “The activities are fun and awesome.”  “I like Science because of the fun things you get to do like dissect things and trace shadows.”  “I like Science because we get to try new things.”