1. Insights – Living Things Indiana Science Initiative Gena Weiss gena.weiss@evsc.k12.in.us

2. Icebreaker Name Where & what you teach What you dislike or don’t understand about science

3. What’s different? Inquiry-based Science is: Not out of the book! Actively engages the learner ABCABC ctivity efore ontent

4. Making Science Visible The Big Idea Science Word Wall/Object Wall Word bank “non-science” words Data Collection in a large format notebook or on chart paper Focus question Sentence starters Scaffolding for individual writing

5. Teacher’s Manual Structure varies somewhat with each publisher. Should contain: –Background content information to support you. –Focus questions. –Opportunities for predictions. –Guide for the investigation and classroom management. –Materials to support notebook use. –Guidance for closure and reflection. –Assessment materials, both formative and summative.

6. Investigations Using Your Senses #1 A Walk Outdoors #2 Planting Bean Seeds #3 Tree Walk #4 Tree Shapes #5 Leaf Shapes #6 Needs of Living Things #7 Observing Animals #8 Needs of Bean Plants #9

7. Investigations Inferring and Comparing Needs #10 Planning a Terrarium #11 Planting a Terrarium #12 Habitat needs #13

8. Kit Inventory Teacher completes an assessment of materials in kit prior to teaching. Students are guided through a Bag and Tag lesson prior to beginning unit.

9. Student Notebooks 1.Label front cover “Scientist Notebook” 2.Label with child’s name 3.Initial set-up includes: Table of Contents, page numbering 4.Complete at least the bare necessities for each investigation.

10. Notebook Framework Engage Focus Question Predict (I think…because…) Investigate Plan Collect Data (Observe, measure, record, …) Making Meaning Individual response to focus question Claims/Evidence Making meaning conference Revised response to focus question Conclusion Reflection/questions (I wonder…)

11. FQ: How can we learn about the world around us? Investigation #1

12. Let’s learn about this piece of food. Draw it in your notebook. Be sure to add labels.

13. Banana

14. Hold a “Making Meaning” conference. Allow students to answer the FQ in their notebooks.

15. Investigation #2 FQ: What will we see, hear, smell, and touch on our walk?

16. Make a 4 door foldable. Take students outside to observe. Guide them to observe 2 living and 2 non-living things (pre- selected).

17. Our Walk Things we sawWhere we lookedWhat they were like Senses that we used

18. Hold a “Making Meaning” conference. Allow students to answer the FQ in their notebooks.

19. FQ: How can a bean seed grow Investigation #3

20. Let’s learn about this bean seed. Draw it in your notebook. Be sure to add labels.

21. Bean Seed

22. Provide materials needed to plant the bean seed. Plant bean seeds.

23. Hold a “Making Meaning” conference. Allow students to answer the FQ in their notebooks.

24. FQ: How are trees alike and different? Investigation #4

25. Make a 4 door foldable. Take students outside to observe 4 preselected trees.

26. Our Trees Tree 1Tree 2Tree 3Tree 4 Color Size

27. Hold a “Making Meaning” conference. Allow students to answer the FQ in their notebooks.

28. FQ: What are the shapes of trees? Investigation #5

29. Tree Picture Sort. Trace outline of tree with yellow color pencil. Take students outside to observe the same 4 preselected trees. Bring notebook with 4 door foldable from previous lesson to add to.

30. Our Trees Tree 1Tree 2Tree 3Tree 4 Color Size Shape

31. Hold a “Making Meaning” conference. Allow students to answer the FQ in their notebooks.

32. FQ: What are the shapes of leaves? Investigation #6

33. Leaf sort into dioramas. Take students outside to observe the same 4 preselected trees. Bring notebook with 4 door foldable from previous lesson to add to. Take 1 leaf per group of students from each tree. Leaf rubbings (add to 4 door foldable)

34. Our Trees Tree 1Tree 2Tree 3Tree 4 Color Size Shape Leaf shape

35. Hold a “Making Meaning” conference. Allow students to answer the FQ in their notebooks.

36. FQ: What do plants need to live? Investigation #7

37. Draw your bean seedling. 2 pg. layered foldable for observations, pocket for seedling growth chart

38. Our Bean Seedlings What we did ColorHeightNumber of leaves Other 1 2 3 4 5 6 Predict, 1 wk. later, 2 wks. Later (use color code for observations.)

39. The “Making Meaning” conference for this comes after all 3 observations. FQ #9 (What do bean plants need to grow?) should be asked on the 3 rd observation.

40. FQ: How are animals alike and different? Investigation #8

41. Students collect animals outside by using bug boxes. Draw your animal. While students are drawing, choose 4 interesting creatures ahead of time for the next chart.

42. Our Animals Where it was found WingsAntennaeLegsSizeSpecial Features

43. Investigation 9 This comes at the end of investigation 7. See the “Making Meaning Conference” slide.

44. FQ: What are the needs of plants?

45. Our Bean Seedlings What we did ColorHeightNumber of leaves Other 1 2 3 4 5 6 Revisit chart. Highlight what worked.

46. Hold a “Making Meaning” conference. Allow students to edit the FQ in their notebooks. Good opportunity for assessment.

47. Engineering Lesson (Combination of Investigations 11 and 12) Problem Guide students to a FQ (How can plants grown in an indoor environment?) Plan Try your plan

49. FQ: Draw your plan.

50. Hold a “Making Meaning” conference. Allow students to edit their plan in their notebooks. Good opportunity for assessment.

51. Try your plan. Draw what you made.

52. Hold a “Making Meaning” conference. Allow students to edit their plans in their notebooks. Good opportunity for assessment.

53. FQ: What do animals need to live in a terrarium?

54. Students add animals found in investigation #8 to terrariums. Hold a “Making Meaning” conference. Allow students to add drawings of animals to their terrarium drawing.

55. Culminating Project Option 1 could be individual terrariums Option 2 could be a class terrarium Assessments

56. What specific actions did the teacher/students demonstrate from the learning cycle? A Learning Cycle

58. Next Steps Outventory – very important!!! Repack the kit as if you are sending it to your best friend! (Without the chocolate) If we have time, go back through the lessons and discuss what elements would probably be there. What science processes are appropriate at 1st grade?

60. Components of a Notebook