1. Inquiry and Scientist Notebooks

2. Goals 1. To understand use of scientist notebooks while applying the inquiry model of teaching. 2. To understand the different types of inquiry (investigations) in an elementary classroom.

3. What is Inquiry? 1. A process of learning about the physical world and how it works 2. A model of teachin g

4. What are Scientist Notebooks? 1. A place where learners do their scientific thinking 2. A window into the minds of le arners

5. Three Purposes 1. To improve scientific thinking. 2. To improve scientific communication. 3. To assess student learning and provide feedback.

6. Elements of Teacher’s Science Lesson Planning Clarify Goals, Establish Set Clarify Goals, Establish Set Engaging Scenario Engaging Scenario Focus Question Focus Question Prediction Prediction Planning/Procedures Planning/Procedures Data/Observations Data/Observations Making Meaning Making Meaning Content Blast Content Blast Claims and Evidence Claims and Evidence Conclusions Conclusions Next Steps/New Questions Next Steps/New Questions

7. Elements of Students’ Scientist Notebook Focus Question Focus Question Prediction Prediction Planning/Procedures Planning/Procedures Data/Observations Data/Observations Claims and Evidence Claims and Evidence Conclusions Conclusions Next Steps/New Questions Next Steps/New Questions Links to Scientist Notebook Resources: Scientist Notebook Essentials Scientist Notebook Toolkit

8. Elements of Grade 1 Scientist Notebook Question Question Observations Observations Conclusions Conclusions New Questions New Questions Go to http://www.ebecri.org/custom/kitspecificresource http://www.ebecri.org/custom/kitspecificresource Click on Grade 1 Organism>New from Meghan Organisms Scientist Notebook Format

9. Focus Question Observations Prediction What I Learned What are the structures of a insect? Here is an insect and its structures:

10. QuestionPrediction ObservationConclusion Name: Date: Investigating in Science

11. Gr 3-6 Scientist Notebooks

12. Criteria - Writing Prompts - Improve scientific communication using criteria. - Scaffold using writing prompts.

13. Glossary Students acquire and use science vocabulary in the context of an investigation. Alphabetize. Write the page # next to the word.

14. Life Science Curriculum Life Science Modules in Coventry Life Science Modules in Coventry STC Organisms (Grade 1) STC Organisms (Grade 1) FOSS Insects (Grade 2) FOSS Insects (Grade 2) FOSS Structures of Life (Grade 3) FOSS Structures of Life (Grade 3) Click here for link to K-8 Science Kit Curriculum Matrix.

15. Preparing to Investigate Materials for each small group Materials for each small group Handheld digital microscope Handheld digital microscope Laptop Laptop Materials for each person in the group: Materials for each person in the group: Scientist Notebook Scientist Notebook Hand lens Hand lens

16. OMG! I found a bug in a bag of flour in my kitchen...

17. New Entry in Table of Contents Investigation 1 – Structure & Function

18. Class Focus Question How does an organism's different structures help it grow, survive, and reproduce?

19. Prediction Draw and label parts List structures and functions

20. Science Word Bank Observe Observe Property Property Structure Structure Function Function

21. Planning Tool Organism Things to Observe

22. Observations Record what you observe. Draw & write. Properties Color Shape Size Texture Movement

23. Use direct instruction model of teaching to teach procedural knowledge.

24. Making Meaning What structures do you observe? What structures do you observe? How do you think the structure helps the organism survive, grow, or reproduce? How do you think the structure helps the organism survive, grow, or reproduce? What claim can you make? What claim can you make?

25. Making Meaning

29. Science Word Bank Observe Observe Property Property Structure Structure Function Function Head Head Thorax Thorax Abdomen Abdomen Antennae Antennae Segment Segment

31. Claims and Evidence CLAIMEVIDENCE I know this to be true: Here is the evidence:

32. Conclusion Read your prediction. I learned.... - I used to think (prediction) Now I think…. Now I think….

33. Next Steps - New Questions - I want to know... - I want to try this...

34. Types of Investigating in an Elementary Science Classroom TYPEFOCUS QUESTION Describing Collect numerical data and/or observations What are the structures of a mealworm help it survive? Classifying Sort or group observations. How can mealworms be classified? Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled. Do mealworms respond to light?

35. DESCRIBING Identify what to observe. Develop an Observation Guide that anticipates what can be observed using multiple senses Identify what to observe. Develop an Observation Guide that anticipates what can be observed using multiple senses Develop a data organizer that facilitates easy comparison of different observations. Develop a data organizer that facilitates easy comparison of different observations.

36. CLASSIFYING Identify criteria for comparison using multiple senses. Identify criteria for comparison using multiple senses. Develop a data organizer that facilitates easy comparison of different observations. Develop a data organizer that facilitates easy comparison of different observations.

37. CONTROLLED EXPERIMENTING Identify Variables. Identify Variables. Type of VariableExample Manipulated what to change Light Responding what to observe Mealworm movement Controlled what to keep the same Same mealworm Same environment