1. FOSS for Middle School Full Option Science System Aspen, Colorado 2010 Charlotte McDonald FOSS Consultant cmcdonald54@comcast.net

2. Introductions

3. Goals for You Participate in FOSS Investigations and see how they are part of the larger goals. See how inquiry learning models are woven into the lessons/investigations Get to know the FOSS Investigations, equipment, manual, assessments, fossweb, DVD, Lab Notebook and Resource Book. Get answers to your questions. Feel more confident about teaching FOSS

4. Quick Write Write down everything you can about how you can tell if something is living or not. Include examples that distinguish between living and nonliving things.

5. What is Life? Overhead-Projector observations: Observe the activities in the petri dish. Record what you see.

6. Observe & Describe?

7. Living and Nonliving With a partner – discuss each card one at a time then sort the cards into “Living” and “nonliving” piles.

8. What is Life?

9. Typical Student Responses Life is where you do the things you want, take risks, get in trouble and do your job. Well if it was living, then it would probably be running around. If it was dead on the ground then it would be laying down. You can tell what things are living just by looking. Living things move and grow They move by themselves, not because someone moves them. Living things occur naturally. They aren’t man-made like a bicycle and cars. Bicycles and cars move, but it’s because someone makes them move. Living things also breathe. Some examples of living things are people, dogs, cats, fish (they breathe water), horses, and cows. I think plants are living, but they don’t move on their own. Rocks are nonlinving, because even though they are natural, they don’t move.

10. Evidence of Life Start a chart “Evidence of Life”

11. Evidence of Life Moves on its ownHas a brain Needs foodBreathes Has eyesHas offspring CommunicatesHas hair Uses energyHas feelings Fights (defends itself)Needs water GrowsNeeds air Gives off wasteHas a heart Has bloodHas arms and legs Has other organsDies Reacts to things

12. Organization Of Science Notebooks Table of Contents Numbered Pages Documentation of Work Glossary and/or Index Appendix for inserts or rubrics to be used for assessment

13. Table of Contents Use the first 1-2 pages for the Table of Contents… DATE ACTIVITY PAGE #

15. Number your pages 1

16. Number through 10 3 2

17. Cards As we work through this course, we may get more evidence about the life that will allow us to move these pictures from the undecided category to the living or nonliving category.

18. Organism An organism is any living thing – plant, animal or other. An organism is the most general word used to refer to an independently living thing.

19. Characteristics of Organisms

20. Glossary Organism p 8

21. Index or Glossary: References Vocabulary Example:

22. Definitions Living - Things are living if they show the characteristics of life. Living things are organisms. Dormant - Things are dormant when they do not show characteristics of life until they are placed in the right environment. Dormant organisms are alive, but inactive. Dead - Things are dead if they were alive at one time but no longer are. Nonliving - Materials that have never been alive.

23. Full Option Science System FOSS Middle School Program Courses LifePhysical ScienceEarth and Science and TechnologySpace Science Human Brain ElectronicsPlanetary and SensesScience Populations andChemical Earth EcosystemsInteractionsHistory Diversity of LifeForce and MotionWater and Weather

24. Teacher Guide Comprehensive Resource Step-by-step lesson plans and guide to: Preparing for and conducting investigations Administering assessments Integrating language arts and math Using the interactive CD In-depth science background for each investigation and module

25. Kit and Materials Equipment designed and selected for most effective learning Packaged for 5 classes of 32 students Complete kits - few materials supplied by the teacher Minimal consumables to reduce refill cost

26. Plan with the “End in Mind” Mid-Summative Exams: - At the end of each investigation Final Summative Exam: - At the end of the course

27. Formative Assessments Purpose - Students and teachers monitor student progress continually 1. Have students consider their own knowledge base and understanding 2. Give insights into student thinking and level of prior knowledge 3. Help teachers make instructional decisions 4. Provide a “base line” to measure growth Tools and Strategies  Teacher observation, formal and informal  Student sheets  Quick writes  Response sheets  Self-assessment  Student journals

28. Before Summative Assessments Before summative assessments, students should be given time to Reflect on their learning. Brainstorm what is important Review what they have done Throughout the course keep a “Big Ideas” chart.

29. Summative Assessments Students demonstrate learning with regard to the three assessment variables. Three assessment variables – major areas of focus  Content Knowledge  Conducting Investigations  Building Explanations Tools and Strategies  Mid-summative exams for each investigation  Final summative exam

30. Plan your school year Use the teacher’s guide “Overview” to plan your school year. See pages 18-21 in DOL guide.

31. Minipond: looking at different types of organisms. Place one spoon of soil in the bottom of a half-liter container. Add dry leaves, dead grass, and twigs. The container should be no more than one-fourth full. Add water. The container should be no more than three-fourths full. Put a lid on the container. Label the container with your period, groups number, and date.

32. Time for a break!

33. What we’ve learned from brain research Vocabulary and reading come AFTER the experience.

34. Student Resource Book The Resource book is NOT the major source of the content information in the way a traditional textbook is. The lab experiences and resulting discussions recorded in a lab notebook is the primary source of content information. Readings come after the experience.

35. Student Resource Book Student reading to enhance science content Full-color images are engaging and instructional About 100 pages of data, images, and readings

36. Student Lab Notebook Student recording sheets Organizers Students record and organize inquiry in order to analyze data and make conclusions. A pdf file of the Lab Notebook is available online at www.fossweb.com

37. Interactive CD Integrated multimedia to conduct investigations not practical in the classroom Provides additional content coverage Ideal for class demos, as well as individual or small group work Specifically designed for each course The multimedia is available online at www.fossweb.com

38. Is Anything Alive in Here? “Characteristics of Life” display Develop operational definition for living organisms Are these 5 materials alive?

39. Characteristics of Life Are there any cards that you want to change? Living or Non-living?

40. Time for lunch!

41. Investigations 2 and 3 and 4 Introduction to the Microscope Microscopic Life The Cell CD Rom “lab” practice using the microscope.

42. CD ROM Microscope work on interactive CD ROM or website www.fossweb.comwww.fossweb.com

43. Using the Microscope View water from the minipond View Brine Shrimp

44. Cells How do cells carry out the functions of a living organism? How are cells in single-celled organisms (paramecium) different from cells in multicellular organisms? How do the cells on the interior of an organism get the food and oxygen they need and get rid of carbon dioxide and waste?

45. Technical Drawing Accurate Big Colorful Detailed

46. Lima Bean Seed Dissection

47. A Formative Assessment Sample: Response Sheets Look at the Response Sheet: “Seeds of Life” in your Lab Notebook Sampler. Do you agree with the students thinking?

48. Line of Learning This strategy allows students to add to their written ideas with additional ideas generated in class. After writing their own ideas in their notebooks, students draw a line underneath their work. During class discussion, students add new ideas below their line of learning. The Line of Learning gives students the opportunity to continue to construct a concept through the discussion and ideas of other students.

49. We need a break

50. Where did the water go? What data do you need to collect? - 20 ml of water was added to the vial yesterday - The mass of your celery yesterday is written on the vial in grams Decide how you will display your data. Make a prediction on the mass of your celery now. Mass the celery using an electronic balance.

51. Design an experiment

52. Starters After I’m surprised Although If An important In my opinion As a resultInstead of Because ofJust because BeforeMaybe DespitePerhaps I doubtSince I guessThe problem I questionThis reminds me I supposeThroughout I thinkUnless I wonderWhatever I’m certainWhen I’m not sureWhile

53. Investigation 8: SNAILS Observe the snail’s Read goal of investigation on page 231 Rabdotus snails allowed in Kansas Snail structure, habitat and comparisons

54. Investigation 9: ROACHES Observe Madagascar Hissing Cockroaches Read pages 269 - 271 to learn about the roaches Taking care and safety

55. In FOSS courses: There is a storyline to FOSS. The skills and concepts used in one investigation are applied in answering questions and solving problems in subsequent investigations.

56. It’s not the experience that makes the learning. It’s the reflection on that experience.

57. Kansas Standards Correlation 7.1.1.1., 7.1.1.2., 7.1.1.3., 7.1.1.4., 7.1.3.2., 7.3.1.1., 7.3.1.2., 7.3.2.1., 7.3.3.1.*, 7.3.4.1.*, 7.3.4.3.*, 7.3.5.2.*, 7.3.5.3.*

58. Innovation Concerns - Concerns Based Adoption Model (CBAM)