1. Writing in Science in Action – MEETING 4

2. Learning Objectives  To understand the purpose of the Teacher’s Scientist Notebook.  assess student work using criteria and a rubric and discuss effects of scaffolding.  To understand how to plan and implementing a controlled experiment by viewing the Balls classroom video episode.  To understand how to create a data table for quantitative data.  To understand how to use evidence to form a basic conclusion.

3. Teacher’s Science Notebook

5. Science Notebook Entries Grade 2 Students Group A Accelerated Student Group B Majority of Students Group C RTI

6. Teacher’s Science Notebook Why? To anticipate challenges students may have with writing frames while planning the lesson. To use TSN while modeling with a document camera or presenting images in PowerPoint slides. How? Make entry just like the students – using the same writing frames and useful science vocabulary. Scan images. Include images in lesson planning file.

7. Develop observation activities that cause students to observe and compare two similar concepts. Why? A. More challenging - requires higher level thinking B. Helps students distinguish the differences in similar matter and organisms C. Deeper understanding of the idea.

8. Critiquing Notebooks (3 min) Meet with your teaching partner(s).  Assess Annie’s notebook entry (p.49).  Annotate the notebook entry using the criteria.  Stay focused on Three Key Elements.  After analyzing each sample, discuss the annotations for the sample.

9. Three Types of Investigating TYPEFOCUS QUESTION Describing - Comparing Collect and analyze numerical (quantitative) data and/or descriptive observations (qualitative) Plants VIdeo Episode (Gr 3) How do plants grow and develop? Ecosystems Video Episode (Gr 4) How does the classroom model compare with the park? Classifying Sort or group observations. Controlled Experimenting Conduct a “fair test” that relates the effect of a manipulated (independent) variable on responding (dependent) variables when other variables are controlled. Balls Video Episode (Gr 1) Is the ping pong ball or the rubber ball the better bouncer? Go-Carts VIdeo Episode (Gr 5) What is the effect of wheel size on the distance the go-cart travels?

10. Viewing (15 min) and Discussing (25 min) the Balls Video Episode Meet with your teaching partner.  Discuss the guiding questions.  Refer to “Strategies for Your Classroom” in Chapter 5, pp. 56-57. Background Information for the Balls Video Episode

11. Planning a Controlled Experiment ADULTSK-5 STUDENTSEXAMPLE Independent (Manipulated) What is changedType of Ball Dependent (Responding) What is observed – the result Number of Bounces ControlledWhat is kept the same Height of drop, same release, each gets three tries Focus Question: Does the ping pong ball or the rubber ball bounce more? TALKING ABOUT VARIABLES

12. Data Table for Controlled Experiment (Fair Test) Ball Video - Focus Question: Is the ping pong ball or the rubber ball the better bouncer? TYPE OF BALL Trial 1 Trial 2 Trial 3 Trial 4 Average PING PONG BALL RUBBER BALL

13. Making Claims Supported with Evidence (15 min) Meet with your teaching partner and talk….  Read the guiding questions.  Note claims and evidence.  Refer Figure 5–3 and 5-5 in Chapter 5.  Examine the “Notebook Entry: Keeto” Chapter 5, pp. 58-59. Focus on scientific thinking, not writing conventions.

14. Basic Conclusion Characteristics of an Exemplary Basic Conclusion  Accurately answers the focus question  Provides evidence to support answer  Makes concluding statement that answers the question in a more generalized way  Explains whether results of investigation support prediction

15. Basic Conclusion Useful Words and Phrases  Conclusions Therefore, I think In conclusion, I think In conclusion I want to know more about...I want to try this  Evidence I think this because For example, For instance The evidence is, The data show The data provide evidence that

16. Considering Next Steps (10 min) Meet with your teaching partner and talk about….  In upcoming lessons, where could your team emphasize making claims and supporting them with evidence, or reasoning?

17. Prepare for Next Class – WISIA 6  Take notes on class notes – organize, connect.  Read Chapter 5 Scientific Investigations and Supporting Claims and Evidence  View Balls Video Episode (2 nd time)