1. Welcome to FOSS Full Option Science System

2. Goals for You Participate in FOSS investigations and see how they are part of the larger goals of the kit. See how inquiry learning models are woven into the lessons/investigations Get to know the FOSS lessons, equipment, manual, assessment. Fossweb, DVD and Science Stories Get answers to you questions. Feel more confident about teaching Science.

3. Collaborative Groups Getter 1 – getting and returning materials/equipment Getter 2 – getting and returning materials/equipment Starter – sees that everyone gets a turn and that everyone contributes to the investigation Reporter – make sure that everyone has recorded the information. Reports group data to the class.

4. Getting to know the kit

5. Quick Write Write which circuit design would be better for a string-of-lights, series or parallel? Tell why. Include examples or drawings if you know some.

6. State Standards 7.2.4.2. work is done energy is transformed from one form to another, including mechanical, heat, light, sound, electrical, chemical, and nuclear energy, yet is conserved. 4.2.4.2. constructs a simple circuit.

7. Assessment Chart Assessment chart for each investigation. Student name Space for each Part of the Investigation Systematic Observation + (plus) (check) (minus)

8. Circuit Challenge What is the problem?

9. Magnetism & Electricity Investigation 3: Advanced Connections Part 3: Solving the String-of Lights Problem

10. Getting to know the Teachers Guide FOSS Introduction Overview Materials Investigations Investigation Duplication Masters Assessment Assessment Duplication Masters Science Stories Resources Foss Website

11. LET’S GET STARTED… Cover or Title Page Give your science notebook a title. This should give the reader an idea of what this notebook will be about.

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

14. TABLE OF CONTENTS Use the first 1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # Circuit Challenge

15. Number your pages 1

16. Number through 10 3 2

17. Index: References Vocabulary Example:

18. Notebook Requirements: Date in numerals, the first page of the entry. Focus or investigative question for each lesson. Which circuit design would be better for a string-of-lights, series or parallel? Write something about each science lesson. Write legibly (not necessarily “best handwriting”) the notebook is a running rough draft.

19. Word Bank Use Word Cards or a Word Chart Place a word card in the science “word bank” after students have had a concrete experience with something and have a need to know the appropriate term. Inquiry based science – students scientific vocabulary AFTER they have had concrete experiences..

20. Use of Words in Bank Organize words conceptually rather than alphabetically or randomly Words can be reorganized as concepts grow. Anticipate words and prepare cards ahead of time plus have blank word cards ready. Generic terminology: Primary – I predict, I observe, I notice, because, evidence, and fair test. Intermediate predict/prediction, observe/observation, investigate/investigation, infer/inference, controlled investigation, variable Color code words by unit Include icons with words

21. More on Vocabulary For younger students – tape an example of the word on the card Accessible for young students – make multiple small word cards for students to manipulate and use for writing Hang low and make large Life Science – labeling illustrations with words is more effective than work banks. Use different colors for form and function.

22. Notebook Entries 1. Planning the Investigation 2. Data Acquisition and Organization 3. Making Sense of Data 4. Reflection and Self-Assessment

23. Observation Frame Think of the four senses (not taste) Size, shape, color, lines, patterns, texture, weight, smell/odor, sound, behavior I observed ________________ I noticed __________________

24. Setting Standards for Design How many batteries will we use? How many bulbs will we use? Are there other standards for each circuit? Record information in your notebook.

25. Developing the focus question Students ask themselves: What do I want to find out? What is the reason for my question? What problem am I addressing? TEACHER asks: What is our problem? What do we want to know or find out?

26. THE FOCUS QUESTION What will be the main focus of the inquiry? What…, How… and Does…are good beginnings Students may need to be prompted or given an example or a list to chose from. or Showing the materials to students and asking questions like:" What can we find out about…….….by using these materials”? or Ask questions like : “What might we want to find out about……..”? or An engaging scenario

27. Planning the Investigation Narrative Plans Based on focus question Short description of plan Lists Materials list Dates of observations, people Step-by-Step Procedures

28. Planning Planning StepGeneral PlanSteps to follow: 1. What should be changed? 1. The design & placement of the batteries, bulbs, wires and switch. 1.Design a circuit that when one bulb is unscrewed, all lights go out. 2.Design a circuit that if one light is unscrewed, other lights will stay on. 2. What should be kept the same? 2.Number of batteries, number of bulbs, one switch. 1. Make sure that 8 bulbs are connected to two batteries in each circuit. 3. How will differences be observed or measured? 4. By observing whether the bulbs light or do not light. 3. Compare the two circuits in their ability to light the bulbs and keep them lit.

29. Example: Scientific Illustration

30. Criteria for Scientific Drawing ABCD’s A = Accurate B = Big C = Colorful D = Detailed

31. Prediction A statement about something that will occur in the future that is related to the focus question. A statement that is based upon prior knowledge or experience. I think_____________ will happen because……… Use drawings and illustrations

32. Data Acquisition and Organization Records: Clearly related to focus question Accurate and precise Organized for efficient reference Acquisition: Words, phrases, numbers, drawings Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

33. Creating & Using Tables Students create own rather than using black-line masters – develops valuable scientific skill of organizing Do not use a laborious measuring process Model folding the paper vertically so creases form columns. Can draw lines by using creases or straight edge. Use questioning to develop what data is to be collected in the table. Use Box and T-Chart for Comparisons (may need a shared mini writing lesson.

34. Hypothesis Statement based on an analysis of data or events that have occurred in the past. Example: An examination of past weather patterns with an analysis of temperature changes over a period of time and the factors that may have contributed to such change. From this a scientists can make a hypothesis about global warming. If…then…because….

35. THE CLAIMS AND EVIDENCE What do you claim to be true? How can you prove what you are stating? (Back it up) I know this to be true because I observed……… I claim that when ………, then ……….. (happens) claimsevidence Use your data to make a claim I claim that…….. Support your claim with evidence I claim this because…… Put claims and evidence in chart form

36. Claims and Evidence ClaimsEvidence I clam that…. The parallel circuit would be the best design for the company to use to make their string-of-lights for the holidays. I know that…. I claim this because…..when I made a series circuit, if one bulb is burnt out or unscrewed then all the bulbs after the burnt out bulb did not light. When I made the parallel circuit, the bulbs stayed on even if one was burnt out. I know this because….

37. Writing Conclusions Links the claims and evidence plus can apply science concepts. Addresses the prediction, answers the focus question or the solution to the problem identified. Describes what was learned from the investigation. I learned……, We found…… Extend learning with “after reading” strategies Make connections to real world applications

38. 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.

39. Short Note on Grading Notebook itself should not be graded Can use it as one component of performance in class Can use it during parent conferences to show various levels of performance and to discuss expectations that are valued in school science community

40. Detailed Feedback Example: Another scientist would value this entry because you clearly have described what you have observed about __________________________ and the results of your tests. For example, you included the following scientific details ________________

41. When to assess Science Notebooks During each lesson, check that all students are writing in their notebooks After a series of 3-4 lessons that have been developing students’ understanding of certain concepts or skills (making and writing observations). Skim through first few entries to get a general idea then carefully read the last entry and provide constructive feedback.

42. What to assess? Conceptual understanding of the science content or “big ideas” of the unit. Think scientifically, apply critical thinking skills in solving problems and developing conceptual understanding. Uses scientific skill successfully Communicate scientific thinking and science concepts through expository writing.

43. How to Assess Address specific strengths first Never use the word “but” in constructive feedback Address weaknesses by asking questions. Example: What do you think another scientist might be interested in knowing about your investigation? With struggling students who have low skills and self-esteem, address only the strengths.

44. Research by Black and Wiliam 1998 If pupils are given only marks or grades, they do not benefit from feedback. Feedback improves learning when it gives each pupil specific guidance on strengths and weaknesses Formative assessment benefits all students but increase in levels of achievement is particularly marked for lower achieving students.

45. Support a variety of literacy skills in the science classroom Comprehension strategies Written and Oral Communication skill Vocabulary development (glossary) Expository reading and writing skills Sharing thinking (Making Meaning Conference) Supporting ideas with evidence (Claims and Evidence)

46. Science Notebook Websites http://www.sciencenotebooks.org FAQ tab – can select “secondary” http://www.sciencenotebooks.org http://lhsfoss.org/fossweb/teachers/noteb ooks/index.html http://lhsfoss.org/fossweb/teachers/noteb ooks/index.html Graphing websites: http://nces.ed.gov/nceskids/index.asp (create a graph) http://www.mrnussbaum.com/coolgraphi ng.htm http://nces.ed.gov/nceskids/index.asp http://www.mrnussbaum.com/coolgraphi ng.htm

47. The Notebook Determine the type of notebook Composition book A spiral notebook A three prong paper folder What type of notebook will you use? Use what works in your classroom

48. Notebook tips Paper clip all the pages reserved for the Table of Contents Paste an envelope in the back of the notebook so students can collect pictures from the real world that apply to each unit of study. At the end of the school year, decorate the notebook in collage fashion with the pictures. What do you want on the supply list for start of year?

49. More tips Highlight the vocabulary words so they can be easily found on the page. Make a science word wall Instruct students to write complete sentences when writing conclusions Tools of science – develop a chart for the notebook which includes: Tool, Measuring, and Unit of measure.

50. Using Science Notebooks in the Elementary Classroom By: Michael P. Klentschy NSTA Press References Writing in Science Betsy Rupp Fulwiler Heinemann Press

51. References Teaching Science with Interactive Notebooks by Kellie Marcarelli c. 2010, Corwin A Sage Company Linking Science & Literacy in the K-8 Classroom by Rowena Douglas, Michael Klentschy and Karen Worth, c. 2006, NSTA Press Using Science Notebooks in Middle School, by Michael Klentschy, c. 2010, NSTA Press

52. FOSS Science Stories Original student books developed to enhance the investigations K-2 books are expository 3-6 books are a collection of content rich stories and articles 32 softcover books included Found in Drawer 1 (Box A) K-2 kits include one Big Book Available in Spanish

53. Sample Module Page www.fossweb.com

54. Teacher Prep DVD’s Overview of investigations How to prepare equipment Materials to collect Model teaching Student’s learning Found on-line also www.fossweb.comwww.fossweb.com

55. Formative Assessment Monitor student progress through Teacher Observation Student Sheets Science Notebooks

56. Summative Assessment Assessment Scoring Guide 0-4 Performance Assessment – answering questions based on manipulating materials. Drawing pictures or schematics to answer questions. Explain through writing Multiple choice with pictures and words. Narrative items – engaging scenario to explain.