1. Developing a Philosophy for Science Teaching and Learning + -

2. How do your personal beliefs about learning science compare with this example of standards-based learning? + -

3. Set up Notebook -Write name on back of exam book. -Glue Criteria for Scientist Notebook to inside cover. - Include Table of Contents (p. 1) -Include page for Glossary: Watt’s My Word? (last page) -Put today’s date at top of p. 3

4. What does this look like in classrooms? an example of a standards-based science lessonToday you are going to participate in an activity to demonstrate an example of a standards-based science lesson as it could be implemented in a 4 th Grade classroom. You will record of your thinking in a notebook that others will read as part of the activity.

5. Why Use Scientists’ Notebooks? –It’s the best record of lesson/unit implementation –Improves student performance Quality of communication Conceptual and/or procedural understanding –Opportunity for the teacher to know the students’ thinking and to provide feedback. Ruiz-Primo, Li and Shavelson, 2002, Looking Into Student Science Notebooks: What Do Teachers Do With Them? CRESST Technical Report 562.

6. Other Reasons Writing in notebooks during inquiry science Helps to scaffold knowledge (prior to current to future) Requires the learner to organize thinking. Assists learners in using evidence to support their claims. Klentschy, M. and Molina-De La Torre, E. (2004). Students’ science notebooks and the inquiry process. In W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. Newark, DE: International Reading Association Press.

7. A scientist notebook is... a source of assessment information a source of assessment information a tool for assessing student learning a tool for assessing student learning a teaching strategy called “scaffolding.” a teaching strategy called “scaffolding.”

8. Components and Criteria Question/Problem/Purpose Prediction Planning/Procedures Data/Observations Claims and Evidence Conclusions Next Steps/New questions

9. Elements of Teacher’s Planning Engaging Scenario Focus Question Prediction Planning/Procedures Data/Observations Making Meaning Content Blast Claims and Evidence Conclusions Next Steps/New Questions

10. How do teachers assess student learning when using a scientist notebook during hands on, inquiry learning?

11. How do teachers “scaffold” learning when using a scientist notebook during hands on, inquiry learning?

12. What is Scaffolding? 1.Origin--Lev Vygotsky’s “Concept of Zone of Proximal Development” The distance between what a learner can do for themselves and the next learning that can be achieved with the assistance of a teacher. 2.Learner is guided by the teacher. 3.Analogy - Washington Monument 4.Less independent - more structure More independent - less structure See p. 89 in Carin et. al.

13. Characteristics of Scaffolding 1.Clear purpose 2.Clear direction 3.Clear expectations for assessment 4.Engaged, on-task students 5.Multiple approaches to learning (hands on, pictorial, symbolic) 6.“Knowledge bridges” that link prior knowledge with current knowledge and current knowledge with goals for future learning.

14. “Electricity in circuits can produce light, heat, sound, and magnetic effects.” “Electrical circuits require a complete loop through which an electrical current can pass.” NRC National Science Education Standards Content Standard B, for K-4

15. Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. Assessment Target: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”) Rhode Island Grade Span Expectations -End of Grade 4- -Physical Science-

16. Summative Assessment Predict what will happen to the light bulb if you assemble the battery, bulb and wire this way. Write and draw your thinking. I think (this will happen)….because…

17. National Science Education Standards (K-4) Understandings About Scientific Inquiry “Scientists develop explanations using observations (evidence)… Good explanations are based on evidence from investigations.” NSES, p 123 Writing in Response to Informational Text – Making Analytical Judgments about Text Stating and maintaining a focus (purpose) when responding to a given question Using specific details to support focus Organizing ideas, using transition words/phrases and writing a conclusion RI Grade Span Expectations Writing - End of Grade 4

18. Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. Assessment Target: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”) Rhode Island Grade Span Expectations -End of Grade 4- -Physical Science-

19. A Comparison of Skills Observing Predicting Inferring Comparing and contrasting Communicating Classifying Collecting data Organizing and Interpreting data Recognizing cause & effect Formulating conclusions Discriminating patterns Predicting Outcomes Inferring Comparing/Contrasting Communicating Sequencing Summarizing data Recognizing the main idea; generalizing Recognizing cause/effect relationships

20. A Comparison of Skills of an experiment as the process unfolds. Note the details of an experiment as the process unfolds. – being able to observe and retain small details in a story. Note details – being able to observe and retain small details in a story. results achieved under different experimental conditions. Compare and Contrast results achieved under different experimental conditions. in listening to two public officials’ on the same event. Compare and Contrast in listening to two public officials’ on the same event.

21. A Comparison of Skills Predict the outcome of future experiments by using data from the investigation. – a skill that calls upon the previous two to forecast what will happen next. Predict – a skill that calls upon the previous two to forecast what will happen next. in analyzing the experiment’s results. Link cause and effect in analyzing the experiment’s results. as in what causes a character in a story to react to an event in a particular way. Link cause and effect as in what causes a character in a story to react to an event in a particular way.

23. Start with an Engaging Scenario You are out on a hike and stumble and fall to the ground. You roll into a hole. You find yourself in a dark cave. The good news is that it is possible to find your way out. The bad news is that you don’t have a light to see as you forgot your flashlight.

24. The good news is you find some objects in your backpack that may help you. A small bulb A piece of wire A battery Engaging Scenario

25. Focus Question(s) Develop a question to guide your investigation. Criteria: Student generated, in own words Student generated, in own words Relates to purpose/”big idea” Relates to purpose/”big idea” Clear and concise Clear and concise Investigable Investigable

26. Class Focus Question(s) How many ways can we find to light the bulb using a battery, wire and bulb? How many ways did not light the bulb?

27. Prediction Write a prediction describing what you think will happen. Conditional statements If ………. then …….. or I think ……. will happen because ……

28. Prediction Connects to prior experience- links familiar with old, new with strange Is clear and reasonable Relates to question Gives an explanation/reason Give students a “stake” in the results

29. Prediction “In science, you really don’t know what you’re doing. You know what you’re trying to do.”

30. Prediction “Science isn’t about getting the right answer. It’s about getting at the truth.”

31. Planning-Procedure Relates to investigable question Has clear sequence/direction Identifies variables/control Includes data organizer States materials needed

32. Assign Roles Getter Starter Reader Reporter

33. Procedure Make a Data Organizer. Gather Materials: Battery, Bulb, Wire, Notebook Describe at least three ways to light the bulb. Describe at least three ways the bulb did not light. Use diagrams that are accurately labeled to show your ways.

34. Symbols to Use in Your Diagrams Light BulbWire + - Battery l

35. Things to consider How are you going to organize your diagrams? (data)

36. Data/Observations Relates to question and plan Includes student generated drawings, charts, graphs, narrative Organized Accurate

37. Data Organizer Bulb LightsBulb Does Not Light

38. Data Organizer - Using Digital Photography Bulb Lights The bulb base terminal contacts the knob of positive terminal. The wire contacts the bulb side terminal and battery negative terminal The bulb base terminal contacts the flat part of positive terminal. The wire contacts the bulb side terminal and battery negative terminal.

39. Making Meaning Conference A planned discussion that uses the data organizer to make thinking visible. Students can present their ideas to the class in large diagrams or on document readers.

40. Look at your diagrams showing when the bulb lit. –Where did the wire touch the bulb? –Where did the wire touch the battery? Making Meaning

41. What claims can you make about the ways the bulb lit? What was your evidence? The bulb lit because……………………..

42. What claims can you make about the ways the bulb did not light? What was your evidence? The bulb did not light because ……… Making Meaning

43. What are the “Critical Contact Points?” –Energy Source (Battery): positive terminal, negative terminal –Energy Receiver (Bulb): base terminal, side terminal Be sure to label the critical contact points on your diagrams. Making Meaning

44. Again, look at your diagrams showing when the bulb lit. How are they different from the diagrams when the bulb did not light? Making Meaning

45. Bulb LightsBulb Does Not Light

46. The diagrams showing the bulb lighting were different from the diagrams showing the bulb not lighting because when the bulb lit ………and when the bulb did not light …………… Making Meaning

47. CONTENT BLAST! Pictorial: View a diagram of the pathway of energy inside of a light bulb. Drawing of Early Light Bulbs

48. Diagram of a Light Bulb Base Terminal Side Terminal Filament Support Wire Glass Bead

49. A Closer Look Side Terminal Base Terminal

50. Making Meaning Light BulbWire + - Battery l Describe the role of each of these objects. energy source? energy receiver? energy conductor?

51. Making Meaning Light Bulb ENERGY RECEIVER Wire ENERGY CONDUCTOR + - Battery ENERGY SOURCE l Describe the role of each of these objects.

52. Making Meaning Draw with a red or blue pen the pathway of energy through a closed (complete circuit). Identify the following on the diagram: critical contact points (CCP), energy source, energy receiver, energy conductor

53. Draw the pathway of electricity Through the closed (complete) circuit. Energy receiver Energy conductor Energy source CCP Energy conductor CCP

54. CONTENT BLAST! Kinesthetic Activity: Model movement of electricity in an open and closed circuit.

55. What truth can be stated and supported with evidence? What rules or underlying principles that were observed? Claims and Evidence

56. I know this to be true: Claims and Evidence Here is the evidence: ClaimEvidence

57. ClaimEvidence The bulb lightsbecause/when ……….. The bulb did not lightbecause/when……… CLAIMS AND EVIDENCE

58. Conclusion Examine the prediction you made at the start of the lesson. Do you wish to keep or revise your prediction? Today I learned …………

59. Conclusion A complete (closed) circuit is required to light a bulb. There are at least four ways to light a bulb and create an electric circuit. All “critical contact points” must be made to light a bulb. There must be a closed conducting loop from the positive battery terminal to the negative battery terminal. Today I learned …………

60. Next Steps - New Questions Student generated Extensions/new application of original question Researchable or investigable WOW factor Can be recorded throughout notebook

61. Next Steps – New Questions Think about what we did today. What new questions do you have about circuits, batteries, bulbs, and wires? What else would you like to try with batteries, wires and bulbs to make a circuit? I want to know more about... I want to try to...

62. Next Steps – New Questions I want to know... 1.What is inside a battery? 2.How is electricity produced in a battery? 3. Does the current flow from the positive to negative terminal? Next Step: Click on http://www.glenbrook.k12.il.us/gbssci/phys/Class/circuits/u9l2 b.html http://www.glenbrook.k12.il.us/gbssci/phys/Class/circuits/u9l2 b.html http://www.energizer.com/learning/howbatterieswork.asp

63. Next Steps – New Questions I want to try... 1.To light a bulb by adding batteries and wires in a complete circuit. 2.To light two bulbs with one battery by adding additional wires.

64. Providing Feedback Providing the right kind of feedback can make a significant difference in improving our students’ achievement and behaviors. --Robert Marzano Classroom Instruction That Works

65. Providing feedback serves a different purpose than grading.

66. Providing feedback is SMART! S pecific to learning M eaningful A ction-oriented R elevant to outcomes T imely

67. Suggestions for Providing SMART Feedback - Balance the feedback. Note what’s working well and what needs to improve - Help students understand the criteria for scientist’s notebooks. - Set goals with the students of improving one or two components of the notebook. - Use post-its. - Encourage students to self-assess (“3 Stars and a Wish”)

68. Warm Feedback - (Conclusion) Excellent! You understand the big idea and relate your thinking to your focus question and prediction. -(Data Organizer) I liked how you used science words accurately in your labeled diagram. -(Data/Observations) Wonderful diagrams! Your diagrams are clear and well-organized. The labels show me that you’re observing the details. - (New Questions/Next Steps) I love your sense of curiosity! Your new question shows that you desire new knowledge.

69. Cool Feedback - (Prediction) Be sure to include your reasons. Try using this sentence starter for writing your prediction “I think ….because….” -(Conclusion) Refer to the evidence (data) in your conclusion. -(Data/Observations) You can be more clear by labeling the critical contact points in your diagrams. -(Conclusion) You could state that you are keeping or revising your prediction.

70. REFLECTING ON YOUR EXPERIENCE How do your personal beliefs about learning science compare with this example of standards-based learning? WRITING-THINKING PROMPT: I used to think... Now I think...