1. Investigating in Life Science

2. Goals
To engage in a life science inquiry activity and integrate a scientist notebook.
To understand the purpose of a scientist notebook and the components.
To understand the different types of investigations in an elementary classroom.

3. Life Science Modules FOSS and STC Modules in Coventry
STC Organisms (Grade 1)
FOSS Insects (Grade 2)
FOSS Structures of Life (Grade 3)
STC Ecosystems (Grade 4)
FOSS Populations and Ecosystems (Grade 5)
Biomes (Grade 5)

4. RI GSE in Science Domain Statement of Enduring Knowledge
Assessment Target
Grade Span Expectation
Click here for link to RIGSE in Science.

5. Elements of Teacher’s Planning for Grade 5
Engaging Scenario
Focus Question
Prediction
Planning/Procedures
Data/Observations
Making Meaning
Content Blast
Claims and Evidence
Conclusions
Next Steps/New Questions

6. Elements of Grade 5 Scientist Notebook
Focus Question
Prediction
Planning/Procedures
Data/Observations
Claims and Evidence
Conclusions
Next Steps/New Questions
Links to Scientist Notebook Resources:
Scientist Notebook Essentials
Scientist Notebook Toolkit

7. Elements of Teacher’s Planning for Grade 1
Engaging Scenario
Focus Question
Prediction
Planning/Procedures
Data/Observations
Making Meaning
Content Blast
Conclusions
Next Steps/New Questions

8. Elements of Grade 1 Scientist Notebook
Question
Observations
Conclusions
New Questions
Go to
Click on Grade 1 Organism>New from Meghan Organisms Scientist Notebook Format

9. Set up New Entry -Write Table of Contents on p. 1
-Write entry in T of C:
1. What Happened Here? p. 2
-Add page numbers.
-Glue Criteria to inside of front cover.
-Glue Writing Prompts to insider back cover

10. Engaging Scenario

11. Focus Question

12. Class Focus Question
What’s happening here?

13. Prediction
I think the….because…

14. Prediction GETTERS: Gather Materials Each Group of Two
Two strings
Two paper clips
Two pennies
Scissors
Strip of Masking tape
Pencil
Measuring Tape
Draw and write Predictions in notebook.

15. Planning - Procedures Observation 1: Record what you observe.
Make Meaning.
Observation 2: Record what you observe.
Observation 3. Record what you observe.

16. Data - Observations
Record what you observe using your senses. Draw and write.

17. Making Meaning What do you observe? What do you think is happening?
What’s the evidence?

18. Word Bank
Observation
Inference

19. Claims and Evidence I know this to be true: CLAIM EVIDENCE
Here is the evidence:

20. Conclusion - I learned . . . . I used to think (prediction)
Now I think….

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

22. Types of Investigating in an Elementary Science Classroom
FOCUS QUESTION
Describing
Collect numerical data and/or observations
How is the milkweed bug changing?
Classifying
Sort or group observations.
How can these milkweed bugs be grouped?
Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled.
What happens if we decrease the temperature of the habitat for the milkweed bug?

23. DESCRIBING
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.

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

25. CONTROLLED EXPERIMENTING
Identify Variables.
Type of Variable
Example
Manipulated
what to change
Temperature
Responding
what to observe
Locomotion
Controlled
what to keep the same
Food, water, air, space, shelter