1. Charlotte McDonald, FOSS Consultant cmcdonald54@comcast.net Welcome to FOSS VARIABLES

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 Variables lessons, equipment, manual, assessment. Fossweb, DVD and Science Stories Learn how students use Science Notebooks Feel more confident about teaching Variables

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

5. 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.

6. Kansas Indicators Inquiry Standard 1. 4.1.1.1. Student asks questions that he/she can answer by investigating. 4.1.1.2. Student plans and conducts a simple investigation. 4.1.1.3. Student employs appropriate equipment, tools, and safety procedures to gather data. 4.1.1.4. Student begins developing the abilities to communicate, critique, analyze his/her own investigations, and interprets the work of other students.

7. Kansas Indicators Physical Science Standard 2. 4.2.1.1. Student observes properties and measures those properties using appropriate tools.. 4.2.3.1. Student identifies that the source of sound is vibrations. (relate pendulums to vibration)

8. Why incorporate science notebooks into FOSS? Documentation: An organized record Cognitive Engagement: Constructing concepts and building explanations A benefit to students A benefit to teachers Research shows they work!

9. Who is the Audience for the Science Notebook? Teacher Parents Students Principal Other Scientists

10. 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.

11. 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 1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # How to set up a science notebook.

14. Number your pages 1

15. Number through 10 3 2

16. Index: References Vocabulary Example:

18. FIRST STEPS: A Precursor to Science Notebooks Use duplicated student sheets intermixed with notebook paper in a 3- hole folder or Use the Delta FOSS Module printed science notebooks

19. Moving Along: Reduced Versions Use reduced versions of FOSS student sheets Glue to left side of composition notebook for student use Students use right side for writing, drawing, and other documentation

20. Moving further along the continuum Decrease the number of FOSS student sheets as students become more experienced and comfortable with science notebooks. It takes time to develop student skills.

21. Rules of Engagement Fairly relaxed on spelling and grammar for entries* Should be neat and organized Products in notebooks should have more rigorous standards Encourage to use numerous means of recording and communicating: charts, graphs, drawings, graphics, color coding, numbers, and images Never erase entries*

22. 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

23. Investigation 1, Part 1. Exploring Swingers We are going to learn how to design and conduct scientific experiments. Record your data and information in your science notebook. We will work in teams of two. Each team will build the equipment that we need for our investigation. Each team will build a “Swinger.” See the instructions on “How to Build a Swinger.”

25. Establishing Procedures Swinger Test

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

27. Notebook Entry How many cycles (swings) does your pendulum have in 15 seconds? Record information in your notebook. What standards do you have? Mass of the bob _______________ Length of the string ____________ Release position _______________

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

29. 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

30. Word Bank

31. Notebook Entry What could you change in your swinger system that might change the number of swings in 15 seconds?

32. Content/Inquiry Chart What is a variable? What is a pendulum and where have you seen one? What variables might affect the number of cycles the pendulum makes in 15 seconds?

33. Line of Leaning 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.

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

35. Time for a break!

36. Investigation 1, Part 2 Does changing the variable of: release position effect the number of swings? mass effect the number of swings? length of the string effect the number of swings?

37. Making Sense of Data Frames and Prompts Claims and Evidence Conclusion and predictions I wonder…

38. Frames and Prompts Sentence Starters I used to think…but now I think… The most important thing to remember about ________ is… One thing I learned about… Questions How can you use…to …? What is the best way to…? Why do you think so?

39. Pendulum Swings CLAIMSEVIDENCE I claim that the number of swings The evidence is

40. Picture the Relationship LengthNo. of Swings

41. Relationship Statements The longer the pendulum, the _________the swings. The shorter the pendulum, the _______ the swings The greater the number of swings, the ______the pendulum. The fewer the number of swings the ________the pendulum.

42. Investigation 1: Part 3 – Predicting Swings Predicting Swings Introduce the Two-Coordinate Graph

43. Word Bank & Content/Inquiry Chart

44. 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

45. 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.

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

48. Reflective Writing Starters: One thing I will remember about today’s investigation…. I’m still confused about…….. The part of solving the problem in today’s investigation that was challenging to me was…… When I started the investigation, I knew____________ and now I also have learned __________________________.

49. FOSS Science Stories Original student books developed to enhance the investigations 3-6 books are a collection of content rich stories and articles 32 softcover books included in kit

50. Citation (MLA) A demonstration of the Foucault pendulum.. 2005. Image. 19 July 2010..

51. Getting to know the manual FOSS Introduction Overview Materials Investigations Investigation Duplication Masters Assessment Assessment Duplication Masters Science Stories Resources Foss Website

52. Getting to know the kit

53. 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

54. Sample Module Page www.fossweb.com

55. Variables Investigations Investigation 2: Lifeboats Investigation 3: Plane Sense Investigation 4: Flippers

56. Your Questions & Ideas Contact: Charlotte McDonald cmcdonald54@comcast.netcmcdonald54@comcast.net

57. Evaluation of Training Questions Concerns Ideas Contact: Charlotte McDonald, FOSS Consultant, cmcdonald54@comcast.net