LeaPSLearning in Physical Science

March 12, 2010

Supported by University of Kentucky PIMSER Math and Science Outreach

Welcome!

Project Goals for LeaPS

• Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion)

• Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts

• Goal 2: Improve Teacher Instructional Practices

• Goal 3: Enhance Administrator Support

Group Norms• Stay on schedule; be on

time• Put cell phones on silent

and computers closed• Stay present, giving full

attention• Listen actively as others are

speaking• Be engaged—Be IN the work• Avoid sidebar conversations• Keep name tags visible• Rule of 2 feet• Any others?

The Plan for Today

VocabularyStrategies

Data AnalysisConclusions

ContentBuilding

Scientific Investigations

ContentBuilding

But First…..Let’s Play a Game!

Science Notebooks

Learning Target• I can scaffold

instruction to support student learning for data analysis and writing explanations.

Science Notebooks

• Is a science notebook different from a science journal or log?

• How have you used science notebooks in the past?

Where is the trouble?

Does it lie

with content

or

with communication?

How would these comments help improve your communication in

writing?Add more detail

Give more support

What is the data trying to say?

What is the evidence?

Your conclusion needs to be stronger

How does this relate?

You need to be more clear

Comment of your choice

Five Big AssumptionsSeattle’s Science Notebook Program

• Students are motivated to learn new concepts and skills when they are engaged in meaningful learning experiences, such as those in inquiry-based science units.

• The ultimate goal is for students to develop an understanding of science concepts, and to do so, they must learn how to think scientifically

…Assumptions (cont)

• Students also need to learn specific scientific skills (e.g., making observations and interpreting data) and forms of expository writing (e.g., data analysis and conclusions) to help them construct their understanding of concepts and develop their ability to think analytically. Science notebooks serve as a tool in this learning.

…Assumptions (cont)

• Students need scaffolding and modeling to help them learn science concepts, scientific thinking and skills, and expository writing.

• Students have limited time and energy for making entries in their science notebooks, so their entries should focus on expository writing that will deepen their conceptual understanding and/or develop their scientific skills and thinking.

Science Notebooks• The science notebook is not a

product that looks good, but it is a product to support learning and to develop expository writing skills.

• The science notebook is not about what students did, but it is about helping them to make meaning of what they did.

• Avoid having students write about how they felt, what was their favorite…,what they did, or a generic, “What did you learn today?”

• Notebooks should be for formative rather than summative purposes and, therefore, should not be graded.

Writing in Science:How to Scaffold Instruction to Support Learning

Science Session• Engagement

– Date and Focus Question

• Active Investigation– Record data, take notes,

make illustrations or diagrams

• Shared Reflection• Application

Writing Session• Shared Review

– Questions about shared reflection of conclusions based on focus question

• Shared Writing– Model structure

• Scaffolding• Independent Writing

– Use scaffolding to complete notebook entries

Pg. 152

Science Notebook “Rules”for Science Section

• Date, in numerals, the first page of the entry.

• Write a focus or investigative question for each lesson.

• Write something about each science session.

• Write legibly (not necessarily their “best handwriting”).

• “You don’t have to be a rocket scientist to think like a rocket scientist.”

– Gerry Wheeler, NSTA Executive Director

Shared Writing

• Model structure as the students provide the content.

• Focus of writing will be on:– Comparing and contrasting– Cause and effect– ReasoningData analysisDrawing conclusions from data

ScaffoldingData Analysis Writing• Introductory/topic sentence:

– This graph/table shows…

• Summarize the data:– Qualitative data

• More/less; longer/shorter

– Quantitative data• Actual quantities/measurements

• Concluding statement(s):– Therefore, I think…

• Outliers, inconsistent data– Some data were inconsistent. I think this happened, because…

• Connection to the real world– This information could be important because…

Science Notebooks

Learning Target• I can scaffold

instruction to support student learning for data analysis and writing explanations.

T-chart Time

R & B Partners

• Uniform motion is constant velocity motion—motion in a straight line with constant speed.

• Non-uniform motion includes all other types of motion, which involve changing motion.

• Changing position (∆x) can be positive or negative.• Non-uniform motion is always associated with unbalanced forces.• Velocity is the rate of change of position.• Changing motion, speeding up or slowing down, is called

accelerated motion.• If we have acceleration, there must be a net force.• For objects going in a circle with constant speed, the change in

velocity and acceleration are always directed towards the center.

Content Building

3rd Law

ScaffoldingData Analysis Writing• Introductory/topic sentence:

– This graph/table shows…

• Summarize the data:– Qualitative data

• More/less; longer/shorter

– Quantitative data• Actual quantities/measurements

• Concluding statement(s):– Therefore, I think…

• Outliers, inconsistent data– Some data were inconsistent. I think this happened, because…

• Connection to the real world– This information could be important because…

T-chart Time

Before we move on……How ‘bout a game of

basketball?

Ready, Set, Science!

• Examine the “Newton’s Second Law of Motion” activity.

• First, identify possible misconceptions students might hold related to this concept. (See CTS notes.)

• Then, identify what the learning goal(s) would be for this activity.

• Finally, identify what students would walk away understanding as a result of this activity.

Science Investigations

• Determine the strengths and weaknesses of this activity using the criteria on your organizer.

• Provide evidence to support the strengths or weaknesses from Ch. 7.

• Summarize your findings and suggest modifications to strengthen the activity.

College Readiness Standards

• Examine the Science College Readiness Standards for ACT.

• Look back at the activity; identify the science college readiness standards that are required for students to use.

• Reflect on the assertions concerning science investigations from Ch. 7 in Ready, Set, Science!

• Would providing students with investigation experiences such as those advocated in Ch. 7 help students to meet the science CRS?

T-chart Time

Talk A Mile A Minute

Content Building

Let’s Get to Work!

T-chart Timeand

Feedback

For Next Time

• Our next meeting will be May 7, 2010

• For Homework:– Read Ch. 6 in WinS!– Pre-reading:

• Should science notebooks be assessed? If so, how? If so, what?

– Post-reading:• What are some key

considerations for assessing science notebooks?