Welcome to FOSSFull Option Science System

Goals for YouParticipate 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.

Collaborative GroupsGetter 1 – getting and returning

materials/equipmentGetter 2 – getting and returning

materials/equipmentStarter – 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.

Getting to know the kit

Quick WriteWrite which circuit design would

be better for a string-of-lights, series or parallel?

Tell why.Include examples or drawings if

you know some.

State Standards7.2.4.2. 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.

Assessment ChartAssessment chart for each investigation.

Student nameSpace for each Part of the Investigation

Systematic Observation+ (plus) (check) (minus)

Circuit Challenge

What is the problem?

Magnetism & ElectricityInvestigation 3: Advanced ConnectionsPart 3: Solving the String-of Lights Problem

Getting to know the Teachers GuideFOSS IntroductionOverviewMaterialsInvestigationsInvestigation Duplication MastersAssessmentAssessment Duplication MastersScience StoriesResourcesFoss Website

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.

Organization Of Science Notebooks

Table of ContentsNumbered PagesDocumentation of

WorkGlossary and/or IndexAppendix for inserts,

measurement tables or rubrics to be used for assessment

TABLE OF CONTENTS

Use the first 1-5 pages for the Table of Contents…

DATE ACTIVITY/TITLE PAGE #

Circuit Challenge

Number your pages

1

Number through 10

32

Index: References Vocabulary

Example:

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.

Word Bank

Use Word Cards or a Word ChartPlace 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.

.

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 unitInclude icons with words

More on VocabularyFor younger students – tape an example of

the word on the cardAccessible for young students – make

multiple small word cards for students to manipulate and use for writing

Hang low and make largeLife Science – labeling illustrations with

words is more effective than work banks. Use different colors for form and function.

Notebook Entries

1. Planning the Investigation2. Data Acquisition and

Organization3. Making Sense of Data4. Reflection and Self-

Assessment

Observation Frame

Think of the four senses (not taste)Size, shape, color, lines, patterns, texture, weight, smell/odor, sound, behavior

I observed ________________I noticed __________________

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.

Developing the focus questionStudents 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?

Planning the InvestigationNarrative Plans

Based on focus questionShort description of plan

ListsMaterials listDates of observations, people

Step-by-Step Procedures

Planning

Planning Step General Plan Steps 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.

Example: Scientific Illustration

Criteria for Scientific DrawingABCD’s

A = AccurateB = BigC = ColorfulD = Detailed

PredictionA 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

Data Acquisition and Organization

Records:Clearly related to focus questionAccurate and preciseOrganized for efficient reference

Acquisition: Words, phrases, numbers, drawings

Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

Creating & Using TablesStudents create own rather than using

black-line masters – develops valuable scientific skill of organizing

Do not use a laborious measuring processModel 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.

HypothesisStatement 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….

Claims and EvidenceClaims Evidence

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….

Writing ConclusionsLinks 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

Line of LearningThis 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.

Short Note on GradingNotebook itself should not be

gradedCan use it as one component of

performance in classCan use it during parent

conferences to show various levels of performance and to discuss expectations that are valued in school science community

Detailed FeedbackExample: 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 ________________

When to assess Science NotebooksDuring each lesson, check that all students

are writing in their notebooksAfter 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.

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 successfullyCommunicate scientific thinking and

science concepts through expository writing.

How to AssessAddress specific strengths firstNever use the word “but” in constructive

feedbackAddress 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.

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.

Support a variety of literacy skills in the science classroom

Comprehension strategiesWritten and Oral Communication skill Vocabulary development (glossary)Expository reading and writing skillsSharing thinking (Making Meaning Conference)Supporting ideas with evidence

(Claims and Evidence)

Science Notebook Websiteshttp://www.sciencenotebooks.o

rg FAQ tab – can select “secondary”

http://lhsfoss.org/fossweb/teachers/notebooks/index.html

Graphing websites: http://nces.ed.gov/nceskids/index.asp (create a graph) http://www.mrnussbaum.com/coolgraphing.htm

The NotebookDetermine the type of notebook

Composition bookA spiral notebookA three prong paper folder

What type of notebook will you use?Use what works in your classroom

Notebook tipsPaper clip all the pages reserved for the

Table of ContentsPaste 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?

More tipsHighlight the vocabulary words so they can

be easily found on the page.Make a science word wallInstruct students to write complete

sentences when writing conclusionsTools of science – develop a chart for the

notebook which includes: Tool, Measuring, and Unit of measure.

Using Science Notebooks in the Elementary ClassroomBy: Michael P. KlentschyNSTA Press

References

Writing in Science Betsy Rupp Fulwiler Heinemann Press

ReferencesTeaching 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

FOSS Science Stories

Original student books developed to enhance the investigations

K-2 books are expository3-6 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

Sample Module Page

www.fossweb.com

Teacher Prep DVD’sOverview of investigationsHow to prepare equipmentMaterials to collectModel teachingStudent’s learningFound on-line also www.fossweb.com

Formative Assessment

Monitor student progress through Teacher ObservationStudent SheetsScience Notebooks

Summative AssessmentAssessment Scoring Guide 0-4Performance Assessment – answering

questions based on manipulating materials.

Drawing pictures or schematics to answer questions.

Explain through writingMultiple choice with pictures and words.Narrative items – engaging scenario to

explain.