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Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7

1st GradeThinking, Acting, and Writing Like a Scientist:

Investigation NotebooksUnit 7 - 4/1/14

DRAFTThis Unit is currently in the Pilot and Review phase.

Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Last updated 4/1/14 jac.

Common CoreState Standards

Lesson Plan Packet


Table of Contents

Background Information

Abstract and Background Information.....................................................................................................................3

Sound Unit Map of Questions..................................................................................................................................6

Daily Student Self-Reflections - Investigation Notebook Option..............................................................................7

Resources and Materials Needed.............................................................................................................................9

Glossary of Scientific Terms & Professional Resources...........................................................................................11

Why a Script?..........................................................................................................................................................12

Unit Information

Unit-At-A-Glance: Overview of Writing and Science Teaching and Learning Points..............................................13

Part I: Assessing Writers at the Start of the Unit...................................................................................................16

Part II: Immersion Phase........................................................................................................................................17

Part III: Lesson Plans..............................................................................................................................................19

Resource Materials

See Separate Packet

● A special thank you to Robby Cramer, Van Andel Education Institute, for her time and expertise in creating this unit. We appreciate all the support and resources Van Andel Education Institute provided.

Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Last updated 4/1/14 jac.


Abstract & Background Information

This unit is unlike any other MAISA unit in that it is a hybrid unit, combining writing and science standards. The goal is to create a truly integrated unit that helps teachers accomplish both writing and science objectives simultaneously.

This also is not a typical writing unit that takes students through the process of rehearsing, drafting, revising, and editing their writing. Instead, the focus will be writing to record, to question, to access prior knowledge, to predict and observe, to explain data and finally to share with others. Students will be scaffolded through discussing and writing about scientific inquiry as they navigate through scientific investigations. Students will be writing about each step of the process in Science Investigation Notebooks. Initially this will be done as a whole class, moving to small group work and finally to partnership work for those students ready for more independent application. At the conclusion of the study of sound (science area under study), teachers have the option to revisit what was taught in the Informational Writing: Personal Expertise unit and have students write text that teaches others what they learned about sound, as well as thinking, acting, and writing like scientists.

In science, students will be learning to “Think and Act Like Scientists” through studying and applying a framework for scientific investigation and discourse. They will be following Van Andel Education Institute’s (VAEI) steps for engaging students in scientific inquiry while conducting investigations and/or participating in discourse. The focus for scientific investigation will be: Question, Knowledge Probe, Prediction, Investigation Plan, Observation, Data Analysis, Explanation, Evaluation, and Application. The unit will take teachers and students step-by-step through the process. For a more detailed explanation of each step, refer to resources discussed and/or included in the Resource Packet. Please note: Teachers may replace this scientific investigation framework with any scientific process that is included in their district’s science curriculum. The investigation organizer provided by Van Andel Education Institute is a framework from which to work and not a requirement for implementing this unit. Adapt, revise, and replace as needed.

Additionally, students will be learning to “Think and Act Like Scientists” by studying components of one of the Next Generation Science Standards for First Grade, specifically:

Standard 1. Waves: Light and Sound1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make

sound and that sound can make materials vibrate.1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the

problem of communicating over a distance.

For a more detailed explanation of this standard, please read the information included in the Resource Packet as well as information from the Next Generation Science Standards website (http://www.nextgenscience.org). Please note: Teachers may replace the Waves: Light and Sound standard and corresponding performance expectations with other requirements as outlined in their district’s science curriculum. The investigation

studies included in this unit are not a requirement for implementing this unit. Adapt, revise, and replace as needed.

It is recommended that teachers plan to have an integrated Science Writing Workshop during this unit. Therefore, more than the typical 45-60 minute writing time will be needed per day. Teachers may want to combine their writing workshop and science time together. Some days students may be spending a large portion of time conducting a scientific investigation while jotting pieces of information; whereas on other days most of their time may be devoted to

Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Last updated 4/1/14 jac.3


Abstract & Background Information, Continued

writing sections of an investigation. Also, there may be days where there is more of a balance between the amount of time spent on both writing and science. The goal is to have writing and science so integrated that it is difficult to separate the two! Scientists use writing as one of their main means of “Thinking and Acting Like Scientists.”

This unit specifically addresses the following 1st grade common core writing standards:

➢ W.1.2 Write informative/explanatory texts in which they name a topic, supply some factsabout the topic, and provide some sense of closure.

➢ W.1.7 Participate in shared research and writing projects.

➢ W.1.8 With guidance and support from adults, recall information from experiences or gatherinformation from provided sources to answer a question.

This unit specifically addresses the following 1st grade Next Generation Science Standards:

Standard 1. Waves: Light and Sound

➢ 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

➢ 1-PS4-4. Use tools and materials to design and build a device that uses light or sound tosolve the problem of communicating over a distance.

Science Practices - How Scientists Think and Write (Appendix F, pg. 1, New Generation Science Standards)

“The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describe in detail are listed below:

1. 1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information”



Abstract & Background Information, Continued

How the Science Component is Organized (please see next page for a full page description)

The Unit is organized as follows:

❖ Driving question - this is the overarching question for the area under investigation➢ Class questions

■ Investigations and investigation questions❖ Unit Application

application questionThe Unit contains:

○ 1 Driving Question○ 4 Class questions○ 13 Investigations - each class question is followed by a series of investigations to help gather information

to answer that question○ 1 Application Question that uses concepts that have been learned in a new investigation designed by

student researcher.



Sound Map of Questions:Driving Question, Class Questions and investigation Questions

Driving Question: What is happening when I make sounds as I play, dance, and sing?Class Question #1: How can I describe the sounds I hear? Class Question #3: What is happening when I make sounds? Investigation #1 Sound Hunt (Part 1)

Investigation Question: How can I describe the sounds I hear in the_________________________?

Investigation #7 Meter Stick InvestigationInvestigation Question: What happens when I use a meter stick to

make sounds?

Investigation #2 Sound MakersInvestigation Question: How can I describe the sounds I hear using

materials I choose?

Investigation #8 Ruler InvestigationInvestigation Question: What is happening when I use a ruler to make

sounds?

Investigation #3 Hanger with Strings (Part 1)Investigation Question: How can I describe the sounds I hear when

striking a hanger with a pencil?

Investigation #9 Rubber Band InstrumentInvestigation Question: What happens when I pluck a rubber band to

make sounds?

Class Question #2: How can I change the sounds I make? Class Question #4: How do sounds affect objects? Investigation #4 Hanger with Strings (Part 2)

Investigation Question: How can I change the sound I make by strikinga hanger with ?

Investigation #10 Salt Crystals (Part 1)Investigation Question: What happens when I place salt crystals near

a sound? Investigation #5 Drums (Part 1)

Investigation Question: How can I change the sounds I make when usinga drum?

Investigation #11 Salt Crystals (Part 2)Investigation Question: What happens when I place ________ near a

sound? Investigation #6 Drums (Part 2)

Investigation Question: How can I change the sound I make striking adrum with ?

Investigation #12 BalloonInvestigation Question: What happens when I place a balloon near a

sound? Investigation #13 Sound Hunt (Part 2)

Investigation Question: How can I describe the sounds I hear in the_____________________?

Application: How can I design and build something that uses sound that someone can hear far away?

Investigation Question #14: How can I change the sound of a ___________________________ so that someone can hear the sound far away?Sound Map of Questions 3.24.14 TB



Daily Student Self-Reflections - Investigation Notebook Option

Background

Teachers may want to have students make a daily entry into their notebooks to assist them in reflecting on what they learned that day as well as throughout the unit. This could be included as part of the Share Component or at the conclusion of the science writing workshop. Reflection Questions enable students to share their thinking through writing or speaking regarding their ability to think and act as scientists and their understanding of the science concepts of sound and vibration. Reflection Questions enable teachers to analyze and document student thinking as it changes over time in complexity. Reflection Questions could be written on a blank page at the end of the science investigation notebook or in a separate booklet/notebook. These Questions could be used for either formative or summative assessment at the end of each lesson and/or investigation. Furthermore these questions can be used for discussion as a whole class or in small groups. Sample Reflection Questions:

A. Thinking and Acting like Scientists Question: What did you learn today about Thinking and Acting like Scientists?

B. Science-Related Questions: Select specific questions pertaining to what students recently studied about sound. Select from the following or create new ones:

Investigation Questions

· Driving Question: What is happening when I make sounds as I play, dance, and sing?· Class Question: Part 1: How can I describe the sound I hear?· Class Question: Part 2: How can I change the sounds I make?· Class Question: Part 3: What is happening when I make sounds?· Class Question: Part 4: How do sounds affect objects?· Application Question: How can I design and build something that uses sound that someone can hear far

away? Why is sound important to me?

Ask the driving question (What is happening when I make sounds as I play, dance, and sing?) when students have completed Investigations #3, #6, #9, and #13. This will help to determine current student understand of how they make sounds in their real world.



Daily Self-Reflections, Continued

During the Unit Questions· How do I make patterns with sounds?· How do I stop a sound?· How can I make things vibrate?· How can I change the vibrations I make?· How do animals communicate using patterns with their sounds?

End of the Unit Questions· What is happening when I make sounds as I play, dance, and sing?· Why is sound important to me?· How can I think and act like a scientist?



Resources and Materials Needed

Anchor Charts

● Thinking and Acting Like a Scientist - Scientific Inquiry Steps (e.g. Question, Knowledge Probe, Prediction, Investigation Plan, Observation, Data Analysis, Explanation, Evaluation, Application)

● Science Investigation Notebook pages that correspond to each investigation (samples are included in unit)

● Content Science Words related to area under study (e.g. Sound Word List)*

● Scientific Investigation Word List - Process Science Words and definitions related to Scientific Investigation and Discourse (see K-2 Investigation Organizer Step Book)*

*The posted Sound Word list and the Scientific Investigation Word List provide a vocabulary list of words that describe sounds and the practices of thinking and acting like scientists. Word lists will vary from class to class. There is no correct list of words to include. This posted resource helps students as they are writing in their investigation notebooks independently, in teams, or as a class. The Sound Word list helps children to speak and debate ideas like scientists. Students can find quality word choices to express what they are observing and find the words that will help them talk about how they are learning to work like scientists. This instructional practice promotes scientific literacy. Common Core State Standards often refers to this as domain specific vocabulary.

Mentor or Teaching Text

There are two main types of text needed for this unit:

A. content materials about the science area under study (e.g. sound) - books, visuals, articles, etc. Many teachers take excerpts from various resources and create a “mini-lecture” or “lecture burst” appropriate for first graders. These are then shared during read aloud, shared reading, or during the science writing workshop. See Resource Packet for a sample.

B. mentor text that shows what an effective investigation plan might look like - These can be teacher samples, class samples, student samples or excerpts from a book. See Resource Packet for a sample student and class example. Example book: Hands-On Science Sound and Light, 2013, Jack Challoner, Kingfisher: NY, pp. 10 and 11.



Resources and Materials Needed, Continued

General Materials

o Science Investigation Notebooks (class, small group, or individual notebooks)

- Options: A. Template that has each step listed per page, B. Regular loose-leaf or graphing paper where label with investigation step is affixed

- For whole group lessons, teacher will need chart size version of each page- For small group work, use 11x17 version or similar size pages- For individual work, use standard paper size and collate booklets

Please note: The purpose of a science investigation notebook is to create a visual representation of students’ thinking and acting like scientists. Furthermore, it provides a resource for students to find exemplars for each step of the process. For teachers, it helps them to document how students’ thinking changes over time with respect to both scientific investigation and discourse, as well as the science content area under study (e.g. sound).

o Daily Student Self-Reflections - Investigation Notebook Option: If choosing to do this option, think about where you will have students do their daily self-reflections. It could be a page at the end of the scientific investigation steps booklet or a separate booklet/notebook. See previous section for more information.

o Chart paper and markerso Sticky notes - large and smallo Sentence stripso Literature about going on a Sound Walk - for example, The Listening Walk by Paul Showers

We’re Going on a Bear Hunt by Helen Oxenbury

Science Resources and Materials

o Read aloud and shared reading books, articles, visuals, etc. on sound or science area under studyo Materials needed for each investigation - please check each investigation for items neededoooo



Glossary of Scientific Terms & Professional Resources

Glossary of Scientific Terms – See Resource Packet

Professional Resources

- Calkins, Lucy. (2011). A Curricular Plan for The Writing Workshop, Grade 1. Portsmouth, NH: Heinemann.

- Calkins, Lucy, Kolbeck, Lauren, and Knight, Monique. (2013). Lab Reports and Science Books. Grade 2, Unit 2 Information. Portsmouth, NH: Heinemann.

- Daniels, H. & Harvey, S. (2009). Comprehension and Collaboration. Portsmouth, NH: Heinemann.

- Ritz, William C. (2007). A Head Start on Science: Encouraging A Sense of Wonder, p.45. NSTA Press.

- *Investigation Organizer Step Book – Level K-2. Van Andel Education Institute Science Academy. www.vai.org/vaei/science-academy or 333 Bostwick Ave. NE, Grand Rapids, MI 49503, 616-234-5528.

- National Science Teachers Association (NSTA). 1840 Wilson Blvd., Arlington, VA 22201, www.nsta.org/store

- Achieve, Inc. Next Generation Science Standards.(2011-2014). 1400 16th Street NW, Suite 510, Washington, DC 20036. http://www.nextgenscience.org

Next Generation Science Standards - http://www.nextgenscienceHighly recommend reviewing:

o Appendix F – Science and Engineering Practices in the NGSSo Appendix M – Connections to the Common Core Standards for Literacy in Science and Technical

Subjects

*highly recommended



Why a Script?

Teachers, whether new to the profession, Writing Workshop, or to the Common Core Standards can benefit from scripted lesson plans. A script serves as a “writing coach” by guiding instruction to include routines, procedures, strategies, and academic vocabulary. The goal over time is that teachers will no longer need scripted lessons because they will have studied and gained procedural knowledge around writing workshop, the Common Core, and the units of instruction. The script is a framework from which teachers can work -- rewrite, revise, and reshape to align with their teaching style and the individualized needs of their students. Furthermore, the scripted lessons can also be easily utilized by student teachers or substitute teachers.

Additional lesson information:

Share Component –Each lesson includes a possible share option. Teachers may modify based on students’ needs. Other share options may include: follow-up on a mini lesson to reinforce and/or clarify the teaching point; problem solve to build community; review to recall prior learning and build repertoire of strategies; preview tomorrow’s mini lesson; or celebrate learning via the work of a few students or partner/whole class share (source: Teachers College Reading and Writing Project). See Resource Materials Packet for more information – Some Possibilities for Purposeful Use of the Share Time.

Mid-Workshop Teaching Point –The purpose of a mid-workshop teaching point is to speak to the whole class, often halfway into the work time. Teachers may relay an observation from a conference, extend or reinforce the teaching point, highlight a particular example of good work, or steer children around a peer problem. Add or modify mid-workshop teaching points based on students’ needs.

Assessment – Assessment is an essential component before, during and after a unit to determine teaching points and plan for individual and small group work. See Assessment link on Atlas Rubicon for more detailed information and options (e.g. on-demand procedures and analysis, proficiency checklists for product, behaviors and process, formative assessment strategies, writing continuums, see and hear observational sheets, etc.)

Independent Writing and Conferring-Following the mini-lesson, students will be sent off to write independently. During independent writing time teachers will confer with individual or small groups of students.

Balanced Literacy Program (BLP)- A Balanced Literacy Program which is necessary to support literacy acquisition includes: reading and writing workshop,

word study, read-aloud with accountable talk, small group, shared reading and writing, and interactive writing. Teachers should make every effort to include all components of a balanced literacy program into their language arts block. Reading and Writing workshop are only one part of a balanced literacy program. The MAISA unit framework is based on a workshop approach. Therefore, teachers will also need to include the other components to support student learning.



Unit-At-A-Glance: Overview of Writing and Science Teaching Points

Sessions English Language Arts Science

Concept I:Writers participate in shared research by planning, carrying out investigations and writing like scientists.

Class Question 1:How can I describe the sounds I hear?

Session 1 Teaching Point:Writer describes the sounds they hear on a Sound Hunt.

Investigation Question 1:How can I describe the sounds I hear in the _______? (e.g. hallway, lunchroom, playground, etc.)Investigation 1:Sound Hunt (See Resource Packet for sample)

Session 2 Teaching Point:Writers explore selected science topic (e.g. sound) resources to make observations and generate wonderings.

Investigation Question 2:How can I describe the sounds I hear using materials I choose?Investigation 2:Sound Makers (See Resource Packet for sample)

Session 3 Teaching Point:Writers think and act like a scientist whole engaging in a whole-class investigation.

Investigation Question 3:How can I describe the sounds I hear when striking a hanger with a pencil?Investigation 3:Hanger with Strings Part 1 (See Resource Packet for sample)

Session 4 Teaching Point:Writers study mentor texts to learn more about developing an investigation plan.

Investigation Question 3:How can I describe the sounds I hear when striking a hanger with a pencil?Investigation 3:Hangers with Strings - students write their own investigation plan

Concept II:Writers work with small groups to plan and carry out investigations to answer their questions and improve their scientific thinking and writing

Class Question 2:How can I change the sounds I make?

Session 5 Teaching Point:Writers create a variation of the investigation based on new wonderings.

Investigation Question 4:How can I change the sound I make by striking a hanger with a _______?Investigation 4:Hangers with Strings Part 2-Variation with striker (See Resource Packet for sample)

Session 6 Teaching Point:Writers think and act like scientists doing an investigation in small groups.

Investigation Question 5:How can I change the sounds I make when using a drum? Part 1Investigation 5:Drums Part 1 (See Resource Packet for sample)



Unit-At-A-Glance: Overview of Writing and Science Teaching Points, Continued


Session 7 Teaching Point:Writers make sense of their data.

Investigation Question 6:How can I change the sound I make striking a drum with _______?Investigation 6:Drums Part 2 (See Resource Packet for sample)

Concept II:Writers work with small groups to plan and carry out investigations to answer their questions and improve their scientific thinking and writing (continued

Class Question 3:What is happening when I make sounds?

Session 8 Teaching Point:Writers construct explanations to make sense of their investigation and share their thinking.

Session 9 Teaching Point:Writers apply all they know about scientific investigations as they work more independently through the process.

Investigation Question 7:What happens when I use a meter stick to make sounds?Investigation 7:Meter Stick (See Resource Packet for sample)

Session 10 Teaching Point:Writers revise based on information acquired from other sources and investigations.

Session 11 Teaching Point:Writers conduct investigations to share new learnings with others.

Investigation Question 8:What is happening when I use a ruler to make sounds?Investigation 8:Ruler (See Resource Packet for sample)

Session 12 Teaching Point:Writers conduct investigations to share new learnings with others.

Investigation Question 9:What happens when I pluck a rubber band to make sounds?Investigation 9:Rubber Band Instrument (See Resource Packet for sample)

Concept III:Writers apply all they know about scientific investigations as they work more independently (e.g. partnerships or individually) through the process.

Class Question 4:How do sounds affect objects?

Session 13 Teaching Point:Writers use domain specific words when writing like a scientist.

Investigation Question 10:What happens when I place salt crystals near a sound?Investigation 10:Salt Crystals Part 1 (See Resource Packet for sample)

Session 14 Teaching Point:Writers evaluate how well their investigation plans were done.

Investigation Question 11:What happens when I place ______ near a sound?Investigation 11:Salt Crystals Part 2 (See Resource Packet for sample)



Unit-At-A-Glance: Overview of Writing and Science Teaching Points, Continued


Session 15 Teaching Point:Writers revise based on information acquired from other sources and investigations.

Session 16 Teaching Point:Writers evaluate how well their investigation plans were done.

Investigation Question 12:What happens when I place a balloon near a sound?Investigation 12:Balloon (See Resource Packet for sample)

Session 17 Teaching Point:Writers include more domain specific words as they describe sounds they hear.

Investigation Question 13:How can I describe the sounds I hear in the ________?Investigation 13:Sound Hunt Part 2 (See Resource Packet for sample)

Session 18 Teaching Point:Writers self-assess to improve their writing.

Concept IV:Writers synthesize all they learned to share with others.

Application:How can I design and build something that uses sound that someone can hear far away?

Session 19 Investigation Questions 14:How can I change the sound a ______ so that someone can hear the sound far away?

Session 20 – more time on session 19 if needed

Investigation Questions 14:How can I change the sound a ______ so that someone can hear the sound far away?

Session 21 Teaching Point:Writers make their work readable for others.

Session 22 Teaching Point:Writers celebrate by sharing their work with others.

Teaching Point:Writers celebrate by sharing their work with others.

Concept V: OPTIONALWriters teach others about sound in informational books. See unit for specific series of possible lessonsSession

Session

Session

Session



Part I: Assessing 1st Grade Writers: Informative/Explanatory CCSS

Materials

● Writing booklet suggestion: Use paper from informational unit. Students should have access to additional pages if needed.

Assessment Explanation

It is suggested teachers conduct an on-demand writing assessment. The purpose of this assessment is to see what kind of writing students can produce on their own. Therefore, teachers do not guide students through the process. This is not a teaching day, but a day for students to show what they know about going through the steps of writing an informational piece. Teachers will then analyze these writing pieces using a continuum or rubric. Please see K-2 Assessment Packet located in Atlas Rubicon under Assessment Tasks for on-demand guidelines, continuums links and rubrics. Data collected from analyzing this writing will allow teachers to begin to develop insight into what their young writers know and can do on their own; where they need additional help; and possible next teaching points.

Assessment TimelineThe following are guidelines. They may be adapted to meet building and district assessment plans.

Grade Informational Pre-Assessment Informational Post- Assessment

1st Prior to Unit 3- How To After Unit 7- Investigation Notebooks

Assessment Suggestion

Review these pieces alongside the informational continuum that shows the developmental stages of writing, and names the qualities of writing that define each stage (see the K-2 Assessment Package, Lucy Calkins’ new book Units of Study in Opinion, Information, and Narrative Writing Lucy Calkins with Colleagues from the Reading and Writing Project and www.readingandwritingproject.com for continuums. Locate the child’s on-demand writing within the scale. Use the continuum to develop future goals foryour young writers.

Growth Comparison

Pre and post measures: Compare students’ pre-assessment on-demand, final piece from final Informational unit, and the post-assessment administered after the final informational unit to note growth over time.

The pre/post on-demand assessments show what students are able to do on their own. The final piece for the unit shows what students can do with teacher guidance. All three writing samples provide valuable information.

***QUESTION FOR PILOT AND REVIEW: SHOULD WE PRETEST STEPS FOR THINKING AND ACTING LIKE SCIENTISTS?


Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Part II: Immersion Phase

Background InformationThe purpose of the Immersion Phase is to help students develop a thorough understanding of the type of text they will be writing. The goal is to move students from explorers of a particular text type to writers of that text type. In this particular unit, students will learn the purposes of investigation notebooks (visual representation of their thinking and acting like a scientist) as well as the characteristics of well-written pieces. Basically, during this phase, students are thinking, “How do these kinds of text tend to go?” The goal is to move students from explorers that think and act like scientists to writers that share information with others.

This unit will not follow the typical immersion inquiry based format. Students will be reading and studying both sound books and investigation notebook entries throughout the unit – whether in read aloud, shared reading, shared writing, or during the science writing workshop. The goal will be to assist them in gaining content knowledge about Sound as outlined by the Next Generation Science Standard, as well as learn what makes an effective investigation notebook.

Through reading investigation notebooks, student will develop a greater understanding of these areas:

A. Definition and purpose of Investigation Notebooks - The purpose of a science investigation notebook is to create a visual representation of students’ thinking and acting like scientists. Furthermore, it provides a resource for students to find exemplars for each step of the process. For teachers, it helps them to document how students’ thinking changes over time with respect to both scientific investigation and discourse, as well as the science content area under study (e.g. sound).

B. Characteristics of Investigation Notebooks – “How do these kinds of text tend to go?” * 1. General “noticings” - list what students notice in general2. Noticings related to each step - list based on each step of the process3. Noticings related to structure or set up 4. Use of domain specific words (sound words and science inquiry terminology)5. Uses words, pictures, diagrams, charts to explain6. Other

*co-construct specifics with students based on how they would describe each of these items

Additional Areas of Discussion and Study:

➢ Analyze the language and sound often found in investigation reports; discuss how the writer shares information; etc.

➢ Common Core Standard W.1.2 – W.1.2 – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

➢ Common Core Standard W.1.7 – Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

➢ Nonfiction writers write to teach their readers a lot of information as well as to make readers interested in their information.

➢ Nonfiction writers use both text and additional features to teach information.➢ Nonfiction texts use domain specific vocabulary.


Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Immersion Phase, Continued

Additional Activities:

➢ Go on Sound Walks – see sample lesson in unit and the resource - A Head Start on Science, p. 45.➢ Conduct ongoing interactive read alouds on Sound and related topics. Include turn and talk, stop and

act out, stop and jot or sketch, etc. The unit refers to these as “mini lectures” or “lecture bursts.” For more information, see Resource Packet.

➢➢

➢ Pilot and Review - please share other activities you did with your class



Part III: Lesson Plans

Lesson Plan – Session 1

Session 1

Concept I Writers participate in shared research by planning, carrying out investigations and writing like scientists.

Teaching Point Writers describe the sounds they hear on a Sound Hunt.

Class Question #1

Investigation Question #1

How can I describe the sounds I hear?

How can I describe the sounds I hear in the ______? (e.g. hallway, lunch room, playground, etc.)

Investigation #1 Sound Hunt (See Resource Packet for sample)

Materials

● Writing tool per student to record items from Sound Hunt or use Sound Hunt Student Data Collection sheet - see resource packet

● Post science questions on enlarged text or sentence strips - see sample below

● Anchor Chart - Class Science Investigation Notebook - see sample below. By an anchor chart in these sessions, we are referring to a piece or pieces of chart paper that list Scientific Investigation steps. This should be on enlarged text.

● Anchor Chart - Sound Word List

Read-Aloud Connection

Possible text that could be read prior to the Sound Hunt:● The Listening Walk by Paul Showers● We’re Going on a Bear Hunt by Helen Oxenbury

Tips ● Review the Sound Unit Map of Questions for scope and sequence of lessons● Teachers should pre-plan where they are going to visit during the Sound Hunt so students are

exposed to a variety of sound experiences. For example, natural sounds, environmental sounds, man-made sounds, etc.

● Have students record on Sound Hunt Student Data Collection sheet or some type of writing tool during the Sound Hunt.



Lesson Plan – Session 1, Continued

Tips, Continued ● For more information on a Sound Hunt, teachers may want to check the following resource: A Head Start on Science, 2007, Edited by William C. Ritz, NSTA Press, Arlington, VA, page 45 - “A Sound Walk”

● For teacher purposes, questions are identified as driving, class, and investigation questions. This will assist with planning and framing the overall study. It is not necessary to differentiate each type of question with first graders.

● Teachers may want to have students make a daily entry into their notebooks to assist them in reflecting on what they learned that day as well as throughout the unit. This could be included as part of the Share Component or at the conclusion of the science writing workshop. Reflections can be on thinking and acting like a scientist or the science content, sound and vibrations, and/ or class questions.

Connection ●“Sounds are all around. We are starting a unit of study to learn more about sounds and how they work. Today we are going to go on a Sound Hunt and we’ll describe the sounds we hear…”

Teach - Inquiry Based

QUESTION DISCUSSION● “Remember we learned that as scientists, everything is all about asking questions and

answering questions to make sense of our world. We often ask questions that start with how, such as ‘How does water change?’ or ‘How do rocks break down?’” (Use questions that connect to a previous science unit.)

● “Our new exploration will focus on the investigation of sounds. The driving question we want to be able to answer at the end of many investigations about sound is, ‘What is happening when I make sounds as I play, dance, and sing?’ “Remember, a question is what I want to know.” (definition of question)

● Suggestion: Post the unit or driving question on a sentence strip so it can be displayed as the unit question frame (see sample below).

● “To help us answer the driving question, we first are going to explore this question (the class question): How can I describe the sounds I hear? In other words, how can I make sounds happen?’” Display class question on a sentence strip. (See sample below.)

● “To help us answer these questions we will be doing 3 investigations. Today we are going to answer this question, How can I describe the sounds I hear in the ______ (e.g. a place as hallway, cafeteria, playground, etc.)?”

● Word Check - “First, are there any words in this question that you do not know?” Spend time discussing unfamiliar terminology. Add those words to the class Sound Word List chart.




Teach - Inquiry Based, Continued

KNOWLEDGE PROBE DISCUSSION● Knowledge Probe - “Turn and talk to your partner about three things you know about sound.”

Have students share as a class and record some of their prior knowledge under the Knowledge Probe section of the Class Science Investigation Notebook (see sample below). Please note: At this time we are not explaining the term knowledge probe. It will be introduced in a later lesson.

● Explain the purpose and procedures of the Sound Hunt.Conduct the Sound Hunt. Have students record as they go on the Sound Hunt using Sound Hunt Student Data Collection Sheet or another recording tool.

Active Engagement

.● After the Sound Hunt have students share with writing partners what they observed.

After-the-Workshop Share

● Conduct a whole class discussion centered around the investigation question, “How can I describe the sounds I hear in the ____?”

● Select some students to share with the class their recordings, as well as their answers to the class question. The answer to a question is also called a claim in science.

● Record information in the Class Science Investigation Notebook.● Begin a class Sound Word List by encouraging students to add words that describe sound.

The posted Sound Word List anchor chart provides a vocabulary list of words that describe sounds and the practices of thinking and acting like scientists. Word lists will vary from class to class. There is no correct list of words to include. This posted resource helps students as they are writing in their student investigation notebooks independently, in teams, or as a class. This list helps children to speak and debate ideas like scientists. Students can find quality word choices to express what they are observing and find the words that will help them talk about how they are learning to work like scientists. This teaching practice promotes science literacy.

Daily Investigation Notebook Entry See Daily Student Self-Reflections Explanation




SUGGESTED CLASS SCIENCE INVESTIGATION NOTEBOOK & ANCHOR CHARTS

#1 CLASS SCIENCE INVESTIGATION NOTEBOOK - Sample

QUESTION: How can I describe the sounds I hear in the _______? (e.g. hallway, cafeteria, playground, etc.) (Investigation question #1)

KNOWLEDGE PROBE: I know…- sounds can be loud- sounds can be made by people- sounds on a table are loud- music sounds can be high and low- etc.

INVESTIGATION PLAN: 1. Write the location of our sound hunt on the top line of our observation organizer.2. Listen for sounds as we take our sound hunt.3. List each sound and a word or phrase to describe the sound on observation chart.4. Be prepared to share your data with the group.

OBSERVATION: Fill out a class Sound Hunt Student Data Collection Sheet with information gathered through class discussion. Post sheet in this spot.

Please note: This chart should be co-constructed with students based on how they would describe things, text read, and investigations completed. By an anchor chart in these sessions, we are referring to a piece or pieces of chart paper that list scientific investigation steps.

#2 SAMPLE OF SCIENCE QUESTIONS POSTED IN CLASSROOM (suggestion put on different color sentence strips)

Driving Question: What is happening when I make sounds as I play, dance, and sing?Class Question: How can I describe the sounds I hear?Investigation Question: How can I describe the sounds I hear in the ______?

Please note: For teacher purposes, questions are identified as driving, class, and investigation questions. This will assist with planning and framing the overall study. It is not necessary to differentiate each type of question with first graders.




#3 SOUND WORD LIST

List words and definitions. Co-construct based on student input. Below is just a sample.

sound - add definitionquestion - add definitioninvestigation - add definitionobservation- add definition

Sample of a Class Investigation Notebook Page



Lesson Plan-Session 2

Session 2


Teaching Point Writers explore selected science topic (e.g. sound) resources to make observations and generate wonderings.

Class Question #1

Investigation Question #2


How can I describe the sounds I hear using materials I choose?

Investigation #2 Sound Makers (See Resource Packet for sample)

Materials

● Items from the classroom that create sounds for students to explore (e.g. rubber bands, deflated balloons, unifix cubes, plastic cups with lids, pencils, paint brushes, tin cans, etc.)


● Enlarged copy of Investigation Steps

● Anchor Chart - Class Science Investigation Science Notebook - see sample below. See Session 1 for more information.

● Anchor Chart - Sound Word List● Safety goggles for students if available● Student data collection sheet for Sound Makers-

see Resource Packet


Tips ● Review the Sound Unit Map of Questions and Activities for scope and sequence of lessons● The purpose of this inquiry based lesson is to provide students the opportunity to explore

materials, invite curiosity and engagement, make open-ended observations and generate wonderings.

● Teacher needs to collect a variety of materials that correspond to science standards under study. These materials should be placed at stations that relate to the planned investigations.

● This lesson will not follow the typical architecture of a focus lesson. Students will be involved in a free exploration (“messing about”) inquiry lesson.

● For teacher purposes, questions are identified as driving, class, or investigation questions. This will assist with planning and framing the overall study. It isn’t necessary to differentiate each type with first graders.


Lesson Plan-Session 2, Continued

Connection ● “Yesterday we went on a Sound Hunt and discussed ways we could describe sounds. We learned…”

● “Today we are going to act, think and write like scientists as we explore objects that make sounds. Remember scientists make close observations, sketch and label what they observe and record their wonderings.”

Teach-Inquiry Based Lesson

QUESTION DISCUSSION● Review class question #1: How can I describe the sounds I hear? Make a connection to

Sound Hunt Investigation.● “We are going to do an investigation that explores how we can make sounds with different

materials such as…. We will think about: ‘How can I describe the sounds I hear using materials I choose?’”

● Post this investigation question in a shared class Science Investigation Notebook. (see sample below)

● Word Check - “First, are there any words in this question that you do not know?’ Spend time discussing unfamiliar terminology. Add those words to the class Sound Word List chart.

KNOWLEDGE PROBE DISCUSSION● “Next we are going to brainstorm what we already know about sound.”

● Word check - “As student scientists we call this a Knowledge Probe. A knowledge probe is thinking about what I, and other people, already know about my question.” (definition of knowledge probe)

● “Let’s go back and look at our question. There are some important words in this sentence: sound, describe. (underline these words). What did you learn yesterday about these important words?” Discuss their understanding of the word “sound” and the word “describe.”

● “Yesterday we did a Sound Hunt and talked about what sounds we heard. Let’s list 3 things we know about sound.” Use sentence stem: I know... Record on Class Science Investigation Notebook under category - Knowledge Probe. (See sample below).

Free Exploration Activity● Students will engage in free exploration of the materials that are placed at various stations

around the room.● Explain to students purposes of this free exploration time: exploring the materials, having

conversations, recording objects they used, listing words to describe sounds they make, etc. Remind them of the question: How can I describe the sounds I hear using materials I choose?

● Explain the steps of the Investigation Plan: 1. Look at all the materials on the tray/table. 2. Choose 1-3 objects to make a sound. 3. Record the objects you used, sketch and list words to describe the sound you made. 4. Repeat steps 1-3 with new materials.




Teach-Inquiry Based Lesson, Continued

● Teacher selects a means for students to record (e.g. station areas could be covered with butcher paper where students could sketch and write, or use science notebooks from previous units, student data sheet from investigation, etc.) .

● Remainder of this lesson is free exploration with students moving around the room to engage in each station.

● Teacher records student questions, science vocabulary choices, observations, wonderings, etc. Teacher may select some students who have sketched or labeled something that highlights an important sound concept. These students could re-create their sketch on chart paper, docu-camera, smartboard, etc. so later it could be shared with the class. (Reminder: The whole purpose of using a science notebook is so students can go back to it and use it for discussion and other investigations.)

Active Engagement

● Have students meet in partnerships or small groups to discuss their discoveries.


OBSERVATION DISCUSSION● Remind students of what an observation means - Observation are data I collect in an

organized way. (definition of observation)● Teacher invites students to share observations and wonderings. Teacher records student’s

thinking under the Observation section in the Class Science Investigation Notebook.● After discussion of observations, go back to the class question and ask students, “So, now

that we have made a variety of sounds , how could we answer our investigation question: How can I describe the sounds I hear using materials I choose?” Conduct a discussion - “We can describe the sounds we heard…. How do you know?”

Daily Investigation Notebook Entry

See Daily Student Self-Reflections Explanation





CLASS SCIENCE INVESTIGATION NOTEBOOK - Sample

QUESTION: How can I describe the sounds I hear using materials I choose?(Investigation question #2)

KNOWLEDGE PROBE: I know…- sounds can be loud- sounds can be made by people- sounds on a table are loud- music sounds can be high and low- etc.

INVESTIGATION PLAN: 1. Look at all the materials on the tray/table. 2. Choose 1-3 objects to make a sound. 3. Record the objects you used, sketch and list words to describe the sound you made. 4. Repeat steps 1-3 with new materials.

OBSERVATION: Make a class T chart - column 1 = objects, column 2 = words to describe the sound (e.g. tin can and pencil - loud tapping, etc.)

Please note: This chart should be co-constructed with students based on how they would describe things, text read, and activities/investigations completed.

#2 SAMPLE OF SCIENCE QUESTIONS POSTED IN CLASSROOM (suggestion - put on different color sentence strips)

Driving Question: What is happening when I make sounds as I play, dance, and sing?Class Question: How can I describe the sounds I hear? Investigation Question: How can I describe the sounds I hear using materials I choose?


sound - add definitionquestion - add definitioninvestigation - add definitionobservation- add definitionAdd additional words and definitions



#3 SOUND WORD LIST

List words and definitions.

#4 INVESTIGATION STEPS – THINKING AND ACTING LIKE A SCIENTIST- Display Investigation Organizer for Scientific Inquiry (also known as QPOE2 for adults and older students) from Van Andel Science Institute and discuss steps learned so far. Use Investigation Organizer as a review throughout the unit. Investigation Organizer is located in the Resource Packet.

Scientific Investigation Process

QuestionKnowledge ProbePredictionInvestigation PlanObservationData AnalysisExplanationEvaluationApplication

Please note: This chart is based on The Thinking and Acting Like Scientists process from Van Andel Education Institute (VAEI)-see Professional Resources section for definitions and information on how to purchase an Investigation Organizer Step Book (K-2 level) that discusses the process and steps in detail. Please replace the Investigation Steps and corresponding terminology with what your district is currently using in the science area.



Lesson Plan-Session 3

Session 3


Teaching Point Writers think and act like a scientist while engaging in a whole-class investigation.

Class Question #1Investigation Question #3


How can I describe the sounds I hear when striking a hanger with a pencil?

Investigation #3 Hanger with Strings (Part 1) (See Resource Packet for sample)

Materials

● Wire hanger per 2 students, yarn, unsharpened pencils



● Anchor Chart - Class Science Investigation Notebook● Anchor Chart - Sound Word List● Safety goggles for students if available● Investigation #3 Hanger Student Data sheet - see

Resource Packet.

Tips ● This will not be a typical writing workshop lesson, but more focused on modeling the process of a scientific investigation. The mini lesson in this session will take much longer than a typical mini lesson. Provide opportunities for students to move about throughout this investigation.

● During read aloud or shared reading, read and discuss a book on sound . This should be done prior to this lesson.

● For teacher purposes, questions are identified as driving, class, or investigation questions. This will assist with planning and framing the overall study. It isn’t necessary to differentiate each type with first graders.

Read-Aloud/Shared Reading Connection

During the Knowledge Probe Section of the Investigation: After students have discussed what they know what they know about the investigation question this lesson, read aloud and discuss from a book that contains information about how sounds change or how they are made. Ask students to decide what should be included on the Class investigation notebook page about what is known by others.



Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Connection ● “Yesterday, we explored all kinds of materials that we will be using in our investigations of

sound. We discovered...We wondered...”● “Today we are going to continue thinking and acting like scientists while we do another

investigation to help us in thinking about sound - how to describe sounds, how to make sounds, etc.”

Teach - Inquiry Based lesson

QUESTION DISCUSSION● “Our investigation question for today is: ‘How can I describe the sounds I hear when striking

a hanger with a pencil?’● Teacher should start a new Class Science Investigation Notebook page. Add question section.● Word Check - Discuss what words students may not know. Underline key words within the

question and discuss. Add any new terminology to Sound Word List.KNOWLEDGE PROBE DISCUSSION

● Discuss what they already know about these questions: A.) What do you already know about what makes a sound? B) What do you know about describing a sound?

● “Think about the word STRIKING. What do you know about it?” Add to Knowledge Probe using I know… sentence stem.

● “Think about the word HANGER. What do you know about it?” Add to Knowledge Probe using I know… sentence stem.

● “Besides thinking about what we know, we can also think about what we know from others. These may be things we learned from other people, books, or from watching a program. Read aloud and discuss from a book that contains information about how sounds are made or how they can be changed. Think about the book we read earlier, xxxxxxxx, what can we add to our chart that others know about how to describing sounds?’”

● Next read the Use sentence stems: What I learned from others...PREDICTION DISCUSSION

● “As a scientist, after I pose a question I start thinking about what the answer to my investigation question might be. This is called a prediction. A prediction is what I think might happen. (definition of prediction) I make a prediction by using what I already know, which is my knowledge probe, to start thinking about the answer. Let’s try it...Our question is: How can I describe the sounds I hear when striking a hanger with a pencil? A. I predict … B. I predict this because… (sample: I think I could describe the sound as a soft sound. I predict this because when I tapped a can with a pencil it made a soft sound.”)

● Have students turn and talk with a partner. Then, conduct a class discussion and add predictions to chart under Prediction section. (Tip: Have various students share their predictions, then select or vote on the one the class wants to put on the chart.)

INVESTIGATION PLAN DISCUSSION● “The next step is to write an investigation plan. An investigation plan is the set of steps I use

to investigate/study my question. (investigation plan definition)● Teacher should display a set of steps for the investigation written in correct format according

to guidelines (e.g. includes materials needed, listed in the order they are done, numbered, may include drawings with labels, and are complete so someone can repeat them.)

● See sample below


Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Lesson Plan-Session 3, Continued

Teach - Inquiry Based lesson, Continued

OBSERVATION DISCUSSION● “Now I carry out my investigation and collect information or data. This step is called

Observation. An observation is the data or information I collect in an organized way.” (definition of observation)

● “You will record your observations on this sheet.” Explain how to fill out sheet.● Use class investigation plan to conduct the investigation. Please note: This investigation will

be a shared experience in that the teacher will explain a step and then have students do that step with a partner, teachers will demonstrate next step and students will do the next step with their partners, etc. Scaffold students through the investigation.

EXPLANATION DISCUSSION● “Finally, I write an explanation. An explanation tells what I learned from my investigation.

(partial definition of explanation). I write an explanation to help me understand what I observed. Then, I can share it with others so they will be able to understand my answer or claim. (Please note: The terminology claim is included in the Next Generation Science Standards for K-2 and up. There are 3 parts to explanation: claim, evidence, and reasoning and these will be explained to students as the unit progresses.)

● Instruct students to reflect on unit question: How can I describe the sounds I hear? Ask them to provide examples from at least 2 of the activities or investigations done so far. Discuss in partnerships and then share as a class.

● Record in Class Science Investigation Notebook under Explanation section. Possible sentence stems: My explanation… I can describe the sounds I make when I strike a hanger as... (go back to original question).


● Discuss as a class what they have learned so far about Investigation Steps.






SUGGESTED CLASS SCIENCE NOTEBOOK & ANCHOR CHARTS


QUESTION: How can I describe the sounds I hear when striking a hanger with a pencil?(Investigation question #3)

KNOWLEDGE PROBE: Words - striking, hangerI know…

- strike means to hit- hangers make a lot of noise when they drop in the closet- I can I can use a hanger to hang up my clothes- etc.

INVESTIGATION PLAN: 1. Stand facing your partner.2. Loop the ends of the yarn around your pointer finger of each hand.3. Place/Rest each index finger next to each ear.4. Bend/Lean forward so hanger swings freely.5. Using a pencil, your partner needs to gently strike once in the middle of the hanger. See X on diagram.

6. Record observations. 7. Trade and repeat steps 1-6.

OBSERVATION: Solicit input from students as they use their data sheet to share findings. Fill out a class data collection sheet that summarizes learning.

EXPLANATION: Possible sentence stems: My explanation… ● I can describe the sounds I make when I strike a hanger as... (go back to original question).









Driving Question: What is happening when I make sounds as I play, dance, and sing? Class Question: How can I describe the sounds I hear?

Investigation Question: How can I describe the sounds I hear when striking a hanger with a pencil?

#3 SOUND WORD LIST

#4 INVESTIGATION STEPS – THINKING AND ACTING LIKE A SCIENTIST - Display QPOE2 Investigation Organizer from Van Andel and discuss steps learned so far, especially highlight explanation step. Use QPOE2 Investigation Organizer as a review throughout unit.


Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Lesson Plan - Session 4

Session 4

Concept II Writers participate in shared research by planning, carrying out investigations and writing like scientists.

Teaching Point Writers study mentor texts to learn more about developing an investigation plan


How can I describe the sounds I hear?How can I describe the sounds I hear when striking a hanger with a pencil?

Investigation #3 Hanger with Strings (See Resource Packet for sample) - students write their own investigation plan

Materials

● Need Investigation Plan from yesterday’s Hanger with Strings Investigation as a reference.

● Sheet for students to record investigation plan

● Mentor texts with good examples of investigation plans - Options: A. class one from hanger investigation, B. page 11 String Sounds from book, Sounds and Light: Hands on Science by Jack Challone ( or other similar book with investigation plans), C. other teacher written sample or book sample

Tips ● This lesson highlights the step: Investigation Plan.● Optional: Once teams write their own investigation plan for the Hanger with Strings

Investigation have them share it with students from another class that have never done the experiment to see if it needs improvement or how it works (e.g. cross age buddies, another 1st grade classroom, etc.)

Connection ● “Yesterday we worked on an investigation plan as a class and conducted the Hanger with Strings Investigation. We learned…”

● Today YOU will be Thinking and Acting Like Scientists as you write with a partner your own Investigation Plans for this same investigation.”

Teach ● Introduce to students that the class will be working on Step 3: Investigation Plan. Review the concept/definition of an Investigation Plan - An investigation plan is the set of steps I use to investigate/study my question. We are working to discover: What does a scientist do when writing an Investigation Plan? How do Investigation Plans tend to go?


Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Lesson Plan - Session 4, Continued

Teach, Continued ● Study a mentor text page that illustrates an Investigation Plan (e.g. sample from previous day’s investigation or sample from a book). Help students to “notice” items such as:

- lists of materials needed (you will need…) - steps listed in the order they are done - steps are numbered - may include drawings with labels - write steps so there is enough information so someone can repeat them● Begin co-constructing an anchor chart.● Review a second example of an investigation plan and continue discussion. Add to list.

Active Engagement

● Choose another mentor text that has an investigation plan.● Ask partners to list across their fingers what they notice.● Listen in and have students share what they noticed

● Add to anchor chart section on Investigation Plan as they notice more items or discuss how the chart could be improved.

Link ● Instruct students to work with a partner to develop an Investigation Plan for the Hanger with Strings Investigation for someone who has never done the experiment. Remind them to look at the noticings of what makes a good investigation plan.

● Cover up the Class Investigation Plan, so students will generate their own work and not merely copy the class steps.

Mid-Workshop Teaching Point

● Add more to the investigation plan anchor chart such as, include detailed measurements, tell not only what to do, but how to do it, etc.

Independent Writing and Conferring


● Discuss what they learned about Investigation Plans.● Discuss: Wonderings - What are things we still wonder about?....What else might we

ask?...,What would happen if... What else might we investigate? Generate list of further questions and wonderings about the investigation. Create a chart.

● Optional: Once teams write their own investigation plan for the Hanger with Strings Investigation have them share it with students from another class that have never done the experiment to see if it needs improvement or how it works (e.g. cross age buddies, another 1st grade classroom, etc.)


See Daily Self-Reflections Explanation

Lesson Plan - Session 4, Continued



SAMPLE ANCHOR CHART

Investigation Plan (Step # 3 of the Investigation Process)

Investigation Plan: What Steps Do I Use?Definition: The steps I choose to use to investigate my question.

Noticings of Investigation Plans from Mentor Texts

● Steps● names what we need (materials)● are listed in the order they are done● are numbered● are complete and clear so someone can repeat with my plan ● may include drawings with labels● etc.

Please note: This chart should be co-constructed with students based on how they would describe things, mentor text read, and immersion activities completed. This is a sample chart of what 1st graders may discover in this lesson and throughout the unit. It is not intended that at this time they have to identify each item listed.



Lesson Plan - Session 5

Session 5

Concept II Writers work with small groups to plan and carry out investigations to answer their questions and improve their scientific thinking and writing.

Teaching Point Writers create a variation of the investigation based on new wonderings.


How can I change the sounds I make?How can I change the sound I make by striking a hanger with a ______?

Investigation #4 Hanger with Strings Part 2 - Variation with striker (See Resource Packet for sample)

Materials

● Wire hanger per 2 students, yarn from previous investigation

● strikers - options: metal spoon, plastic spoon, wooden spoon, etc.



● Anchor Chart - Class Science Investigation Notebook - see sample below

● Anchor Chart - Sound Word List● Safety goggles for students if available● Investigation #4 Hanger Student Data sheet - see

Resource Packet

Tips ● This is a shared experience, while students will generate ideas for questions, teacher will guide the question to be investigated.

● This investigation is based on the previous Investigation #3.● The point of this lesson is to assist students in following the process of Thinking and Acting

Like Scientists. The focus is not on writing effective, descriptive investigation steps.

Connection ● “Yesterday when we did our experiment, Rylee asked.... Clayton wondered.... This is what scientist do … they take what they learned from one investigation and begin asking more questions. What do questions lead to? Predictions! In order to check predictions, scientists revise or change their investigations. They do their investigation over again, but they change one thing to do differently in the investigation.”

● “Today we will be Thinking and Acting Like Scientists. We will take some of the questions we had and develop a new investigation in order to get answers to our wonderings.”




Teach Inquiry Based Lesson

● “Scientist asks the ‘What If?” question over and over again. I wonder what would happen if…” “What if.... “Pose new questions based on patterns noted from results or questions students had yesterday. Tip: This investigation should focus on the striker tool. For example, What would happen if I change the striker? How can I describe the sound I make by striking a hanger with a ______? (vary with striker)

● Demonstrate step-by-step:● Question - ask a new question based on noticings from previous investigation.● Knowledge Probe : Have student discuss with partners what they know or have learned

from others about describing what sounds you make. Share and record on Class Science Investigation Notebook.

● Prediction : Have student discuss with partners what they predict will happen when they strike the hanger with different tools. Share and record on Class Science Investigation Notebook.

● Investigation Plan : Co-construct an investigation plan for using different spoons as strikers.● Observation : Share data sheet students will use to record data.

Link ● “I have all of the materials that you will need for this new investigation. Work with your partner and conduct the investigation.”

● This lesson is releasing more responsibility to students for carrying out the investigation plan and collecting data. Teacher monitors and assists as needed.

Mid-Workshop Teaching Point -Writing

● Remind students of how important it is to follow the steps and record their data. Share observations of partnerships that are working effectively.


● Prior to Share, review Explanation step. Have partnerships write using these prompts:... My explanation… I can describe the sounds I make when I strike with a….


● Writers share the results of their investigations.● Co-construct the Explanation section for the Class Science Investigation Notebook.● Emphasize: Real scientists meet and discuss their investigations.


See Student Self-Reflections Explanation





#1 CLASS SCIENCE NOTEBOOK - Sample

QUESTION: How can I change the sound I make by striking a hanger with a ______?(Investigation question #4)

KNOWLEDGE PROBE: Words - strike, hanger I know…

- - - - etc.

INVESTIGATION PLAN: 1. Stand facing your partner.2. Loop the ends of the yarn around your pointer finger of each hand.3. Place/Rest each index finger next to each ear.4. Bend/Lean forward so hanger swings freely.5. Using a _____, your partner needs to gently strike once in the middle of the hanger. See X on diagram.

6. Record observations.7. Trade and repeat steps 1-6.

OBSERVATION: Solicit input from students as they use their data sheet to share findings. Fill out a class data sheet that summarizes learning.

EXPLANATION: Possible sentence stems: My explanation… ● I can change the sounds I make when I strike a hanger.... (go back to original question).









Driving Question: What is happening when I make sounds as I play, dance, and sing? Class Question: How can I change the sounds I make? Investigation Question: How can I change the sound I make by striking a hanger with _____?

#3 SOUND WORD LIST

#4 INVESTIGATION STEPS – THINKING AND ACTING LIKE A SCIENTIST - Display organizer from Van Andel and discuss steps learned so far. Use organizer as a review throughout the unit.



Session 6


Teaching Point Writers think and act like scientists doing an investigation in small groups.


How can I change the sounds I make?

How can I change the sounds I make when using a drum? (Part 1)

Investigation #5 Drums Part 1 (See Resource Packet for sample)

Materials

● Use either aluminum cans (e.g. soup) or small plastic 2 oz. cups (e.g. condiment cups), 4 materials to cover the top of the “drum” - tin foil, plastic wrap, wax paper, balloon. Each team of students (2-4) should have a set of four drums.

● Striker - Unsharpened pencil per student or team● Post science questions on enlarged text or sentence

strip - see sample below● Enlarged copy of Investigation Steps

● Anchor Chart - Class Science Investigation Notebook - see sample

● Anchor Chart - Sound Word List● Safety goggles for students if available● Investigation plan steps - 1 per group● Drum Student Data sheet - see Resource Packet

● Small Group Science Investigation Notebook page enlarged with each step clearly labeled as a section (e.g. Question, Knowledge Probe, Prediction, Investigation Plan, Observation, Explanation) - see sample below

● fat markers for small group work, tape

Tips ● This lesson scaffolds students in doing more of the investigation writing. They will be working in small groups filling out a small group Science Investigation Notebook page/s. The teacher will guide them step-by-step through the process of thinking like a scientist, then recording their thinking on the Science Investigation Notebook page. They will be doing what has been done previously whole class in small groups. Teacher should rotate from group to group to assist as needed.

● This lesson further highlights Explanation Step (e.g. evidence).● Teachers need to prepare one Science Investigation Notebook page for each small group. It

is suggested that these be on enlarged paper (e.g. 11x17 paper).● At the end of the lesson, collect small group Science Investigation Notebook pages and

analyze students’ understanding and progress to date. This will help to plan for future lessons.

● Small group final Science Investigation Notebooks may be bound and go in reading or science area.





Prior to this lesson, read aloud and discuss from a book that contains information about how sounds change or how they are made.

Connection ● “Yesterday we worked as scientists by investigating one of our wonderings. This is what scientists do. They ask questions, they do investigations to finds answers to those questions, and then they think about what they learned and form new wonderings. These new questions often lead to new investigations. This is the work of Thinking and Acting like Scientists.”

● “Today we will continue Thinking and Acting Like Scientists with a whole new investigation. What is really exciting is that you will be doing most of the thinking and writing with a small group. Your group will fill out a Science Investigation Notebook page like this… (show enlarged page to generate excitement.). We will be displaying all of your pages when you are done just like we do the class one.”


● Put students into small groups and designate one student as recorder. Review procedures for small group work based on previous classroom guidelines. Give each group a Science Investigation Notebook page and marker.

● Teacher displays a Science Investigation Notebook page to use a reference. (It will be called the demo sheet in the lesson.) Show and explain the Science Investigation Notebook page layout (e.g. each section). As each step is introduced, point to where the students should be on the page.

QUESTION DISCUSSION● “Our investigation question for today is: ‘How can I change the sounds I make when using a

drum?’● Word Check - Discuss what words students may not know. Underline key words within the

question and discuss. Add any new terminology to Sound Word List chart.KNOWLEDGE PROBE DISCUSSION

● Discuss what they already know about this question: How can I change sounds I make?● “Think about the word DRUM. What do you know about it?” Discuss in small groups. Orally

share as a class. Ask each group to pick 2 things they know and want to add to this section. Remind them to use the Knowledge Probe sentence stem - I know…

● Model writing the sentence stem on demo sheet, but do not complete the sentences. - I know… - What I learned from others… (remind them of text you read to them

● Have small groups fill in this section. If they are done before teacher goes to next step, have them discuss what they think each step of the investigation process is.





PREDICTION DISCUSSION● “As a scientist, after I pose a question I start thinking about what the answer to my

investigation question might be. This is called a prediction. A prediction is what I think might happen. (definition of prediction) I make a prediction by using what I already know, which is my knowledge probe, to start thinking about the answer. Let’s try it...Our question is: How can I change the sound I make when using a drum?

● Discuss in small groups. Orally share as a class. Have group select one prediction to include on their small group sheet. Remind them to use Prediction sentence stems - A. I predict [xxxxxxxxx]... B. I predict this because…

● Model writing the sentence stems on demo sheet, but do not complete the sentences. A. I predict I can change the sounds I make using a drum by...B. I predict this because…

● Have small groups fill in this section. If they are done before teacher goes to next step, have them discuss what they think each step of the investigation process is.


to investigate/study my question.” (investigation plan definition)● Teacher should display a set of steps for the investigation written in correct format according

to guidelines (e.g. includes materials needed, listed in the order they are done, numbered, may include drawings with labels, and are complete so someone can repeat them.) See sample below.

● Read and discuss each step. See sample below.● Give each group a copy of the investigation plan steps to tape on their page. Students are

not writing these steps.

OBSERVATION DISCUSSION● “Now scientists carry out their investigations and collect information or data. This step is

called Observation. An observation is the data or information I collect in an organized way.” (definition of observation)

● “You will record your observations on this sheet.” Explain how to fill out sheet. (See Drum Student Data Collection sheet - see Resource Packet)

● Use class investigation plan to conduct the investigation. This investigation will be a shared experience in that the teacher will explain a step and then have students do that step in small groups. Remind them to fill out the data sheet/chart after they try each drum. Teacher explains 1st drum, have small groups try it, then record. Continue process until all 4 drums are studied. If students seem to understand the routine, teacher could let them finish the next drums on their own.

● Teacher should monitor small group work - record student questions, science vocabulary choices, observations, wonderings, etc.




Teach - Inquiry Based, Continued

EXPLANATION DISCUSSION● “Finally, scientists write an explanation. An explanation tells what I learned from my

investigation. (partial definition of explanation) I write an explanation to make sense of what I observed. Then, I can share it with others so they will be able to understand my answer or claim. (Please note: The terminology claim is included in the Next Generation Science Standards for K-2 and up. There are 3 parts to explanation: claim, evidence, and reasoning and these will be explained to students as the unit progresses.)

● Have students reflect on the investigation question: How can I change the sound a drum makes?

● Instruct students to think about what they learned from the drum investigation, other investigations and things they have learned through books, etc. Discuss in small groups and then share as a class.

● Have small groups discuss and fill in this section. Remind them to use Explanation sentence stem

- My explanation: My claim is….

● Discuss and explain the term evidence. Evidence is the scientific data or information one uses to support the claim. Elaborate as needed. Add this to the Explanation section. Have small groups discuss and fill in this section.

- My explanation: My claim is…. My evidence is..


● Have groups display their small group investigation page/s. Do a Carousel walk to look at everyone’s work.






Sample Science Investigation Notebook page for each small group

Sample Science Notebook page: (Suggestion: Using colored markers, try to use the same color that is used in the Step Book (e.g. Question in orange, prediction in lime, etc.) leave enough space so students can write with marker)

Question (orange color) Teacher should write the investigation question on the page. How can I change the sounds I make when using a drum?

Knowledge Probe (yellow color)Prediction (lime green color)Investigation Plan (green color)Observation (teal color) Explanation (purple color)

*replace colors as needed. These colors correspond to Van Andel Education Institute’s Investigation Organizer Step Book.






QUESTION: How can I change the sounds I make when using a drum?(Investigation question #5 part 1)

KNOWLEDGE PROBE: Word - drum I know…

- - - - etc.

INVESTIGATION PLAN: 1. Gather materials: cans with plastic wrap drum head, cans with aluminum foil drum head,cans with balloon drum head, cans with paper drum head, and pencil.

2. Gently strike the surface (head) of drum using a pencil (tool). 3. Place a “X” in the loud OR soft box.

4. Compare the sounds you make to other sounds you know. 5. Write what it sounds like in the “sound like” column. 6. Repeat steps 1-5 for each drum.

OBSERVATION: Fill out Student Drum Student Data Collection sheet that summarizes learning.

EXPLANATION: Possible sentence stems: My explanation… ● I can change the sounds I make using a drum by... (go back to original question).









Driving Question: What is happening when I make sounds as I play, dance, and sing?Class Question: How can I change the sounds I make? Investigation Question: How can I change the sounds I make when using a drum?

#3 SOUND WORD LIST



Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Lesson Plan - Session 7 Session 7


Teaching Point Writers make sense of their data.


How can I change the sounds I make? How can I change the sound I make striking a drum with _____?

Investigation #6 Drums Part 2 (See Resource Packet for sample)

Materials

● Each team of students (2-4) needs a drum with the balloon head.

● Striker - each team should have a plastic spoon, metal spoon, and a wooden spoon. The wooden spoon/s can be rotated to groups if there are not enough available.

● Post science questions on enlarged text or sentence strip - see sample below

● Enlarged copy of Investigation Steps● fat markers for small group work, tape

● Anchor Chart - Class Science Investigation Notebook - see sample

● Anchor Chart - Sound Word List● Safety goggles for students if available● One copy of investigation plan per small group● Drum Student Data sheet - see Resource Packet

● Small Group Science Investigation Notebook page enlarged with each step clearly labeled as a section (e.g. Question, Knowledge Probe, Prediction, Investigation Plan, Observation, Explanation) - see sample below.

Tips ● This lesson highlights data analysis where the students study their data, share their results and begin thinking about the why.

● This lesson scaffolds students in doing more of the investigation writing. They will be working in small groups filling out a small group Science Investigation Notebook page/s. The teacher will guide them step-by-step through the process of thinking like a scientist, then recording their thinking on the Science Investigation Notebook page. They will be doing what has been done previously whole class in small groups. Teacher should rotate from group to group to assist as needed.

● Teachers need to prepare one Science Investigation Notebook page for each small group. It is suggested that these be on enlarged paper (e.g. 11x17 paper). See sample below.

● At the end of the lesson, collect small group Science Investigation Notebook pages and analyze students’ understanding and progress to date. This will help to plan for future lessons.

● Small group final Science Investigation Notebooks may be bound and go in reading or science area.




Connection ● “Yesterday we continued Thinking and Acting like Scientists by conducting another investigation. If fact, in small groups you worked together in writing your own Science Investigation Notebook pages like we have been doing as a class. We learned…”

● Today, you will continue that small group work and try out even more of the process. We will do a variation on our drum investigation and learn more about data analysis or understanding what the information we collect means.”

Teach - Inquiry Based Lesson

● Put students into the same small groups as the previous session and designate one student as recorder. Review procedures for small group work based on previous classroom guidelines. Give each group a Science Investigation Notebook page and marker.

● Teacher displays a Science Investigation Notebook page to use a reference. (It will be called the demo sheet in the lesson.) Show and explain the Science Investigation Notebook page layout (e.g. each section). As each step is introduced, point to where the students should be on the page.

QUESTION DISCUSSION● “Our investigation question for today is: ‘How can I change the sound I make striking a drum

with _____?’● Word Check - Discuss what words students may not know. Underline key words within the

question and discuss. Add any new terminology to Sound Word List chart.

KNOWLEDGE PROBE DISCUSSION● Discuss what they know about: describing, making, and changing sounds. Discuss what they

already know about this question from what they learned through the Hanger with Strings investigation and drum investigation part 1: How can I change sounds I make?

● Ask each group to pick 2 things they know and want to add to this section. Remind them to use the Knowledge Probe sentence stem - I know…

● Model writing the sentence stem on demo sheet, but do not complete the sentences. - I know… - I know...

● Have small groups fill in this section. If they are done before teacher goes to next step, ask students to discuss what their prediction might be. Encourage them to consider how they can use part of their prior knowledge they identified as a group to support their prediction. State that they need to be prepared to share their ideas with the class.

PREDICTION DISCUSSION● “As a scientist, after I pose a question I start thinking about what the answer to my

investigation question might be. This is called a prediction. A prediction is what I think might happen. (definition of prediction) I make a prediction by using what I already know, which is my knowledge probe, to start thinking about the answer. Let’s try it...Our question is: How can I change the sound I make when using a drum? Today we will be changing the striker we use. We will use plastic, metal and wooden spoons to strike our drum with the balloon head.



Teach - Inquiry Based Lesson, Continued


● Model writing the sentence stems on demo sheet, but do not complete the sentences. A. I predict I can change the sounds I make using a drum by... B. I predict this because…

● Have small groups fill in this section. If they are done before teacher goes to next step, have them consider as a group how they might create an investigation plan. Have them draw or sketch what they might do and add labels. This will help them write an investigation plan. Display the K-2 Step book Investigation Plan on the doc camera so that they can see what will be happening next.








● “You will record your observations on this sheet.” Explain how to fill out sheet. (See Drum Student Data Collection sheet - see Resource Packet)

● Use class investigation plan to conduct the investigation. This investigation will be a shared experience in that the teacher will explain a step and then have students do that step in small groups. Remind them to fill out the data sheet/chart after they try each striker. Teacher explains 1st striker, have small groups try it, then record. Continue process until all 3 strikers are studied.

● Teacher should monitor small group work - record student questions, science vocabulary choices, observations, wonderings, etc.

DATA ANALYSIS DISCUSSION● “We are going to add another step: Data Analysis. Data analysis is the way I understand my

data. (data analysis definition). I take the data or information I collected and I begin to think about what it is telling me. I think about - How can this information help me to answer my question? “




● Model interpreting and discussing what patterns do you notice? Have students reorganize observations/ data on a new sheet of paper. Encourage them to ask themselves: what does that observation/data tell me. Use the data collection sheet from the investigation.

● As a class write a statement as the Data Analysis using sentence stem: My data analysis shows… Discuss as a class first, then have small groups discuss and fill in this section together.


investigation. (partial definition of explanation) I write an explanation to make sense of what I observed. Then, I can share it with others so they will be able to understand my answer or claim. (Please note: The terminology claim is included in the Next Generation Science Standards for K-2 and up. There are 3 parts to explanation: claim, evidence, and reasoning and these will be explained to students as the unit progresses.)

● Have students reflect on the investigation question: How can I change the sound a drum makes?

● Instruct students to think about what they learned from the drum investigation with different strikers, other investigations and things they have learned through books, etc. Discuss in small groups and then share as a class.

● Have small groups discuss and fill in this section. Remind them to use Explanation sentence stem

- My explanation: My claim is….

● Discuss and explain the term evidence. Evidence is the scientific data or information one uses to support the claim. Encourage students to think about the patterns from their data or the summary of the data (observations) Have small groups discuss and fill in this section.

- My explanation: My claim is…. My evidence is..

● My claim is…. My evidence is.. My reasoning is…


● Have students Self-Reflect, then have them share their entries in small groups.






Sample Science Investigation Notebook page for each small group

Sample Science Investigation Notebook page: (Suggestion: Using colored markers, try to use the same color that is used in the Step Book (e.g. Question in orange, prediction in lime, etc.) leave enough space so students can write with marker)


Knowledge Probe (yellow color)Prediction (lime green color)Investigation Plan (green color)Observation (teal color)Data Analysis (blue color)Explanation (purple color)






#1 CLASS INVESTIGATION SCIENCE NOTEBOOK - Sample

QUESTION: How can I change the sounds I make when using a drum?(Investigation question #5 part 1)

KNOWLEDGE PROBE: I know…- - - - etc.

INVESTIGATION PLAN: 1. Decide what drum to use.2. Gather materials including strikers to use with drum.3. Gently strike the surface (head) of the drum using a _____.4. Is the sound loud or soft? Place an “X” in the loud or soft box.5. Describe the sound you hear.

OBSERVATION: Fill out Student Drum Student Data Collection sheet that summarizes learning.

DATA ANALYSIS: My data analysis shows...

EXPLANATION: Possible sentence stems: My explanation…● My claim is… I can change the sounds I make using a drum by... (go back to original

question).● My evidence is…● My reasoning is...









Driving Question: What is happening when I make sounds as I play, dance, and sing?Class Question: How can I change the sounds I make? Investigation Question: How can I change the sounds I make when using a drum?

#3 SOUND WORD LIST





Pilot and Review - need mentor text examples of well written explanations - teacher and student samples

Session 8


Teaching Point Writers construct explanations to make sense of their investigation and share their thinking.

Investigation Question

Materials

● Chart that explains Explanation steps● Mentor text samples of Explanation step - teacher

created and other student samples

● Class Investigation notebook page, Explanation section, from Drum investigation or other investigation

Tips Explanation chart can be co-constructed with students or pre made. It would be helpful if mentor text in Teach was from a different investigation. See Explanation samples at the end of the lesson; replace in the future with well written

class, teacher or small group examples

Connection “Yesterday you truly were Thinking and Acting like Scientists. I observed… “ “Today we are going to do what we have done throughout the year in writing workshop. We

are going to study mentor text to help us learn how to do something even better. I’m going to teach you that scientists write explanations to make sense of their investigation and share their thinking.”

Teach ● “Let’s look at some explanations that other scientists have written. Real scientists write explanations of their investigations so they can share their thinking with other scientists.”

● “Here’s an explanation from a scientist.” Teacher shares mentor text with students asking students to notice what the scientist included in his/her explanation. Students turn and talk with partners about what they notice.

● Teacher should use Van Andel Investigation Organizer Step book to guide their discussion and noticings about Explanations. In first grade, at this time, we are primarily focusing on Claim and Evidence. The third component Reasoning will be targeted at other grade levels.

● Teacher co-constructs Explanation chart with students.



Active Engagement

Use the Investigation Notebook page that teacher/class constructed as a model from the drum investigations or other previous investigations and revise Explanation section as a class based on new learnings.

Link ● “Now when you go off to write, you will be revising your drum investigations with your small group. Let’s review what we learned about Explanations… (refer to anchor chart). Keep in mind that scientists construct explanations to share their thinking with others. Everything that scientists do revolves around making observations and asking questions. An explanation is the answer to the investigation question. The explanation has three parts - claim, evidence, and reasoning. We are only using claim and evidence at this time. The claim is the answer to the investigation question. It is followed by a section called evidence. Evidence is sharing the information you found from the data that supports the answer or claim you gave.”


● Highlight the work some small groups are doing as they develop clear, comprehensive explanations.


● “I noticed as some of you were writing your explanations you started to ask other questions. When scientists share their thinking they realize that there are other questions that they would like to investigate. This question then leads them to start a new investigation. Tomorrow we will keep exploring, ‘What is happening when I make sounds as I play, dance, and sing?’”

● Share explanations from small group work.



Sample Anchor Chart

Explanation Noticings● 2 or 3 parts (claim, evidence -- reasoning (but not in 1st grade)● Claim - put in student language (see glossary for sample)● Evidence - put in student language (see glossary for sample)● My evidence supports my answer to my investigation questions because I observed… (use science words to

help tell what you observed.)● Scientist writes lots of words to explain their thinking so others understand it● Explanation is the heart of the investigation -- really important!● Use pictures to help share what was discovered ● Uses science words and ideas● May include ideas and evidence from other people

Please note: This chart should be co-constructed with students based on how they would describe things, mentor text read, and immersion activities completed.



Pilot and Review Please Note: We need to collect some student samples at the first grade level to include with this and other lessons. Please gather some good examples of class, teacher, and student written explanations. Attach to your lesson feedback form. It could be from this lesson or from any investigation.

Sample Investigation about Pill Bugs

My investigation question was, How can I describe what happens when a pill bug unrolls from a ball? I spent a lot of time observing pill bugs. I made lists of what I observed using my five senses and recorded numbers based on what I observed. I made a labeled drawing of my pill bug. Then I spent time observing how the pill bug acted. I placed the pill bug in a round container and watched the pill bug roll into a ball. Then I observed how it unrolled from a ball. In 9 out of 10 tries or trials the pill bug unrolled just enough to for the antennae to poke out. The other trial the pill bug never unrolled. The following is a possible write up for the Explanation section based on the Pill Bugs investigation:

Question: How can I describe what happens when a pill bug unrolls from a ball? Explanation Example I claim that a pill bug unrolls from a ball slowly uncurling enough to allow its antennae to come out first.

(Teachers please note: Explain to students how the author tells what s/he learned from the investigation. ) My evidence to support my claim is: in nine out of ten trials my pill bug uncurled slowly with its antennae coming out first. The antennae would be wiggling in all directions. The pill bug always started out in a ball and the antennas would poke out first. The pill bug would slowly unroll its body. I saw many moving feet and other body parts.

(Teachers please note: Explain to students how the author explained what information or data was collected and observed during the investigation. Share the information that supports or proves that.)

More examples will be included after pilot and review.



Session 9


Teaching Point Writers apply all they know about scientific investigations as they work more independently through the process.


What is happening when I make sounds? What happens when I use a meter stick to make sounds?

Investigation #7 Meter Stick (See Resource Packet for sample)

Materials

● See Meter Stick investigation in Resource packet for specific materials needed


● Enlarged copy of Investigation Steps● One copy of investigation plan per small group

● Science Investigation Notebook pages per small group● Anchor Chart - Class Science Investigation Notebook -

see sample● Anchor Chart - Sound Word List● Safety goggles for students if available● Meter Stick student data sheets● fat marker and tape per small group

Tips This lesson takes students through the entire process. It will be the last lesson, where each step is scripted. Teachers may use this script as needed in subsequent lessons.

The goal with this lesson and future ones is transference of knowledge - increased understanding of the steps, increased understanding of the science standards under study, and more student independence in writing and thinking like a scientist through the notebook process.

Students will continue to work in small groups. Modify and change groups as needed. Scaffold students in doing more of the investigation writing. Guide them step-by-step through the process of thinking like a scientist, then recording their thinking on the Science Investigation Notebook page. Teacher should rotate from group to group to assist as needed.

Teachers need to prepare one Science Investigation Notebook page (or pages) for each small group. It is suggested that these be on enlarged paper (e.g. 11x17 paper).

At the end of the lesson, collect small group Science Investigation Notebook pages and analyze students’ understanding and progress to date. This will help to plan for future lessons.

Small group final Science Investigation Notebooks may be bound and go in reading or science area.





Prior to this lesson, read aloud and discuss from a book that contains information about how sounds change or how they are made.

Connection “Yesterday we came up with new Wonderings that lead to new questions that lead to new investigations.”

“Today we are going to apply all we know about Thinking and Acting like Scientists as we conduct a new investigation. Once again in your small groups you will record all you learn as you go step by step through the process.”

Teach - Inquiry Based Lesson

● Put students into the same small groups as the previous session and designate one student as recorder. Review procedures for small group work based on previous classroom guidelines. Give each group a Science Investigation Notebook page and marker.

● Teacher displays a Science Investigation Notebook page to use a reference. Show and explain the Science Investigation Notebook page layout (e.g. each section). As each step is introduced, point to where the students should be on the page.

QUESTION DISCUSSION● “Our new class question is: “What is happening when I make sounds?” “Our investigation question for today is: ‘What happens when I use a meter stick to make

sounds?’● Word Check - Discuss what words students may not know. Underline key words within the

question and discuss. Add any new terminology to Sound Word List chart.

KNOWLEDGE PROBE DISCUSSION● Discuss what they already know about this question: What is happening when I make sounds?● “Think about the word METER STICK. What do you know about it?” Discuss in small groups.

Orally share as a class. Ask each group to pick 2 things they know and want to add to this section. Remind them to use the Knowledge Probe sentence stem - I know…

● Model writing the sentence stem on demo sheet, but do not complete the sentences. - I know… - I know...● Have small groups fill in this section.

PREDICTION DISCUSSION● “As a scientist, after I pose a question I start thinking about what the answer to my investigation

question might be. This is called a prediction. A prediction is what I think might happen. (definition of prediction) I make a prediction by using what I already know, which is my knowledge probe, to start thinking about the answer. Let’s try it...Our question is: What happens when I use a meter stick to make sounds?’






● Model writing the sentence stems on demo sheet, but do not complete the sentences. A. I predict when I use a meter stick to make sounds that...B. I predict this because…

● Have small groups fill in this section.








● “You will record your observations on this sheet.” Explain how to fill out sheet. (See Meter Stick Data sheet - see Resource Packet)

● Use class investigation plan to conduct the investigation. This investigation will be a shared experience in that the teacher will explain a step and then have students do that step in small groups. Remind them to fill out the data sheet/chart after each step. Teacher should monitor small group work - record student questions, science vocabulary choices, observations, wonderings, etc.

DATA ANALYSIS DISCUSSION● “Now we are on the Data Analysis step. Data analysis is the way I understand my data. (data

analysis definition). I take the data or information I collected and I begin to think about what it is telling me. I think about - How can this information help me to answer my question?”

● Model interpreting and discussing the results -- what happened and then what does that observation/data tell me. Use the data chart from the sample investigation.

● Add to chart using sentence stem: My data analysis shows…● Discuss as a class first, then have small groups discuss and fill in this section.






investigation. I write an explanation to make sense of what I observed. Then, I can share it with others so they will be able to understand my answer or claim. (Please note: The terminology claim is included in the Next Generation Science Standards for K-2 and up. There are three parts to explanation: claim, evidence, and reasoning.)

● Have students reflect on the investigation question.● Instruct students to think about what they learned from the meter stick investigation, other

investigations, and things they have learned through books, etc. Discuss in small groups and then share as a class.

● Have small groups discuss and fill in this section. Remind them to use Explanation sentence stems

- My explanation: My claim is….- My explanation: My claim is…. My evidence is..

● Discuss and explain the term evidence. Evidence is the data or information one uses to support the claim. The evidence is stated in the Explanation as a short summary of the data analysis of the observations collected in the investigation. These observations support the claim (the answer to the investigation question). Have small groups discuss and fill in this section.

● - My explanation: My claim is…. My evidence is..


● Have 2 or 3 small groups share their claim and evidence with the class. Have them use their Investigation notebook page as a resource/reference. The rest of the class asks each group questions about their information.






Sample Science Notebook page for each small group

Sample Science Notebook page: (Suggestion: Using colored markers, try to use the same color that is used in the Step Book (e.g. Question in orange, prediction in lime, etc.) leave enough space so students can write with marker)


Knowledge Probe (yellow color)Prediction (lime green color)Investigation Plan (green color)Observation (teal color)Data Analysis (blue color)Explanation (purple color)







QUESTION: Class Question: What is happening when I make sounds?Investigation Question #7: What happens when I use a meter stick to make sounds?

KNOWLEDGE PROBE: I know…- - -

INVESTIGATION PLAN: 1. Gather materials (wooden meter stick, data table)2. Place the meter stick on the edge of the table with the end of the meter stick on

the edge of the paper taped to the desk.3. One partner holds the end of the meter stick on the edge of the paper.4. The other partner places their thumb on the edge of the meter stick extending

beyond the table top, and gently lets the thumb slide off the wooden meter stick.5. Record class observations about loud sound, soft sound, direction of the

movement of the meter stick on class journal/chart.6. Repeat steps 2-5 two times.

OBSERVATION: Fill out Student Meter Stick Student Data sheet that summarizes learning.

DATA ANALYSIS : My data analysis shows...

EXPLANATION: Possible sentence stems: My explanation:● My claim is…● My evidence is…








#2 Sample of Science Questions Posted in Classroom (suggestion - put on different color sentence strips)

Driving Question: What is happening when I make sounds as I play, dance, and sing?Class Question: What is happening when I make sounds? Investigation Question: What happens when I use a meter stick to make sounds?

#3 Sound Word List

#4 Investigation Steps - Thinking and Acting Like a Scientist - Display QPOE2 Investigation Organizer from Van Andel and discuss steps learned so far. Use Investigation Organizer as a review throughout the unit.




Session 10


Teaching Point Writers revise based on information acquired from other sources and investigations.


Materials

● Multiple non-fiction mentor texts about given topic● Mini Lecture - see Tips below● Sheet for students to put information learned from Mini

Lecture

● sticky notes (small and large)● pencils

Tips Teachers should have a variety of mentor text available that students can easily comprehend and transfer to their own investigation notebooks

Mini Lectures or Lecture bursts need to directly support the current investigation so that students can apply the information immediately. It is recommended that teachers create a “mini lecture” on PS4.A: Wave Properties - Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1). It is important that students understand this core idea by the end of the unit.

Be sure to model this using the information to modify the investigation notebook Teachers might want to repeat this lesson with a short video clip

Connection Discuss with students...what do we know about how scientists conduct investigations. Guide students to talk about the investigation process.

“Today I’m going to teach you that writers of science investigations revise their writing by adding information from other sources like books, videos, other scientists and other investigations.”

Teach ● Invite students over to group area. Students will need a recording page, a pencil and teacher will need to give students access to sticky notes.

● “We’re investigating sound and what happens when... “● Conduct a Mini-Lecture or Lecture Burst (2-3 minute)● Teacher discusses information that teacher determines is important● Put the information on a large sticky note● Explain what did - read, studied, determined important information, jotted notes in own

words




Active Engagement

● Conduct Mini Lecture or Lecture Burst (different lecture burst or a continuation of the first Lecture Burst)

● Teacher may pull out 3 or 4 domain specific words that students might use in their turn and teach (vibration, vibrating materials, sound)

● Students turn and teach important information from Lecture Burst to partner● Mini Lecture or Lecture Burst again● Students stop and jot important information● Students will help teacher find a spot in the class investigation notebook for the teacher’s

sticky note.● Students will add their sticky notes to their own small group investigation notebook at the rug.

Link ● Students will listen or study more sources and take notes, adding those notes to their lab reports.


● Teacher draws student’s attention back to the domain specific vocabulary pulled out of the Mini Lecture or Lecture burst (and possibly from sound word list)

● Model using one of those words in the class investigation notebook● Encourage students to find places to revise small group investigation notebook using scientific

language



● Invite students to share examples of where they were able to add specific vocabulary or new bits of information to their Science Investigation Notebooks






Session 11


Teaching Point Writers conduct investigations to share new learnings with others.


What is happening when I make sounds? What is happening when I use a ruler to make sounds?

Investigation #8 Ruler (See Resource Packet for sample)

Materials

● See Ruler investigation in Resource packet for specific materials needed


● Enlarged copy of Investigation Steps● One copy of investigation plan per small group● Ruler student data sheets


see sample● Anchor Chart - Sound Word List● Safety goggles for students if available

Tips Conduct investigation following same procedures as previous lessons. Teacher should explain each step as has been previously done. If teacher wants a detailed script for each step, see Session 9.

The goal of this lesson and future ones is transference of knowledge - increased understanding of the steps, increased understanding of the science standards under study, and more student independence in writing and thinking like a scientist through the notebook process.






Tips, Continued At the end of the lesson, collect small group Science Investigation Notebook pages and analyze students’ understanding and progress to date. This will help to plan for future lessons.


Conduct Ruler Investigation with class.



Lesson Plan – Session 12

Session 12


Teaching Point Writers conduct investigations to share new learnings with others.


What is happening when I make sounds? What happens when I pluck a rubber band to make sounds?

Investigation #9 Rubber Band Instrument (See Resource Packet for sample)

Materials

● See Rubber Band Instrument investigation in Resource packet for specific materials needed


● Enlarged copy of Investigation Steps● One copy of investigation plan per small group● Rubber Band Instrument Student data sheets











Small group final Science Investigation Notebooks may be bound and go in reading or sciencearea.

Conduct Rubber Band Instrument Investigation with class.

Class Question #4 Sessions 13+ - Shift to partnerships or individual work

Teachers have the option based on student progress to have students continue working in small groups on investigations and writing steps in an investigation notebook or shift to students working in partnerships or individually. Adjust materials needed accordingly. Also, at this point 8 ½ x 11” notebook packets may be used. Some teachers have students conduct investigations in partnerships, but have each student fills out his/her own notebook.




Session 13

Concept I Writers apply all they know about scientific investigations as they work more independently (e.g. partnerships or individually) through the process.

Teaching Point Writers use domain specific words when writing like a scientist.


How do sounds affect objects? What happens when I place salt crystals near a sound?

Investigation #10 Salt Crystals - Part 1 (See Resource Packet for sample)

Materials

● See Salt Crystals - Part 1 investigation in Resource packet for specific materials needed


● Enlarged copy of Investigation Steps● One copy of investigation plan per partnership● Salt Crystals Student data sheets

● Science Notebook pages per small group● Anchor Chart - Class Science Investigation Notebook -




Students will continue to work in partnerships. Modify and change groups as needed. Scaffold students in doing more of the investigation writing. Guide them step-by-step through the process of thinking like a scientist, then recording their thinking on the Science Investigation Notebook page. Teacher should rotate from group to group to assist as needed.

Teachers need to prepare Science Investigation Notebook packets for small groups, partnerships or individuals.






Conduct Salt Crystal - Part 1 Investigation with class.

See next page for lesson on domain specific vocabulary.



Lesson Plan – Session 13 Pilot and Review - need student examples

Session 13

Concept III Writers apply all they know about scientific investigations as they work more independently (e.g. partnerships or individually) through the process.

Teaching Point Writers use domain specific words when writing like a scientist.


How do sounds affect objects? What happens when I place salt crystals near a sound?


Materials

● Texts that have words and phrases that are specific to the topic and defined in text, a text box, or boldfaced and defined in a glossary (Common Core State Standards calls this “domain-specific” terms or vocabulary). Revisit sample text from the informational writing unit.

● Revisit anchor charts from Informational Writing : Personal Expertise unit - Ways to Teach Important Words the Reader Needs to Know (Session 19)

● May be easier for students to underline important words vs. making them bold faced

Connection

Connect to yesterday’s work that exemplifies how students were Thinking, Acting and Writing like scientists.

“Today we are going to revisit one of our revisions strategies. Writers include precise words to describe things and they chose a way to define important words that a reader needs to know.”

Teach ● “When we read, we often talk about how it is important to pay attention to important terms in text. Writers often give us a word and then define or explain the meaning of that word. These important words help us comprehend or understand what we are reading.”

● “As writers, we can do the same for our readers. We can help them to know which words are the important ones, the ones they should really notice and think about as they are reading. Writers include an important word and then define or give its meaning. There are several ways to do this.”


Tips Common Core W.2.2. states that students will “...use facts and definitions to develop points.”



Teach, Continued ● Model how to look through a familiar text noting important terms and the way the writer shared that information.

Examples:1. Defined in context - “Oh here is an important word, xxx. The writer included the definition right in the text where the word appears. S/he wrote the word, used a comma to pause the sentence and tell the reader what the word means.2. Boldface in text and how author defined the terms at the end of the book in a glossary (discuss in investigation plans may be easier to underline)3. Text box – words are defined in a text box on the page where the word first appearsEtc.

● Review anchor chart from Informational Writing : Personal Expertise unit - Ways to Teach Important Words the Reader Needs to Know (Session 19)

● Model going through a page of one of the investigations and underline an important word that may need further explanation. Show how you could revise by adding either defining in context, adding a text box to that page or making the words boldface or underlined, then starting a glossary.

Active Engagement ● In partnerships, have students look through current (or past investigations) and underline words that they think are important and may need further explanation. Decide with partner how they would do that: context, text box on page, or underline and put in a glossary.

● Share

Link ● “Today and every day When you are working on investigations, you may want to think about how you could help the reader to know important words. When you are writing up your investigation today, try and highlight some important words for the reader.”

● “Also, you could go back to previous investigations and revise by defining important words.”


● Revisit any investigation step that students need more assistance in writing (e.g. review mentor text that shows parts of explanation again).



● Share examples of ways students effectively included definitions in their investigations






Session 14


Teaching Point Writers evaluate how well their investigation plans were done.


How do sounds affect objects? What happens when I place __________ near a sound?


Materials

● See Salt Crystals - Part 2 investigation in Resource packet for specific materials needed


● Enlarged copy of Investigation Steps● Copy of investigation plan per partnership● Salt Crystals Part 2 Student data sheets

● Science Investigation Notebook pages per partnership● Anchor Chart - Class Science Investigation Notebook -

see sample● Anchor Chart - Sound Word List● Anchor Chart - Evaluation sentence stems● Safety goggles for students if available








Conduct Salt Crystal - Part 2 Investigation with class. Put an emphasis on the Evaluation step. See next page.






Session 14




How do sounds affect objects? What happens when I place __________ near a sound?


Connection “Scientists there is another step that scientists do after conducting an investigation. They evaluate how well they did. You evaluate all the time… After you play a baseball game you often talk about how you did when you were up to bat and how you did when a ball was hit to you… in reading you meet with me on a regular basis and we evaluate how you are doing as a reader. We talk about what you do well and we also set goals to help you become an even better reader.“ Give more examples as appropriate.

Teach EVALUATION DISCUSSION● “As Scientists, evaluate is a way for me to decide how well my investigation was done. Here

are some questions a scientist at 1st grade might ask:○ Did I do my personal best? Explain and elaborate as needed.○ What would I do the same next time? Explain and elaborate as needed.○ What would I do differently next time? Explain and elaborate as needed.○ What surprised me? Explain and elaborate as needed.

● Conduct a discussion based on based on Crystal Part 1 Investigation. Do a Think Aloud for each question.

● Show how you add this step to your investigation discussion. Discuss sentence stems:○ I did my personal best when… (example: I did my personal best when I observed

carefully.)○ I want to continue to … (example: I want to continue to do lots of trials so I can be

sure I was right/accurate.)○ Next time I would change… (example: Next time I would change how we…)○ I was surprised… (example: I was surprised that the crystals…)




Active Engagement

● Have student discuss with partners their answers to these questions for Salt Crystals Part 1 investigation.

Link ● “Today when you work on your investigation try and include some of these evaluation sentences.”

● Post Evaluation sentence stems on anchor chart or sentence strips.


● Share additional evaluation questions, such as:o What would my prediction be if I did my investigation again? Explain and elaborate as

needed.o What questions would I like to investigate next time? Explain and elaborate as needed.o Sentence stems:

Next time I would predict… because…I would like to investigate: How …, What...



● Share some partnerships that did a good job on the evaluation step.





Session 15


Teaching Point Writers revise based on information acquired from other sources and investigations


Materials

● Multiple non-fiction mentor texts about given topic● Mini Lecture - see Tips below● Sheet for students to put information learned from Mini

Lecture

● sticky notes (small and large)● pencils

Tips Teachers should have a variety of mentor text available that students can easily comprehend and transfer to their own investigation notebooks.

Mini Lectures or Lecture bursts need to directly support the current investigation so that students can apply the information immediately. It is recommended that teachers create a “mini lecture” on PS4.A: Wave Properties - Use tools and materials to design and build that uses light or sound to solve the problem of communicating over a distance. (1-PS4-4). It is important that students understand this core idea by the end of the unit.

Be sure to model this using the information to modify the investigation notebook Teachers might want to repeat this lesson with a short video clip

Connection Discuss with students...what do we know about how scientists conduct investigations. Guide students to talk about the investigation process.

“Today I’m going to teach you that writers of science investigations revise their writing by adding information from other sources like books, videos, other scientists and other investigations.”

Teach ● Invite students over to group area. Students will need a recording page, a pencil and teacher will need to give students access to sticky notes.

● “We’re investigating sound and what happens when... “● Conduct a Mini-Lecture or Lecture Burst (2-3 minute)● Teacher discusses information that teacher determines is important● Put the information on a large sticky note● Explain what did - read, studied, determined important information, jotted notes in own

words




Active Engagement

● Conduct Mini Lecture or Lecture Burst (different lecture burst or a continuation of the first Lecture Burst)

● Teacher may pull out 4 or 5 domain specific words that students might use in their turn and teach (vibration, vibrating materials, cause, effect, sound, patterns)

● Students turn and teach important information from Lecture Burst to partner● Mini Lecture or Lecture Burst again● Students stop and jot important information● Students will help teacher find a spot in the class investigation notebook for the teacher’s

sticky note.● Students will add their sticky notes to their own small group investigation notebook at the

rug.

Link ● Students will listen or study more sources and take notes, adding those notes to their lab reports.


● Teacher draws student’s attention back to the domain specific vocabulary pulled out of the Mini Lecture or Lecture burst (patterns in sounds starting and stopping sounds)

● Model using one of those words in the class investigation notebook● Encourage students to find places to revise small group investigation notebook using

scientific language



● Invite students to share examples of where they were able to add specific vocabulary or new bits of information to their Science Investigation Notebooks






Session 16




How do sounds affect objects? What happens when I place a balloon near a sound ?

Investigation #12 Balloon (See Resource Packet for sample)

Materials

● See Balloon Investigation in Resource packet for specific materials needed


● Enlarged copy of Investigation Steps● One copy of investigation plan per partnership● Balloon student data sheets

● Science Investigation Notebook pages per partnership● Anchor Chart - Class Science Investigation Notebook -











Conduct Balloon Investigation with class.

Revisit Evaluation Discussion as needed.




Session 17


Teaching Point Writers include more domain specific words as they describe sounds they hear.


How do sounds affect objects? How can I describe the sounds I hear in the __________?

Investigation #13 Sound Hunt - Part 2 (See Resource Packet for sample)

Materials

● See Sound Hunt - part 2 investigation in Resource packet for specific materials needed


● Enlarged copy of Investigation Steps organizer - See Resource Packet

● Science Notebook pages per small group● Anchor Chart - Class Science Notebook - see sample● Anchor Chart - Sound Word Bank● Safety goggles for students if available



Students will continue to work in partnerships. Modify and change as needed. Scaffold students in doing more of the investigation writing. Guide them step-by-step through the process of thinking like a scientist, then recording their thinking on the Science Notebook page. Teacher should rotate from group to group to assist as needed.


At the end of the lesson, collect small group Science Investigation Notebook pages and analyze students’ understanding and progress to date. This will help to plan for future lessons.





Purpose of Science Lesson: The intent of the last Sound Hunt is to become aware of sounds in another school indoor environment (hallway, gym, media center, art room, classroom, etc.). However this time the young student scientists will use many of sound vocabulary words that describe sounds from the sound word bank they have co-created with the teacher. This is a simple walk about the school. The focus is on making observations about sounds and vibrations students hear, see and/ or feel. Students have had opportunities to share ideas about describing sound with writing partners and with the whole class as they identify and describe sounds and vibrations. This sound hunt will provide real world application as they intentionally hunt for evidence of sounds and vibrations in their school environment.

Conduct Sound Hunt- part 2 Investigation with class.

Language Arts focus - Discuss importance of using domain specific and precise words in their investigation notebooks. Develop lesson to match the needs of your class. Review student work done to date to see how to elevate their writing like a scientist.



Lesson Plan - Session 18 Optional lesson (discuss with pilot and review)This lesson can be moved earlier in the unit. Pilot and Review - please attach self-assessment checklists you developed to Mini-lesson feedback form.

Session 18


Teaching Point Writers self-assess to improve their writing

Materials

● student self-assessment checklist (see Resource Packet) - needs to be developed with input from pilot and review, bring samples of what you develop

● Class or Teacher Science Investigation Notebook

● student work samples to correspond with checklist categories

● sticky notes (optional to mark pages)

Tips Using teacher or class investigation notebooks, look over checklist prior to lesson and take note of places you will use as examples that fit each category of the checklist. For example check to be sure you have a place within the investigation that fits the “yes, starting to, and no” categories (Note: descriptors are subject to change depending on what we decide to use for unit checklist)

Gather student work samples with these examples as well

Connection “Writers, we have been using checklists all year to make sure that our writing is the best that it can be. We read our writing and looked at our checklists and noticed what was missing from our pieces, marking places where we could revise our writing.

Today I want to teach you how you can use a checklist for our science investigation notebooks to help make your writing the best that it can be and to help set goals for ourselves as writers.”

Teach ● “Writers let’s try this checklist with our class science investigation notebook. Watch me as I go through the first section_________ of this checklist, reading our class science investigation notebook and checking to make sure that I have ________in it.”

● Teacher takes a moment to read through science investigation notebook pages checking to see that they have the first part (can change when based on checklist) of the checklist in their writing. Teacher notes that we had that part in our science investigation notebook so we can put a check next to that in our checklist.

● Teacher continues modeling for students, going from the checklist to the science investigation notebook and checking off items that are in the science investigation notebook pages.




Teach ● Teacher finds a part of the science investigation notebook pages that is missing from the checklist and models how teacher cannot put a check on the checklist. Then teacher marks that part of the checklist with a star preparing them for revisions.

Active Engagement

● Students will have their investigation notebooks from their most recent investigation with them at the rug. They will use the checklist to check for the first two parts of the checklist in their science investigation notebook pages according to procedures taught.

Link ● “Writers, today you will continue to check your science investigation notebook pages with your checklist. Continue to check off any areas that you have done and put a star for areas that you still need to do. When you are done checking, you should revise your science investigation notebook pages based on what is missing from the checklist.”


● “Students as you are looking at _______ part of your checklist be sure to remember that you want to “sound like an expert scientist” by using words from our Content Science Words and our Science Process Words lists. Take some time to go through your science investigation notebook pages to check to see if you are using these words some of the time or all of the time. Look also to see where you can change some of our ‘ordinary words’ into some of our ‘scientific words’.”


● Teacher will move about the room, meeting with students who think that they have all the parts of a science investigation notebook. Have students show you evidence of the parts of the checklist in their science investigation notebook. Help them to identify where they could revise their investigation.


● Students share successes of science investigations with a partner and share any revisions that they made to their science investigations after using a checklist.





Lesson Plan - Session 19 & 20

Sessions 19 and 20

Concept IV Writers synthesize all they learned to share with others.

Teaching Point Writers include more domain specific words as they describe sounds they hear.

ApplicationQuestionInvestigation Question #14

How can I design and build something that uses sound to communicate over a distance?How can I describe the sounds I hear in the __________?How can I change the sound of a _____ so that someone can hear the sound far away?

Materials

● See Application - Teacher Guide in resource packet

Tips

Application – Driving Question: What is happening when I make sounds as I play, dance, and sing? Application Question #14: How Can I design and build something that uses sound to communicate over

a distance? Investigation Question: How can I change the sound of a _________ so that someone can hear the

sound from far away? The K-2 Step book defines application as: An Application is using what I learned. Furthermore, the K-2 Step Book identifies the purpose of the application as: I do an application to use what I learned in my investigation to ask new questions or solve problems.

The intent of the Sound Unit Application is for first grade students to use what they know about sound and vibration and how to think and act like a scientist. The Class Question that guides this culminating project is: How can I design and build something that uses sound that someone can hear from far away?



Lesson Plan - Session 19 & 20, Continued

The student Investigation Question is: How can I change the sound of a _________ so that someone can hear the sound from far away? There are many ways students can use what they have learned to answer this Investigation Question. Many designs of musical instruments could be used as examples. Students can also create their own musical instrument that creates a loud sound. The students decide how to define far away. It could mean 3 feet, 30 feet, or perhaps 3000 feet. Be sure this question is doable in your setting. There are many objects they can use. Refer back to the Sound Maker Investigation to introduce the Application Project to students. During the Sound Makers Investigation students chose a variety of objects to make sounds. The purpose was to describe the sounds they made using two or three objects, for example: a stick and a balloon. Now they need to make a sound, using objects that will help them communicate over the distance they select. Perhaps they want to go back to the Drum Investigations and use a different size container or a container made of wood, metal, or cardboard. Maybe they want to explore changing the striking tool for the drum to create a louder sound. Maybe they want to design and make an instrument or device that makes loud sounds and/or vibrations. Student Investigation Questions could be: How can I change the sound I make when using a drum so that someone can hear the sound from far away? or How can I change the sound of a drum I make striking a drum with a ____ so that someone can hear the sound from far away? The Rubber Band Instrument Investigation could be used to create something that uses sound to communicate over distances. Again, think about the changes that could be made in the box or container used, and the number of rubber bands, or the width or length of rubber bands. A sample Investigation Question could be: How can I change the sound I make when using a rubber band instrument so that someone can hear the sound from far away? Students can work in teams, pairs, or individually, to design and conduct this investigation. They could do this as a whole class depending on how the teacher wants to accomplish this part of the unit. The completed investigations are models for how to write the Investigation Question, make Investigation Plans, and set up the data collection tables. Students will be using the Class Research Notebook Anchor Charts, team research notebook pages, and all of their own science research notebook pages as references.

See Resource Packet for more information.



Lesson Plan – Session 21 Pilot and Review - please attach editing checklist to Mini-lesson feedback form.

Session 21


Teaching Point Writers make their work readable for others.


Materials

● Editing checklist - design to meet students’ needs● One investigation notebook entry that represents their

personal best

●

Tips Decide on how students will celebrate what they’ve learned about Thinking, Acting and Writing like Scientists - e.g. select one investigation notebook entry to share with a selected audience

Design a lesson to demonstrate how to use the editing checklist on the piece they will share with others

Connection

Teach

Active Engagement

Link










Session 22


Teaching Point Writers celebrate by sharing their work with others.


Pilot and Review - Please put on Mini Lesson Feedback form a description of how you had students celebrate their selected investigation notebooks.



OPTIONAL WRITING CONCEPT

Concept V: Writers teach others about sound in Information Books.

In this phase, students will take everything they learned in this unit and write an informational text to teach others. This will be revisiting the concepts and standards students studied in Unit 6: Informational Books: Personal Expertise. Please review that unit and modify lessons to meet target teaching and learning points. Using student data, determine what teaching points should be revisited.

Possible teaching points - incorporate into Teach, Mid-Workshop Teaching Point and Share components:

● Writers think about what they learned in sound unit, so they could teach others. (e.g. brainstorm list of what students could teach others - sound concepts, how-to on doing investigations, how-to on any of the investigations, explanation of any of the steps in the scientific investigation, etc.)

● Writers study mentor informational books to revisit characteristics of them and collect ideas.

● Writers rehearse topics to see if they have enough supporting information.

● Writers plan how their books will be organized.

● Writers craft table of contents.

● Writers draw on all they know and draft.

● Writers use text features to teach readers.

● Writers work with partners to revise text to be clear and concise.

● Writers reread and revise by asking, ‘What else can I add?”

● Writers write effective leads and conclusions.

● Writers include important science words and their definitions in their text.

● Writers reread and make their writing readable for an audience.

● Writers “fancy up” their informational books.

● Writes celebrate their learnings by sharing with an intended audience.

● Add other teaching points based on data collected from Unit 6 - Informational Writing.


Writing Unit of Study1st Grade – Thinking, Acting, and Writing Like a Scientist: Investigation Notebooks, Unit 7 Please use to develop additional lessons as needed by your students. Include a copy with pilot and review packet.Lesson Plan – Session #

Session

Concept

Teaching Point

Class Question #Investigation Question #

Investigation #

Materials

● ●

Tips

Connection

Teach

Active Engagement



Lesson Plan – Session #, Continued

Link







Lesson Plan – Session #

Session

Concept Writers communicate observations and information to explain their scientific thinking to an audience

Teaching Point Begin typing here


Materials

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Tips Begin typing here Begin typing here

Connection Begin typing here Begin typing here

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Active Engagement

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Lesson Plan – Session #, Continued




See Resource Packet - Reflection Explanation and Possible Sample Student Questions

Please note: This chart should be co-constructed with students with students based on how they would describe things, mentor text read, and immersion activities completed.

Name of Chart

1. You can delete this chart by hovering your mouse over the border until the little “cross with arrows” appears. Then click on the solid line and press “delete” on your keyboard.

2. Copy this chart by clicking on the border, press control c on your keyboard then move your cursor/mouse to area you want the chart placed and press control v.

3. Begin typing here4. Begin typing here5. Begin typing here


Documents

1st Grade - Writing Science Unit Intro pages 3-18-14.docxcommoncore2012.homestead.com/grade_level_files/first/... · Web view2014-04-21 · 13 Investigations - each class ... and