Developing a Philosophy for Science Teaching and Learning + -

Developing a Philosophy for Science Teaching

and Learning

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How do your personal beliefs about learning science

compare with this example of

standards-based learning?

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Set up Notebook

-Write name on back of exam book.

-Glue Criteria for Scientist Notebook to inside cover.

- Include Table of Contents (p. 1)

-Include page for Glossary: Watt’s My Word? (last page)

-Put today’s date at top of p. 3

What does this look like in classrooms?

• Today you are going to participate in an activity to demonstrate an example of a an example of a standards-based science lessonstandards-based science lesson as it could be implemented in a 4th Grade classroom.

• You will record of your thinking in a notebook that others will read as part of the activity.

Why Use Scientists’ Notebooks?

– It’s the best record of lesson/unit implementation– Improves student performance

• Quality of communication• Conceptual and/or procedural understanding

– Opportunity for the teacher to know the students’ thinking and to provide feedback.

Ruiz-Primo, Li and Shavelson, 2002, Looking Into Student Science Notebooks: What Do Teachers Do With Them? CRESST Technical Report 562.

Other Reasons

Writing in notebooks during inquiry science• Helps to scaffold knowledge

(prior to current to future) • Requires the learner to organize thinking. • Assists learners in using evidence to

support their claims.

Klentschy, M. and Molina-De La Torre, E. (2004). Students’ science notebooks and the inquiry process. In W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. Newark, DE: International Reading Association Press.

A scientist notebook is. . .

• a source of assessment a source of assessment information information

• a tool for assessing student a tool for assessing student learning learning

• a teaching strategy called a teaching strategy called “scaffolding.”“scaffolding.”

Components and Criteria

• Question/Problem/Purpose• Prediction• Planning/Procedures• Data/Observations• Claims and Evidence• Conclusions• Next Steps/New questions

Elements of Teacher’s Planning

• Engaging Scenario• Focus Question• Prediction• Planning/Procedures• Data/Observations• Making Meaning• Content Blast• Claims and Evidence• Conclusions• Next Steps/New Questions

How do teachers assess student learning when using a

scientist notebook during hands on, inquiry learning?

How do teachers “scaffold” learning when using a

scientist notebook during hands on, inquiry learning?

What is Scaffolding?1. Origin--Lev Vygotsky’s “Concept of Zone of

Proximal Development”

The distance between what a learner can do for themselves and the next learning that can be achieved with the assistance of a teacher.

2. Learner is guided by the teacher.

3. Analogy - Washington Monument

4. Less independent - more structure

More independent - less structure

See p. 89 in Carin et. al.See p. 89 in Carin et. al.

Characteristics of Scaffolding1. Clear purpose2. Clear direction3. Clear expectations for assessment4. Engaged, on-task students5. Multiple approaches to learning (hands on,

pictorial, symbolic) 6. “Knowledge bridges” that link prior

knowledge with current knowledge and current knowledge with goals for future learning.

“Electricity in circuits can produce light, heat, sound, and magnetic effects.”

“Electrical circuits require a complete loop through which an electrical current can pass.”

NRC National Science Education Standards

Content Standard B, for K-4

Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.

Assessment Target: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)

Rhode Island Grade Span ExpectationsRhode Island Grade Span Expectations

-End of Grade 4- End of Grade 4-

-Physical Science-Physical Science-

Summative AssessmentPredict what will happen to the light bulb if you assemble the battery, bulb and wire this way.

Write and draw your thinking.

I think (this will happen)….because…

National Science National Science Education Standards (K-4)Education Standards (K-4)

Understandings Understandings AboutAbout

Scientific InquiryScientific Inquiry

“Scientists develop explanations using observations (evidence)… Good explanations are based on evidence from investigations.”

NSES, p 123

Writing in Response to Writing in Response to Informational Text – Making Informational Text – Making

Analytical Judgments Analytical Judgments about Textabout Text

• Stating and maintaining a focus (purpose) when responding to a given question

• Using specific details to support focus

• Organizing ideas, using transition words/phrases and writing a conclusion

RI Grade Span ExpectationsRI Grade Span ExpectationsWriting - End of Grade 4Writing - End of Grade 4

Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.

Assessment Target: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)

Rhode Island Grade Span ExpectationsRhode Island Grade Span Expectations

-End of Grade 4- End of Grade 4-

-Physical Science-Physical Science-

A Comparison of SkillsA Comparison of Skills

• Observing• Predicting• Inferring• Comparing and

contrasting• Communicating• Classifying• Collecting data• Organizing and

Interpreting data• Recognizing cause &

effect• Formulating conclusions

• Discriminating patterns• Predicting Outcomes• Inferring• Comparing/Contrasting• Communicating• Sequencing• Summarizing data• Recognizing the main idea;

generalizing• Recognizing cause/effect

relationships


Note the details of of an experiment as an experiment as the process unfolds.the process unfolds.

Note details – being – being able to observe and able to observe and retain small details retain small details in a story.in a story.

Compare and Contrast results results achieved under achieved under different different experimental experimental conditions.conditions.

Compare and Contrast in in listening to two listening to two public officials’ public officials’ on the same on the same event.event.


Predict the outcome of future experiments by using data from the investigation.

Predict – a skill that – a skill that calls upon the calls upon the previous two to previous two to forecast what will forecast what will happen next.happen next.

Link cause and effect in in analyzing the analyzing the experiment’s experiment’s results.results.

Link cause and effect as in what as in what causes a causes a character in a character in a story to react to story to react to an event in a an event in a particular way.particular way.

Start with an Engaging Scenario

You are out on a hike and stumble and fall to the ground. You roll into a hole. You find yourself in a dark cave.

The good news is that it is possible to find your way out. The bad news is that you don’t have a light to see as you forgot your flashlight.

The good news is you find some objects in your backpack that may help you.

• A small bulb• A piece of wire• A battery

Engaging Scenario

Focus Question(s)

Develop a question to guide your investigation.

Criteria: • Student generated, in own wordsStudent generated, in own words• Relates to purpose/”big idea”Relates to purpose/”big idea”• Clear and conciseClear and concise• InvestigableInvestigable

Class Focus Question(s)

• How many ways can we find to light the bulb using a battery, wire and bulb?

• How many ways did not light the bulb?

Prediction

• Write a prediction describing what you think will happen.

• Conditional statements

If ………. then ……..

or

I think ……. will happen because ……

Prediction

• Connects to prior experience-links familiar with old, new with strange

• Is clear and reasonable

• Relates to question

• Gives an explanation/reason

• Give students a “stake” in the results

Prediction

“In science, you really don’t know what you’re doing.

You know what you’re trying to do.”

Prediction

“Science isn’t about getting the right answer.

It’s about getting at the truth.”

Planning-Procedure•Relates to investigable question•Has clear sequence/direction• Identifies variables/control• Includes data organizer•States materials needed

Assign Roles•Getter•Starter•Reader•Reporter

Procedure

• Make a Data Organizer.

• Gather Materials: Battery, Bulb, Wire, Notebook

• Describe at least three ways to light the bulb.

• Describe at least three ways the bulb did not light.

• Use diagrams that are accurately labeled to show your ways.

Symbols to Use in Your Diagrams

Light Bulb Wire

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Battery

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Things to consider

How are you going to organize your diagrams? (data)

Data/Observations

• Relates to question and plan• Includes student generated

drawings,charts, graphs, narrative

• Organized• Accurate

Data Organizer

Bulb Lights Bulb Does Not Light

Data Organizer - Using Digital Photography

Bulb Lights

The bulb base terminal contacts the knob of positive terminal. The wire contacts the bulb side terminal and battery negative terminal

The bulb base terminal contacts the flat part of positive terminal. The wire contacts the bulb side terminal and battery negative terminal.

Making Meaning Conference• A planned discussion that uses the data

organizer to make thinking visible.

• Students can present their ideas to the

class in large diagrams or on document

readers.

• Look at your diagrams showing when the bulb lit.– Where did the wire touch the bulb?– Where did the wire touch the battery?

Making Meaning

Making Meaning

• What claims can you make about the ways the bulb lit?

• What was your evidence?

The bulb lit because……………………..

• What claims can you make about the ways the bulb did not light?

• What was your evidence?

The bulb did not light because ………

Making Meaning

What are the “Critical Contact Points?” – Energy Source (Battery): positive terminal,

negative terminal – Energy Receiver (Bulb): base terminal, side

terminal

• Be sure to label the critical contact points on your diagrams.

Making Meaning

• Again, look at your diagrams showing when the bulb lit.

• How are they different from the diagrams when the bulb did not light?

Making Meaning

Making Meaning

Bulb Lights Bulb Does Not Light

The diagrams showing the bulb lighting were different from the diagrams showing the bulb not lighting because when the bulb lit ………and when the bulb did not light ……………

Making Meaning

CONTENT BLAST!

• Pictorial:

View a diagram of the

pathway of energy

inside of a light bulb.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Drawing of Early Light

Bulbs

Diagram of a Light Bulb

Base Terminal

Side Terminal

Filament

Support WireGlass Bead

A Closer Look



Side Terminal

Base Terminal

Making Meaning

Light Bulb Wire

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Battery

l

Describe the role of each of these objects.

energy source?energy receiver?

energy conductor?

Making Meaning

Light Bulb

ENERGY RECEIVER

Wire

ENERGY CONDUCTOR

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Battery

ENERGY SOURCE

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Describe the role of each of these objects.

Making Meaning

• Draw with a red or blue pen the pathway of

energy through a closed (complete circuit).

• Identify the following on the diagram:

critical contact points (CCP), energy

source, energy receiver, energy conductor

Draw the pathway of electricity Through the closed (complete) circuit.

Energy receiver

Energy conductor

Energy source

CCP

Energy conductor

CCP

CCP

CONTENT BLAST!

• Kinesthetic Activity:

Model movement of

electricity in an open

and closed circuit.



What truth can be stated and supported with evidence?

What rules or underlying principles that were observed?

Claims and Evidence

I know this to be true:

Claims and Evidence

Here is the evidence:

Claim Evidence

Claim Evidence

The bulb lights

because/when………..

The bulb did not light

because/when ………

CLAIMS AND EVIDENCE

Conclusion

• Examine the prediction you made at the start of the lesson.

• Do you wish to keep or revise your prediction?

Today I learned …………

Conclusion

• A complete (closed) circuit is required to light a bulb.

• There are at least four ways to light a bulb and create an electric circuit.

• All “critical contact points” must be made to light a bulb.

• There must be a closed conducting loop from the positive battery terminal to the negative battery terminal.

Today I learned …………

Next Steps - New Questions

• Student generated• Extensions/new application of original

question• Researchable or investigable• WOW factor• Can be recorded throughout notebook

Next Steps – New Questions

• Think about what we did today.

• What new questions do you have about circuits, batteries, bulbs, and wires?

• What else would you like to try with batteries, wires and bulbs to make a circuit?

I want to know more about . . .

I want to try to . . .


I want to know. . .

1. What is inside a battery?

2. How is electricity produced in a battery?

3. Does the current flow from the positive to negative terminal?

Next Step: Click on http://www.glenbrook.k12.il.us/gbssci/phys/Class/circuits/u9l2b.html

http://www.energizer.com/learning/howbatterieswork.asp


I want to try. . .

1. To light a bulb by adding batteries and wires in a complete circuit.

2. To light two bulbs with one battery by adding additional wires.

Providing Feedback

Providing the right kind of feedback can make a significant difference in improving our students’ achievement and behaviors.

--Robert Marzano Classroom Instruction That Works

Providing feedback serves a different purpose than grading.

Providing feedback is SMART!

Specific to learning

Meaningful

Action-oriented

Relevant to outcomes

Timely

Suggestions for Providing SMART Feedback

- Balance the feedback. Note what’s working well and what needs to improve

- Help students understand the criteria for scientist’s notebooks.

- Set goals with the students of improving one or two components of the notebook.

- Use post-its.

- Encourage students to self-assess (“3 Stars and a Wish”)

Warm Feedback- (Conclusion) Excellent! You understand the big idea and relate your thinking to your focus question and prediction.

-(Data Organizer) I liked how you used science words accurately in your labeled diagram.

-(Data/Observations) Wonderful diagrams! Your diagrams are clear and well-organized. The labels show me that you’re observing the details.

- (New Questions/Next Steps) I love your sense of curiosity! Your new question shows that you desire new knowledge.

Cool Feedback- (Prediction) Be sure to include your reasons. Try using this sentence starter for writing your prediction “I think ….because….”

-(Conclusion) Refer to the evidence (data) in your conclusion.

-(Data/Observations) You can be more clear by labeling the critical contact points in your diagrams.

-(Conclusion) You could state that you are keeping or revising your prediction.

REFLECTING ON YOUR EXPERIENCE

How do your personal beliefs about learning science compare with this example of

standards-based learning?

WRITING-THINKING PROMPT:

I used to think . . .

Now I think . . .

Documents

Developing a Philosophy for Science Teaching and Learning + -