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Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

ELA Common Core

State Standards Resource Packet

1 of 2 General Information

1st Grade – Unit 7 Thinking, Acting and Writing Like a Scientist:

Investigation Notebooks 12/15/14

1st Grade Thinking, Acting, and Writing Like a Scientist: Science Investigation Notebooks, Unit 7


Table of Contents

Background Information Resources

Next Generation Science 1st Grade Standard: 1. Waves: Light and Sound .............................................................. 1 This resource is designed to assist teachers in thoroughly understanding the background and requirements of the Next Generation Science Standard of Sound at the first grade level. The lesson plan template was designed by the Michigan External NGSS Review team. Investigation Steps Organizer – Van Andel Education Institute ................................................................................ 2

Note: Investigation Organizer Step Book Level K-2 – Van Andel Education Institute (please see Professional Resources for information on how to purchase; unit explains each step in detail) Professional Resources and Next Generation Science Standards Website ............................................................... 3

Glossary of Scientific Terms ....................................................................................................................................... 4

Lesson Resources

Unit-at-a-Glance: Overview of Writing and Science Teaching and Learning Points ................................................. 6 This resource provides an “at-a-glance” view of both writing teaching points and scientific concepts taught during this unit. Sound Unit Map of Questions: Driving Question, Class Questions and Investigation Questions ............................ 9 This resource provides an “at-a-glance” view of only the scientific concepts taught during this unit. Mentor or Teaching Text Chart................................................................................................................................ 10

Samples of “Mini-Lectures” for 1st Graders ............................................................................................................. 12

Samples of Class or Small Group Science Investigation Notebook Pages ............................................................... 16



PLEASE SEE RESOURCE PACKET #2 FOR THE FOLLOWING SCIENCE INVESTIGATION RESOURCES:

Science Investigation Resources

I. Next Generation Science Standards Lesson Template for 1. Waves: Sound ....................................................

This resource is designed to assist teachers in thoroughly understanding the background and requirements of the Next Generation Science Standard of Sound at the first grade level. The lesson plan template was designed by the Michigan External NGSS Review team.

II. 1st Grade Hybrid Unit Combining Science and Writing Standards - Overview ................................................ III. Teacher Guides – Each teacher guide has 4 parts: Questions/Purpose/Preparation, Teacher Notes, Class Science Investigation Notebook Anchor Chart, and Data Collection Sheets

Overview of Class Question 1- How can I describe the sounds I hear?..............................................................

Sound Hunt (Part 1) - Investigation #1 ..............................................................................................................

Sound Makers - Investigation #2 .......................................................................................................................

Hanger with Strings (Part 1) - Investigation #3 ..................................................................................................

Overview of Class Question 2- How can I change the sounds I make? ..............................................................

Hanger with Strings (Part 2) - Investigation #4 ..................................................................................................

Drums (Part 1) - Investigation #5 .......................................................................................................................

Drums (Part 2) - Investigation #6 (optional investigation) ................................................................................

Overview of Class Question 3- What is happening when I make sounds? .........................................................

Meter Stick - Investigation #7 .............................................................................................................................

Ruler – Investigation #8 .....................................................................................................................................

Rubber Band Instrument - Investigation #9 .......................................................................................................

Overview of Class Question 4- How do sounds affect objects? .........................................................................

Salt Crystals (Part 2) - Investigation #11 (optional investigation) ......................................................................

Balloon - Investigation #12 .................................................................................................................................

Sound Hunt (Part 2) – Investigation #13 .............................................................................................................

Overview of Application- How do I design and build something that makes sound that someone can hear

from far away? ...................................................................................................................................

Application Challenge .........................................................................................................................................

IV. Visual Graphic of Sound Unit Map of Questions:

Driving Question, Class Questions and Investigation Questions..................................................................

V. Sound Unit Map of Questions: Driving Question, Class Questions and Investigation Questions ....................

This resource provides an “at-a-glance” view of the scientific concepts taught during this unit.

VI. Sound Unit Supply List for Science Equipment and Science Investigation Notebooks ...................................



This unit is designed to include two resources that MUST be used in tandem: Lesson Plan Packet and Teacher Guides for each Investigation (found in the Resource Packet #2).

A. Lesson Plans - The primary purpose of the lesson plans are to explain in “first grade language” what it means to think, act and write like a scientist. These lessons give specific explanations (e.g. what, how, when, why) of each step of the process (e.g. Question, Knowledge Probe, etc.).

B. Teacher Guides - The Investigation Teacher Guides walk teachers step-by-step through each investigation, so students gain procedural knowledge of the Scientific Process by actively doing science. Furthermore, the Teacher Guides assists teachers in teaching the Sound Standards from Next Generation Science Standards. Please see Resource Packet #2 Science Investigations.

Thinking, Acting, and Writing Like a Scientist: Science Investigation Notebooks, Unit 7

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© 2011, 2012, 2013, 2014 Achieve, Inc. All rights reserved NEXT GENERATION SCIENCE STANDARDS and the associated logo are registered trademarks of Achieve, Inc.


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Investigation Steps Organizer – Van Andel Education Institute


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Professional Resources and Next Generation Science Standards Website Professional Resources

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

- 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.

- Create for STEM Institute – Michigan State University. This institute has excellent teacher resources for

Next Generation Science Standards (NGSS). 620 Farm Lane Room 115 Erickson Hall. East Lansing, Michigan 48824, (517) 432-0816 or http://create4stem.msu.edu/ngss

- Daniels, H. & Harvey, S. (2009). Comprehension and Collaboration. Portsmouth, NH: Heinemann. - National Science Teachers Association (NSTA). 1840 Wilson Blvd., Arlington, VA 22201, www.nsta.org,

[email protected]

- National Science Teacher Association Book Store - http://www.nsta.org/store - Next Generation Science Standards - http://www.nextgenscience

Highly recommend reviewing:

o Appendix F – Science and Engineering Practices in the NGSS

o Appendix M – Connections to the Common Core Standards for Literacy in Science and Technical Subjects

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

- Van Andel Education Institute Science Academy. www.vai.org/vaei/science-academy or 333 Bostwick

Ave. NE, Grand Rapids, MI 49503, 616-234-5528. * Resource for Investigation Organizer Step Book Level K-2 and other resources.

- Zembal-Saul, Carla L & Katherine McNeill, & Kimber Hershberger (2012). What’s Your Evidence? Engaging

K-5 Children in Constructing Explanations in Science. Pearson.

Next Generation Science Standards - http://www.nextgenscience

*Highly recommend reviewing: o Appendix F – Science and Engineering Practices in the NGSS o Appendix M – Connections to the Common Core Standards for Literacy in Science and Technical

Subjects

* Highly Recommended

http://www.nextgenscience.org/

http://create4stem.msu.edu/ngss

http://www.nsta.org/

mailto:[email protected]

http://www.nsta.org/store

http://www.nextgenscience/

http://www.nextgenscience/

http://www.vai.org/vaei/science-academy


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Glossary of Scientific Terms Application Using what I am learning; These are some ways of applying or using what has been learned: in a new investigation, to solve a problem, to answer a new question , to develop a new product etc. Data Information collected in an organized way (during the observations). Data can be words, numbers and drawings. Data Analysis The way I interpret my data - The way I look at my data to find patterns so I can answer a question with evidence. Discourse The written and spoken exchange of ideas; an opportunity to make sense of your thinking; It is a way to check one’s idea; It is the opportunity to check one’s ideas against the ideas of others, and in so doing, both clarify and refine one’s thinking. Domain Specific Vocabulary (CCSS terminology) Words specific to the area under study. Evaluation A way to think about how well an investigation is conducted. Explanation Tells what is learned from an investigation. An explanation has three parts: claim, evidence, and reasoning

Claim – The answer to an investigation question.

Evidence – The data used to support a claim.

Reasoning – Thinking about the investigation. It tells why the data used can be evidence to support a claim. (Please note: In this unit claim and evidence will only be discussed. Reasoning is addressed at a different grade level.)

Fair Test When the investigation plan is clear so someone else can repeat it, tells what is going to be observed and measured, tells what will be written down, tells the variable, and control. Investigate Studying questions about your world and makings sense of what you learn Investigation Plan The set of steps used to investigate a question. Investigation process- QPOE2 Question, Prediction, Observation, Explanation, Evaluation Knowledge Probe Thinking about what I, and other people, already know about my question.


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Glossary of Scientific Terms - Continued Lecture Burst or Mini Lecture “A very tiny, compact lecture... a text that has been created for the class (and is presented orally)...short, focused lecture in which you impart specific content that you want students to know and use domain-specific vocabulary” Observation Data collected in an organized way. Words, numbers, and drawings are data. Prediction What I think might happen when I investigate my question. Question What I want to know. Reasoning Thinking about the investigation; It tells why the data used can be evidence to support a claim; can pull in the ideas from other and/or evidence from others conducting this investigation. Results The outcome of the Investigation Process. Science Investigation Notebook (class, small group, or individual) A place to record science thinking (may contain both words and pictures). 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). Scientific Inquiry Investigations through which students develop knowledge and understanding of scientific ideas. Trial A trial is carefully the listed steps of an investigation plan. (In this unit, students typically conduct at least 3 trials for each investigation.)


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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 (Part 1) (See Resource Packet for teacher guide.)

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 teacher guide.)

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 tapping a wire hanger with a pencil? Investigation 3: Hanger with Strings Part 1 (See Resource Packet for teacher guide.)

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 tapping a wire hanger with a pencil? Investigation 3: Hangers with Strings - students write their own investigation plan

Concept II: Writers work with large and 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 tapping a wire hanger with _______? Investigation 4: Hangers with Strings (Part 2)-Variation with tapping tool (See Resource Packet for teacher guide.)

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

Investigation Question 5: How can I change a drum to make different sounds? Investigation 5: Drums (Part 1) (See Resource Packet for teacher guide.)

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

Investigation Question 6: Optional Lesson How can I change the sound I make tapping a drum with ___? Investigation 6: Drums (Part 2) (See Resource Packet for teacher guide.)

1st Grade Thinking, Acting, and Writing Like a Scientist: Science Investigation Notebooks, Unit 7-

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

Concept II: Writers work with large and 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?

Sessions English Language Arts Science

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 teacher guide.)

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 happens when I use a ruler to make sounds? Investigation 8: Ruler (See Resource Packet for teacher guide.)


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

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?


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

Session 14 Teaching Point: Writers use domain specific words when writing like a scientist.

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

Session 15 Teaching Point: Writers evaluate how well their investigation plans were done.

Investigation Question 11: (Optional Lesson) What happens when I place ______ near a source of sound? Investigation 11: Salt Crystals (Part 2) (See Resource Packet for teacher guide.)

Session 16 Teaching Point: Writers revise based on information acquired from other sources and investigations.

Session 17 Teaching Point: Writers evaluate how well their investigations were done.

Investigation Question 12: What happens when I place a balloon near a source of sound? Investigation 12: Balloon (See Resource Packet for teacher guide.)


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

Sessions English Language Arts Science Session 18 Teaching Point:

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

Investigation Question 13: How can I describe the sounds and vibrations I hear, see, and feel in the ________? Investigation 13: Sound Hunt (Part 2) (See Resource Packet for sample teacher guide.)

Session 19 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 makes sound that someone can hear from far away?

Session 20 & 21 Application Challenge: Create an object that can make sound that someone can hear from far away. (See Resource Packet for teacher guide.)

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

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

Concept V: OPTIONAL Writers teach others about sound in informational books. Teachers will revisit what was taught in Unit #6: Informational Writing: Personal Expertise and have students write text that teaches others what they learned about sound, as well as thinking, acting, and writing like scientists. See unit for suggestions of possible lessons.


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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 Investigation Investigation Question: What happens when I use a meter stick to make sounds?

Investigation #2 Sound Makers

Investigation Question: How can I describe the sounds I make using

materials I choose?

Investigation #8 Ruler Investigation Investigation Question: What happens 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

tapping a wire hanger with a pencil?

Investigation #9 Rubber Band Instrument Investigation 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 tapping

a wire hanger with ?

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

a source of sound?

Investigation #5 Drums (Part 1) Investigation Question: How can I change a drum to make different

sounds?

Investigation #11 Salt Crystals (Part 2) Investigation Question: What happens when I place _____ near a Optional Investigation source of sound?

Investigation #6 Drums (Part 2) Investigation Question: How can I change the sound I make by tapping a Optional Investigation drum with _____________?

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

source of sound?

Investigation #13 Sound Hunt (Part 2) Investigation Question: How can I describe the sounds and vibrations I

hear, see, and feel in the ___________________?

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

Application Challenge: Create an object that can make sound that someone can hear from far away. Sound Map of Questions 10.08.14


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Mentor or Teaching Text Mentor Text Criteria: 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.

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.

This is a suggested list to consider when collecting possible mentor text. Please review books you have available that also meets the criteria. Replace or add to the list. There are many well written sound books available.

Literature – Trade Book Suggestions

Title Author Notes to Teacher

Hands-On Science: Sound and Light (similar books available on other topics)

Jack Challoner, 2013, Kingfisher

Sample scientific plans, esp. pp.10-11

The Listening Walk or We’re Going on a Bear Hunt

Paul Showers Helen Oxenbury

Session 1 – or other similar book about a Sound Walk

Scientists Ask Questions Ginger Garrett Children’s Press, 2004

Science information in general

What’s the MATTER in Mr. Whisker’s Room?

Michael Elsohn Ross CandleWick Press, 2004

Science information in general

Sounds are HIGH and Sounds are LOW Lawerence F. Lowery NSTA, 2014

Sample text for a mini-lecture

Sound Darlene R. Stille Simple Science, 2001


Sound and Light Karen Bryant-Mole Heinemann, 1997


Loud Sounds, Quiet Sounds Julie Bellish Rosen Classroom Books, 2011

All About Sound Lisa Trumbauer Children’s Press, 2004

Read pages 3-18 or use for a mini lecture, 2nd half of book too difficult

Sound Lisa Trumbauer Newbridge, 2007

Nature’s Sounds Kristi Grams Sundance/Newbridge, 2006


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Literature – Trade Book Suggestions

Title Author Notes to Teacher

Sound Becky Olien Capstone Press, 2003

Hearing – The Five Senses series Rebecca Rissman Heinemann/Raintree, 2010

Sound – Investigate series Chris Oxlade Heinemann/Raintree, 2008

Listen Up! – Science In Your Life: Sound series

Wendy Sadler Heinemann/Raintree, 2006


Student Authored Work Code: SW

Author Topic/Title Notes to Teacher

Check Oakland Schools Artifact Project for possible samples

Teacher Authored Work Code: TW

Author Topic/Title Notes to Teacher

Websites Code: WWW

How is sound made? Schootube.com Sample for a mini-lecture

Sound: A First Look Discoveryeducation.com Sample for a mini-lecture


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Sample “Mini-Lecture” on Sound for 1st Graders “Mini-Lectures” - “A very tiny, compact lecture... a text that has been created for the class (and is presented orally)...short, focused lecture in which you impart specific content that you want students to know and use domain-specific vocabulary”

Options: 1. Read aloud page/s from a book on sound that relates to the specific concept studying. Discuss.

2. Write a “Mini lecture” or “Lecture Burst” – read information and rewrite in 1st grade language so students will be

able to comprehend. Read aloud and discuss.

3. View multi-media.

4. Diagrams, photographs, etc. that teach about sound.


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Sample “Mini-Lecture” on Sound for 1st Graders - continued

Mini Lecture Sample #1 – Write your own

What it means to be a scientist? By a 1st grade teacher

Scientists are always asking and answering questions about our world. They

wonder about why and how things happen. This helps scientist to make sense of the

world around them.

They are curious! For example, a scientist observed that some things in a

swimming pool sink and some float. She wondered – what causes something to stay

on the top of the water and others things to sink to the bottom? She predicts or

guesses the answer to her question. For example, she predicts that some things

float because they are light and some things sink because they are heavy. Now, as a

scientist she would collect many things and do a lot of trials to observe what

happens. She would work to find the answer to her wondering.

Scientists use many different kinds of tools to help them answer their

questions. One type of tool is a magnifying glass. This helps a scientist to look at

something up close and see lots of details. Another tool is a ruler or a measuring

tape. This helps to check out the size of something. Additionally, scientists may use

a container. A container can help them to sort things into different groups. Also, a

container can serve as a temporary home for something (like a lady bug) they are

studying. Cameras can also help scientists to look at things closely. Photos can be

studied later.

Scientists are always wondering about the world around them!


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Mini Lecture Sample #2 – Read an excerpt from a book appropriate for 1st graders or develop a mini lecture based

on book information

Example 1: Sound by Darlene R. Stille (Simply Science, 2001)

Read a couple pages at a time. For example, pages 9 and 10 – Making Sounds

Example 2: Sounds are HIGH and Sounds are Low by Lawerence F. Lowery (NSTA, 2014)

Read first part of the book. Second part of book - Develop a mini lecture based on information on pp. 19 & 20. Please note: These books are merely examples. Many books may be read or used to develop mini-lectures.


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Mini Lecture Sample #3 – View Multi-Media

Several websites have clips that explain different aspects about sound. View, discuss

and take notes with your students. Teachers may also develop mini lectures from these

resources.

Examples:

How is Sound Made? Schooltube.com

Sound: A First Look Discoveryeducation.com

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

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Science Investigation Resources – Please see Resource Packet #2.

Documents

ELAflintelacurriculum.weebly.com/uploads/4/4/3/1/44310935/g...Professional Resources and Next Generation Science Standards Website Professional Resources - Achieve, Inc. Next Generation