Upload
reynold-pope
View
217
Download
0
Tags:
Embed Size (px)
Citation preview
Inquiry and Inquiry and Scientist Scientist
NotebooksNotebooks
GoalsGoals1.1. To understand use of scientist To understand use of scientist
notebooks while applying the inquiry notebooks while applying the inquiry model of teaching.model of teaching.
2.2. To understand the different types of To understand the different types of inquiry (investigations) in an inquiry (investigations) in an elementary classroom.elementary classroom.
What is Inquiry?What is Inquiry?
1.1. A process of learning about the A process of learning about the physical world and how it worksphysical world and how it works
2.2. A model of teachingA model of teaching
Types of Investigating in an Types of Investigating in an Elementary Science Classroom Elementary Science Classroom
TYPE FOCUS QUESTION
DescribingCollect numerical data and/or observations
What is a fingerprint?
ClassifyingSort or group observations.
How can fingerprints be classified?
Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled.
Do twins in our school have the same fingerprints?
What are Scientist What are Scientist Notebooks?Notebooks?
1.1. A place where learners do their A place where learners do their scientific thinkingscientific thinking
2.2. A window into the minds of learners A window into the minds of learners
Three PurposesThree Purposes
1.1. To improve scientific thinkingTo improve scientific thinking
2.2. To improve scientific communicationTo improve scientific communication
3.3. To assess student learning and To assess student learning and provide feedbackprovide feedback
Science CurriculumScience Curriculum
Life Science Modules in CoventryLife Science Modules in Coventry STC Organisms (Grade 1)STC Organisms (Grade 1) FOSS Insects (Grade 2)FOSS Insects (Grade 2) FOSS Structures of Life (Grade 3)FOSS Structures of Life (Grade 3) Biomes and FOSS Populations and Ecosystems Biomes and FOSS Populations and Ecosystems
(Grade 5(Grade 5
Click here for link to K-8 Science Kit Curriculum Matrix.
RI GSE in ScienceRI GSE in Science
DomainDomainStatement of Enduring KnowledgeStatement of Enduring Knowledge
Assessment TargetAssessment TargetGrade Span ExpectationGrade Span Expectation
Click here for link to RIGSE in Science.
Elements of TeacherElements of Teacher’’s s Science Lesson Planning Science Lesson Planning
Clarify Goals, Establish SetClarify Goals, Establish Set Engaging ScenarioEngaging Scenario Focus QuestionFocus Question PredictionPrediction Planning/ProceduresPlanning/Procedures Data/ObservationsData/Observations Making MeaningMaking Meaning Content BlastContent Blast Claims and EvidenceClaims and Evidence ConclusionsConclusions Next Steps/New QuestionsNext Steps/New Questions
Elements of Elements of StudentsStudents’’ Scientist Notebook Scientist Notebook
Focus QuestionFocus Question PredictionPrediction Planning/ProceduresPlanning/Procedures Data/ObservationsData/Observations Claims and EvidenceClaims and Evidence ConclusionsConclusions Next Steps/New QuestionsNext Steps/New Questions
Links to Scientist Notebook Resources:Scientist Notebook EssentialsScientist Notebook Toolkit
Elements of Elements of Grade 1 Scientist Notebook Grade 1 Scientist Notebook
QuestionQuestion ObservationsObservations ConclusionsConclusions New QuestionsNew Questions
Go to http://www.ebecri.org/custom/kitspecificresourceGo to http://www.ebecri.org/custom/kitspecificresource
Click on Grade 1 Organism>New from Meghan Organisms Click on Grade 1 Organism>New from Meghan Organisms Scientist Notebook FormatScientist Notebook Format
QuestionPrediction
ObservationConclusion
Name:
Date:
Investigating in Science
Question
Observations
Prediction
Conclusion
Set up New EntrySet up New Entry
- Write - Write Table of ContentsTable of Contents on p. 1 on p. 1
- Write entry in T of C:- Write entry in T of C:1. How do fingerprints compare? p. 21. How do fingerprints compare? p. 2
- Add page numbers.- Add page numbers.
- Glue - Glue CriteriaCriteria to inside of front cover. to inside of front cover.
- Last two pages – - Last two pages – GlossaryGlossary
- Glue - Glue Writing Prompts Writing Prompts to inside back to inside back covercover
Establish SetEstablish Set
Focus QuestionFocus Question
Class Focus QuestionClass Focus Question
How do fingerprints compare?How do fingerprints compare?
PredictionPrediction
I think fingerprints ….I think fingerprints …. because…because…
(Draw a finger print, label parts, and write Predictions in notebook.)
Planning Planning Materials for each person in the group:Materials for each person in the group:
Transparent tape dispenserTransparent tape dispenser PencilPencil Index cardIndex card MagnifierMagnifier HandoutsHandouts
Planning - ProceduresPlanning - Procedures
Get materials.Get materials. Make a finger print.Make a finger print. Classify fingerprint.Classify fingerprint. Make a claim.Make a claim. Support with evidence.Support with evidence. Conclude.Conclude.
ProcedureProcedureMaking a FingerprintMaking a Fingerprint
Step 1Step 1 Rub a small black Rub a small black patch of graphite on paper.patch of graphite on paper.
Step 2Step 2 Rub finger (not tip) back Rub finger (not tip) back and forth across the graphite.and forth across the graphite.
Step 3Step 3 Extend finger. Extend finger. Step 4Step 4 Use tape to lift finger Use tape to lift finger
print.print. Step 5Step 5 Place the tape on a Place the tape on a
clean part of the white paper.clean part of the white paper.
1
2
3
4
5
Planning - ProceduresPlanning - Procedures
Use Use direct instructiodirect instruction model of teaching n model of teaching to teach to teach
procedural knowledge. procedural knowledge.
Data - ObservationsData - Observations
Record what you observe using your Record what you observe using your senses. Draw and write.senses. Draw and write.
What to ObserveWhat to Observe
Thickness of linesThickness of lines Spaces between linesSpaces between lines Patterns of linesPatterns of lines SimilaritiesSimilarities DifferencesDifferences
Making MeaningMaking Meaning
What do you observe?What do you observe? What patterns do you notice? How do What patterns do you notice? How do
the fingerprints compare?the fingerprints compare? What claim can you make?What claim can you make?
Word BankWord Bank ObserveObserve ClassifyClassify FingerprintFingerprint
Introducing science vocabulary is Introducing science vocabulary is called called
a a ““Content Blast.Content Blast.”” Use the Use the presentationpresentation model of model of teaching to teach factual and teaching to teach factual and
conceptual knowledge after the conceptual knowledge after the hands on experience.hands on experience.
Word BankWord Bank
Accommodate diverse Accommodate diverse learners using text with learners using text with
images. images.
Word BankWord Bank
Word BankWord Bank
Word BankWord Bank
Claims and EvidenceClaims and Evidence
CLAIMCLAIM EVIDENCEEVIDENCE
I know this to be true:I know this to be true: Here is the Here is the evidence:evidence:
ConclusionConclusion
- I learned . . . . - I learned . . . .
- I used to think (prediction)I used to think (prediction)
Now I think….Now I think….
Next Steps - Next Steps - New QuestionsNew Questions
- I want to know . . . - I want to know . . .
- I want to try this . . .I want to try this . . .
Focus QuestionFocus Question
Class Focus QuestionClass Focus Question
What is the most common type of What is the most common type of fingerprint in the class?fingerprint in the class?
PredictionPrediction
I think this type of fingerprint is most I think this type of fingerprint is most common …. common ….
because…because…
Planning - ProceduresPlanning - Procedures
Get Materials.Get Materials. Make the right index finger print.Make the right index finger print. Classify fingerprint.Classify fingerprint. Write the type of fingerprint on a Write the type of fingerprint on a
stickie.stickie. Graph the types of fingerprint.Graph the types of fingerprint. Make a claim.Make a claim. Support with evidence.Support with evidence. Conclude.Conclude.
DESCRIBINGDESCRIBING Identify what to observe. Develop an Identify what to observe. Develop an
Observation GuideObservation Guide that anticipates that anticipates what can be observed using multiple what can be observed using multiple sensessenses
Develop a Develop a data organizerdata organizer that that facilitates easy comparison of facilitates easy comparison of different observations.different observations.
CLASSIFYINGCLASSIFYING Identify criteria for comparison using Identify criteria for comparison using
multiple senses.multiple senses. Develop a Develop a data organizer data organizer that that
facilitates easy comparison of facilitates easy comparison of different observations.different observations.
CONTROLLED CONTROLLED EXPERIMENTINGEXPERIMENTING
Identify Variables.Identify Variables.
Type of Variable
Example
Manipulatedwhat to change
Twins
Respondingwhat to observe
Fingerprint pattern
Controlledwhat to keep the same
Same Hand, Same Fingers, Same Procedure.