Welcome to FOSS VARIABLES Workshop

1. Welcome to FOSS VARIABLESWorkshop Charlotte McDonald, FOSS Consultant cmcdonald54@comcast.net

2. Goals for You • Participate in FOSS investigations and see how they are part of the larger goals of the kit. • See how inquiry learning models are woven into the lessons/investigations • Get to know the FOSS Variables lessons, equipment, manual, assessment. Fossweb, DVD and Science Stories • Get answers to your questions. • Feel more confident about teaching Variables

3. Assessment Chart • Assessment chart for each investigation. • Student name • Space for each Part of the Investigation • Systematic Observation • + (plus) • √ (check) • - (minus)

5. Collaborative Groups • Getter 1 – getting and returning materials/equipment • Getter 2 – getting and returning materials/equipment • Starter – sees that everyone gets a turn and that everyone contributes to the investigation • Reporter – make sure that everyone has recorded the information. Reports group data to the class.

6. Kansas IndicatorsInquiry Standard 1. • 4.1.1.1. Students questions that he/she can answer by investigating. • 4.1.1.2. Student plans and conducts a simple investigation. • 4.1.1.3. Student employs appropriate equipment, tools, and safety procedures to gather data. • 4.1.1.4. Student begins developing the abilities to communicate, critique, analyze his/her own investigations, and interprets the work of other students.

7. Why incorporate science notebooks into FOSS? • Documentation: An organized record • Cognitive Engagement: Constructing concepts and building explanations • A benefit to students • A benefit to teachers • Research shows they work!

8. Who is the Audience for the Science Notebook? • Teacher • Parents • Students • Principal • Other Scientists

9. LET’S GET STARTED… Cover or Title Page Give your science notebook a title. This should give the reader an idea of what this notebook will be about.

10. Organization Of Science Notebooks • Table of Contents • Numbered Pages • Documentation of Work • Glossary and/or Index • Appendix for inserts or rubrics to be used for assessment

12. TABLE OF CONTENTS Use the first1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # How to set up a science notebook.

13. Number your pages 1

14. Number through 10 2 3

15. Index: References Vocabulary Example:

16. Investigation 1, Part 1. Exploring Swingers • We are going to learn how to design and conduct scientific experiments. • Record your data and information in your science notebook. • We will work in teams of two. Each team will build the equipment that we need for our investigation. • Each team will build a “Swinger.” See the instructions on “How to Build a Swinger.”

18. Establishing Procedures • Swinger Test

19. Notebook Entries • Planning the Investigation • Data Acquisition and Organization • Making Sense of Data • Reflection and Self-Assessment

20. Notebook Entry • How many cycles (swings) does your pendulum have in 15 seconds? • Record information in your notebook. • What standards do you have? • Mass of the bob _______________ • Length of the string ____________ • Release position _______________

21. Planning the Investigation • Narrative Plans • Based on focus question • Short description of plan • Lists • Materials list • Dates of observations, people • Step-by-Step Procedures

22. Data Acquisition and Organization • Records: • Clearly related to focus question • Accurate and precise • Organized for efficient reference • Acquisition: Words, phrases, numbers, drawings • Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

23. Word Bank

24. Notebook Entry • What could you change in your swinger system that might change the number of swings in 15 seconds?

25. Content/Inquiry Chart • What is a variable? • What is a pendulum and where have you seen one? • What variables might affect the number of cycles the pendulum makes in 15 seconds?

26. Line of Leaning • This strategy allows students to add to their written ideas with additional ideas generated in class. • After writing their own ideas in their notebooks, students draw a line underneath their work. • During class discussion, students add new ideas below their line of learning. • The Line of Learning gives students the opportunity to continue to construct a concept through the discussion and ideas of other students.

27. Formative Assessment Monitor student progress through • Teacher Observation • Student Sheets • Science Notebooks

28. Time for a break!

29. Investigation 1, Part 2 • Does changing the variable of: • release position effect the number of swings? • mass effect the number of swings? • length of the string effect the number of swings?

30. Making Sense of Data • Frames and Prompts • Claims and Evidence • Conclusion and predictions • I wonder…

31. Frames and Prompts • Sentence Starters • I used to think…but now I think… • The most important thing to remember about ________ is… • One thing I learned about… • Questions • How can you use…to …? • What is the best way to…? • Why do you think so?

32. Pendulum Swings CLAIMS EVIDENCE I claim that the number of swings The evidence is

33. Picture the Relationship Length No. of Swings

34. Relationship Statements • The longer the pendulum, the _________the swings. • The shorter the pendulum, the _______ the swings • The greater the number of swings, the ______the pendulum. • The fewer the number of swings the ________the pendulum.

35. Investigation 1: Part 3 – Predicting Swings • Predicting Swings • Introduce the Two-Coordinate Graph

36. Word Bank & Content/Inquiry Chart

37. Writing Conclusions • Links the claims and evidence plus can apply science concepts. • Addresses the prediction, answers the focus question or the solution to the problem identified. • Describes what was learned from the investigation. I learned……, We found…… • Extend learning with “after reading” strategies • Make connections to real world applications

38. Summative Assessment • Assessment Scoring Guide 0-4 • Performance Assessment – answering questions based on manipulating materials. • Drawing pictures or schematics to answer questions. • Explain through writing • Multiple choice with pictures and words. • Narrative items – engaging scenario to explain.

40. It’s not the experience that makes the learning. It’s the reflection on that experience.

41. FOSS Science Stories • Original student books developed to enhance the investigations • 3-6 books are a collection of content rich stories and articles • 32 softcover books included in kit

42. Citation (MLA)A demonstration of the Foucault pendulum..  2005. Image.19 July 2010. <http://www.discoveryeducation.com/>.

43. Getting to know the manual • FOSS Introduction • Overview • Materials • Investigations • Investigation Duplication Masters • Assessment • Assessment Duplication Masters • Science Stories • Resources • Foss Website

44. Getting to know the kit

45. Teacher Prep DVD’s • Overview of investigations • How to prepare equipment • Materials to collect • Model teaching • Student’s learning • Found on-line also www.fossweb.com

46. Sample Module Page www.fossweb.com

47. Your Questions & Ideas

48. Variables Investigations • Investigation 2: Lifeboats • Investigation 3: Plane Sense • Investigation 4: Flippers

49. Evaluation of Training • Questions • Concerns • Ideas • Contact: Charlotte McDonald, FOSS Consultant, cmcdonald54@comcast.net