Developing a Philosophy for Science Teaching and Learning

1. Developing a Philosophy for Science Teaching and Learning + -

2. How do your personal beliefs about learning science compare with this example of standards-based learning? + -

3. Set up Notebook -Write name on back of exam book. -Glue Criteria for ScientistNotebook 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

4. What does this look like in classrooms? • Today you are going to participate in an activity to demonstrate an example of a standards-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.

5. 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.

6. 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.

7. A scientist notebook is. . . • a source of assessment information • a tool for assessing student learning • a teaching strategy called “scaffolding.”

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

9. 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

10. How do teachers assess student learning when using a scientist notebook during hands on, inquiry learning?

11. How do teachers “scaffold” learning when using a scientist notebook during hands on, inquiry learning?

12. What is Scaffolding? • 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. • Learner is guided by the teacher. • Analogy - Washington Monument • Less independent - more structure More independent - less structure See p. 89 in Carin et. al.

13. Characteristics of Scaffolding • Clear purpose • Clear direction • Clear expectations for assessment • Engaged, on-task students • Multiple approaches to learning (hands on, pictorial, symbolic) • “Knowledge bridges” that link prior knowledge with current knowledge and current knowledge with goals for future learning.

14. NRC National Science Education Standards “Electricity in circuits can produce light, heat, sound, and magnetic effects.” “Electrical circuits require a complete loop through which an electrical current can pass.” Content Standard B, for K-4

15. Rhode Island Grade Span Expectations • End of Grade 4- • Physical Science- 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…?”)

16. 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…

17. RI Grade Span ExpectationsWriting - End of Grade 4 National Science Education Standards (K-4) • Writing in Response to Informational Text – Making Analytical Judgments • about 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 Understandings AboutScientific Inquiry “Scientists develop explanations using observations (evidence)… Good explanations are based on evidence from investigations.” NSES, p 123

18. Rhode Island Grade Span Expectations • End of Grade 4- • Physical Science- 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…?”)

19. A Comparison of Skills Literacy SCIENCE • 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

20. A Comparison of Skills Literacy SCIENCE Note the details of an experiment as the process unfolds. Note details – being able to observe and retain small details in a story. Compare and Contrast results achieved under different experimental conditions. Compare and Contrast in listening to two public officials’ on the same event.

21. A Comparison of Skills Literacy SCIENCE Predict the outcome of future experiments by using data from the investigation. Predict – a skill that calls upon the previous two to forecast what will happen next. Link cause and effect as in what causes a character in a story to react to an event in a particular way. Link cause and effect in analyzing the experiment’s results.

23. 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.

24. Engaging Scenario The good news is you find some objects in your backpack that may help you. • A small bulb • A piece of wire • A battery

25. Focus Question(s) • Develop a question to guide your investigation. • Criteria: • Student generated, in own words • Relates to purpose/”big idea” • Clear and concise • Investigable

26. 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?

27. Prediction • Write a prediction describing what you think will happen. • Conditional statements If ………. then …….. or I think ……. will happen because ……

28. 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

29. Prediction “In science, you really don’t know what you’re doing.You know what you’re trying to do.”

30. Prediction “Science isn’t about getting the right answer. It’s about getting at the truth.”

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

32. Assign Roles • Getter • Starter • Reader • Reporter

33. 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.

34. Symbols to Use in Your Diagrams + l - Light Bulb Wire Battery

35. Things to consider How are you going to organize your diagrams? (data)

36. Data/Observations • Relates to question and plan • Includes student generated drawings, charts, graphs, narrative • Organized • Accurate

37. Data Organizer Bulb Lights Bulb Does Not Light

38. 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.

39. 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.

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

41. Making Meaning • What claims can you make about the ways the bulb lit? • What was your evidence? The bulb lit because……………………..

42. Making Meaning • What claims can you make about the ways the bulb did not light? • What was your evidence? The bulb did not light because ………

43. 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.

44. 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?

45. Making Meaning Bulb Lights Bulb Does Not Light

46. Making Meaning 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 ……………

47. CONTENT BLAST! • Pictorial: View a diagram of the pathway of energy inside of a light bulb. Drawing of Early Light Bulbs

48. Diagram of a Light Bulb Filament Support Wire Glass Bead Side Terminal Base Terminal

49. A Closer Look Side Terminal Base Terminal

50. Making Meaning Describe the role of each of these objects. + l - Light Bulb Wire Battery energy source? energy receiver? energy conductor?