Welcome to FOSS Structures of Life Workshop

1. Welcome to FOSS Structures of LifeWorkshop 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 Structures of Life investigations, equipment, teachers guide, assessment, science notebooks, Fossweb, DVD and Science Stories. • Get answers to your questions. • Feel more confident about teaching Structures of Life

3. Collaborative GroupsOverviewpage 8 • Getter 1 – gets the materials/equipment • Getter 2 – returns 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 either verbally or on a class board or chart.

4. Assessment Chart • Assessment chart for each investigation. • Student name • Space for each Part of the Investigation • Systematic Observation • + (plus) - exceeds expectations • (check) – meets expectations • (minus) - needs improvement

5. Colorado 3rd grade Standard Life Science: • Students know and understand the characteristicsand structure of living things, the processes of life, and how living things interact with each other and their environment. • GLE: 1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species • FOSS: Structures of Life Investigation 2, Part 3, pp. 18-22 Science Stories, pp. 20-21 FOSSWEB, Activity: Life Cycles

6. 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!

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

8. 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.

9. 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

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

12. Number your pages 1

13. Number through 10 2 3

14. Index: References Vocabulary Example:

15. Word Bank • Use Word Cards or a Chart. • Place a word card in the science “word bank” on the chart after students have had a concrete experience with something and have a need to know the appropriate term. • Inquiry based science – students learn scientific vocabulary AFTER they have had concrete experiences.

16. Use of Words in Bank • Organize words conceptually rather than alphabetically or randomly • Words can be reorganized as concepts grow. • Anticipate words and prepare cards ahead of time plus have blank word cards ready. • Generic terminology: Primary – I predict, I observe, I notice, because, evidence, and fair test. Intermediate predict/prediction, observe/observation, investigate/investigation, infer/inference, controlled investigation, variable • Color code words by unit/lesson • Include icons with words (ESL strategy)

17. More on Vocabulary • For younger students – tape an example of the word on the card • Accessible for young students – make multiple small word cards for students to manipulate and use for writing • Hang low and make large • Life Science – labeling illustrations with words is more effective than work banks. Use different colors for structure (form) and function.

18. Example: Scientific Illustration

19. Investigation 1, Origin of Seeds: Seed Search • Write “Seed Search” as your first entry in your Table of Contents. • Quick Write: Where do seeds come from?

20. Charts for Understanding • Word Bank • Content/Inquiry Chart- concept statements that summarize the knowledge acquired in the investigations.

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

22. Investigations 1: Origin of Seeds • Seeds are found in the plants part called a fruit. • Different kinds of fruits have different kinds and numbers of seeds. • Seeds have a variety of properties. • Seeds undergo changes in the presence of water. • A seed is an organism, a living thing. • Seeds store food and provide protection for the young plant.

23. Investigation 2: Growing Further • Germination is the onset of a seed’s growth. • Plants need water, light, and nutrients to grow. • Hydroponics is the technique of growing plants in water. • The life cycle is the process of a seed growing into a mature plant, which in turn produces seeds.

24. Investigation 3: Meet the Crayfish • Notebook entry – Table of Contents • Focus Question: What are the structures of a crayfish? (write in notebook) • Crayfish advice • Meet your crayfish. Find structures and sketch.

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

26. 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

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

28. 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?

29. Content & Inquiry Chart • Crayfish have observable structures such as legs, eyes, antennae, carapace, swimmerets, tail, pincers, and mouth parts. • Student questions?

30. Word Bank • Structures • Crustaceans • antennae • Bristles • Carapace • Swimmerets • pincers

31. Line of Learning • 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.

32. Claims and Evidence • Claim: How the natural world works • Evidence: Data that supports the claim I claim (know)… I claim (know) this because… Claims Evidence

33. Conclusions and Prediction • Conclusion: A summarizing narrative to succinctly communicate what the student has learned (I learned…) • Use after a major conceptual sequence • Start with a statement then move to a paragraph • Prediction: An application of what was learned (in conclusion) • Indicates the degree of understanding • Can be used as a spring board for further inquiry

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

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

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

37. Getting to know the kit

38. FOSSWEB.com www.fossweb.com

39. 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

40. 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.

41. Your Questions & Ideas