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Welcome to the FOSS Balance & Motion Workshop!. A Quick Share About Me~ Charlotte McDonald FOSS Consultant 12 years in the classroom 18 years as district.

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Presentation on theme: "Welcome to the FOSS Balance & Motion Workshop!. A Quick Share About Me~ Charlotte McDonald FOSS Consultant 12 years in the classroom 18 years as district."— Presentation transcript:

1 Welcome to the FOSS Balance & Motion Workshop!

2 A Quick Share About Me~ Charlotte McDonald FOSS Consultant 12 years in the classroom 18 years as district science coordinator & school improvement specialist About You~ Name: Grade: Years teaching grade level:

3 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 Lessons, equipment, manual, assessments, fossweb, DVD and Science Stories. Get answers to your questions. Feel more confident about teaching Mixtures and Solutions.

4 Your Roles Today Student Teacher

5 Participant Expectations Actively participate Keep and share your science notebook Make connections to your classroom Suspend judgment and take risks

6 What’s the Best Way to Learn About FOSS? Experience it!

7 Students Working individually and with a partner GETTER –getting and returning materials/equipment

8 Investigation 1 BALANCE

9 SAFETY Do not put materials in your mouth. Feel materials when given permission. Be careful when using sharp or pointed objects or tools. Do not blow and breathe heavily on materials Goggles

10 Trick Crayfish How can you balance your crayfish?

11 Inquiry/Focus Questions What do you think will happen if you balance your crayfish by adding two clothespins. Predict Quick Write Investigate

12 Question How can you use the clothespins as a counterweight?

13 Word Bank

14 Getting at the Big Ideas How do you know when something is balanced? Think about the different ways you balanced the crayfish. Is there anything you noticed that is always the same?

15 What We Learned

16 Triangle & Arch Which pictures show a stable position? Student sheet “Stable Positions” 1.2

17 Question and Chart How can you tell by looking at a picture if it is stable system? What we learned chart.

18 The Pencil Trick Challenge: balance the “pencil picture” using one clothespin and stick. Challenge: Balance a real pencil using a craft stick and wire. Challenge: Combine systems with others.

19 FOSSWEB.COM Interactive games and simulations Resources for students Teacher community Connects school to home

20 What We Learned To balance a mobile, you can move the object on the straws; if one end of the straw is too low, the objects attached there must be moved toward the balance point. Mobiles can be made from anything – toys, dolls, pieces of colored plastic, or cloth.

21 5 E Instructional Model Engage Explore Explain Elaborate Evaluate

22 Break

23 Investigation 2: Spinners 2.1. Tops How can spinning tops be changed?

24 Word Bank

25 Tops with Designs Use the designed disks and also color your own design and test your top. Observe how your top moves. What is the path traveled by your top?

26 What We Learned You need a force to start a top spinning. Fast-spinning tops are more stable than slow ones. Bigger tops are more stable and spin longer. Bigger can mean using large disks instead of small disks, or using lots of small disks.

27 2.2. Zoomers How can a spinning object be kept in motion?

28 What We Learned

29 Word Bank

30 2.3. Twirlers How can air start an object spinning?

31 Straw Challenge How can you make the straw spin?

32 Twirly Birds Make the Twirly Birds Questions for Content Chart: –How are twirlers, zoomers, and tops the same? –What makes twirler wings and twirly birds spin? –What other kinds of things rotate or spin?

33 What We Learned Tops, zoomers, and twirlers all rotate Twirlers move when air pushes against the extended wings. Electric beaters, propellers, and fans spin. People spin when they dance or ice skate.

34 Teachers Guide Questions

35 We Need a Break

36 Kit and Materials Equipment for 32 students working in 8 collaborative groups of 4 students Enough consumable items for at least two classroom uses Very few teacher-supplied items required

37 FOSS Science Stories Developed to accompany each module Content-rich readings that integrate language arts Big books for all K-2 Science Stories K-2 Science Stories are designed around images Grades 3-6 Science Stories are related directly to the modules Spanish editions available

38 Investigation 3 Rollers “Getting Ready” section page 7. Make a ramp.

39 3.1. Rolling Wheels How can a wheel-an-axle system be changed?

40 Roller Challenge Make a wobbly roller Make a roller that goes around a corner Make a roller that goes back and forth Make a roller that does a new kind of trick.

41 Questions for What We Learned Chart Which direction do things roll on a ramp? How would you make a wheel system that goes straight? How would you make a wheel system that turns? What other kinds of things roll?

42 3.2. Rolling Cups Can we predict the behavior of a rolling cup? What happens if weight is added to a rolling cup system?

43 Share Share your Rolling Cup System

44 Questions for What We Learned Chart What happens when you put a cup on a slope? How can you tell which direction a cup will roll? How can you make a cup go straight? How do weights change the motion of a rolling cup?

45 3.3. Rolling Spheres Pre-assessment: Marble Runways student sheet.

46 Sphere in cup challenge Make you marble roll in the cup. Where does the marble tend to go when it is rolling? Use the runway with your partner to explore how the sphere moves.

47 Runway Challenges How many ways can you position the runway to keep the marble rolling? How can the marble keep rolling using ALL of our runways.

48 Word Bank

49 Questions for What We Learned chart 1. How are wheels, cups, and spheres the same? How are they different? 2. What happens when you put a sphere on a slope? 3. How do you set up a long runway to make sure that the marble will roll all the way down?

50 Summative Assessment With a partner answer the questions on part of the Summative Assessment Check your work when completed.

51 Clean up Clean up of all equipment is VERY important.

52 Kit Inventory

53 Goals of FOSS Scientific Literacy To provide all students with science experiences that are appropriate for their cognitive development, serve as a foundation for more advanced study in science, and prepare them for life in an increasingly complex scientific and technological world. Instructional Efficiency To provide all teachers with a flexible science program that reflects current research on learning and uses effective teaching and assessment methodologies.

54 FOSS Program Components Teacher Guide Science Stories Kit and Materials Teacher Preparation Video

55 Essential Features of Inquiry -from Inquiry in the National Science Education Standards 1) Learner engages in scientifically oriented questions. 2) Learner gives priority to evidence in responding to questions. 3) Learner formulates explanations from evidence. 4) Learner connects explanations to scientific knowledge. 5) Learner communicates and justifies explanations.

56 Don’t just open books, open minds!

57 What questions do you still have about the kit? Contact me at:

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