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Welcome to the FOSS Balance & Motion Workshop!

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Presentation on theme: "Welcome to the FOSS Balance & Motion Workshop!"— 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: Introductions

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. Goals for you Participate in FOSS investigations Inquiry Learning FOSS lessons, equipment, manual, assessments, fossweb, DVD’s, Science Stories Answer questions Increase Confidence

4 Your Roles Today X Teacher Student
EXPECTATIONS: At times, I will be asking you to play the role of the student as well the teacher. I will also be asking you to focus on certain Strategies or ideas throughout a lesson.

5 Participant Expectations
Actively participate Keep and share your science notebook Make connections to your classroom Suspend judgment and take risks Regarding last line, teachers need to try new things. Some activities might seem silly or difficult. If they suspend judgment and try the investigation, they will possibly gain a new perspective on the content.

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 Assign a “getter” for each group

8 Investigation 1 BALANCE Start with Investigation 1.

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 Safety – then introduce 3 solids (gravel, salt and a powder called diatomaceous earth) Assign jobs

10 Trick Crayfish How can you balance your crayfish?
1.1. Demonstrate balancing the crayfish. (pg. 11). Ask students to copy my trick. Clothespins – use to balance in as many different ways as you can.

11 Inquiry/Focus Questions
What do you think will happen if you balance your crayfish by adding two clothespins. Predict Quick Write Investigate 1.1. (pg. 13) Ask teachers to write down the focus question…and predictions. This is a good time to do a “Quick Write” to answer the question. Use an index card that can be handed in for pre-assessment and taped into the student’s science notebook. Add 50 ml water to each cup with syringe and stir. Observe and record.

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

13 Word Bank Chart paper or word cards and markers:
Crayfish, balance, clothespin, counterweight

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? Ask questions for class discussion then write on “What We Learned” Chart

15 What We Learned Something is balanced when it stays in a positions on its own without being held there. The clothespins (counterweights) should go low on the crayfish to make it balance. (pg. 13)

16 Which pictures show a stable position?
Triangle & Arch Which pictures show a stable position? Student sheet “Stable Positions” 1.2 Use the student sheet 1.2. to predict then test the predictions. Introduce “craft sticks” taped onto the table as the balance point. Add to Word Bank: arch, triangle, stable position Balance point Chart: You can tell something is in a stable position if the counterweights are below the balance point. Use this lesson as a formative assessment and record on the check sheet whether students understand how to balance and object.

17 How can you tell by looking at a picture if it is stable system?
Question and Chart How can you tell by looking at a picture if it is stable system? What we learned chart. Chart: You can tell something is in a stable position if the counterweights are below the balance point.

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. 1.3: The Pencil Trick. Teacher observation assessment. Give “check” is student says that the position of the counterweights must be “low” relative to the pencil point. Add: wire to the word bank Chart: The trick to balancing anything is to add counterweights below the balance point.

19 FOSSWEB.COM Interactive games and simulations Resources for students
Teacher community Connects school to home Discuss components of Fossweb. Show 1.4. Mobiles of the Teacher Prep Video. Also show audio books and revisit this with Science Stories.

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. 1.4 Mobiles – what we learned. Discuss after video.

21 5 E Instructional Model Engage Explore Explain Elaborate Evaluate
Handout, discuss, and turn and talk and find evidence of at least one E from the Investigation that we just completed. Write on sticky note and put on 5E chart.

22 Break

23 Investigation 2: Spinners
2.1. Tops How can spinning tops be changed? We are going to build tops to observe motion. (pg. 11) Ask questions in “discuss” on page 11.

24 Word Bank Add the following to word bank: motion, spin, rotate, top, axis, shaft

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? Each person cut out the “card stock” top designs. Add color or design to the blank one. Mount the paper disks on the top and use tape. Test and observe the movement.

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. After this, show tops for #10, page 13, Assess progress: Teacher observation – use checklist.

27 2.2. Zoomers How can a spinning object be kept in motion?
2.2. Zoomers (pg. 15) Focus question

28 What We Learned Pg. 19: Tops and zoomers both spin, but in different ways. Tops are put in motion by pushing the straw around. Zoomers are put in motion by pulling on the string. Both need a force to start. You can speed up a zoomer by pulling on the string with more force. “Sheep in a Jeep.”

29 Word Bank Add: zoomer, knot, push, pull, force

30 2.3. Twirlers How can air start an object spinning?
2.3. pg. 21. Assessment –in an interview, if students can compare the motion of various twirlers, tops, and zoomers give them a “check.”

31 Straw Challenge How can you make the straw spin?
2.3. Twirlers. Show the jumbo straw and ask how you can make it spin? What more do you need? Show twirler wing templates. Add to word bank: twirler, wing, air resistance

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? Make the twirly birds using template, scissors, paper clip. Test the spinning flight of the twirly bird. Pose questions #14. page. 25 “Make the Content Chart Entries”

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. Write statements about what we learned on chart paper. Pg. 15 Water and solid materials make a mixture. Some mixtures can be separated with filters. Assessment: Thinking about Mixtures student sheet.

34 Teachers Guide Questions Walk through TG and discuss kit.
Use the Investigation 1 Folio and let’s “walk” through this investigation.

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 Active-learning science requires materials. The FOSS program includes those materials for a class of 32 students. Consumable materials are supplied for two uses before replenishment is necessary. The kit contains just about everything needed to conduct an experiment (exceptions include: living organisms, food items and some classroom supplies).

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 A series of original books developed to accompany the K-6 FOSS modules. K-2 Science Stories (come in the form of both big books and student books) and they are designed around instructional photographs with text that relates directly to the images, calling student attention to particular details, suggesting comparisons, and moving students to think critically about images. Science Stories for Grades 3-6 are collections of articles that relate directly to the content of the module. They are text driven, and use a number of writing styles.

38 Investigation 3 Rollers
“Getting Ready” section page 7. Make a ramp. Show how to make the cardboard ramp with clothespins. Work on the floor.

39 3.1. Rolling Wheels How can a wheel-an-axle system be changed?
Challenge: Using 2 large disks, 1 small disk and a slim straw. Review spinning and ask the students if they can get the disks to behave like a wheel. Start with two large wheels the ask if they can make a small disk behave like a wheel, then distribute the axis. Develop systems that roll down the ramp. Share wheel systems.

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. After lesson add to Word Bank: roll, wheel, axle, slope, ramp Add to Content Chart:

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? Add to content chart to answer questions (page 12): 1. Things roll down ramps. Use two wheels the same size on an axle to roll straight. Use wheels of different sizes to make a roller that turns. Some things that roll are rolling pins, carts, pencils, and balls.

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? Using ramp and cup, explore how to make your cup roll so you can “park it in the garage. Work a partner to explore how to make cup(s) roll down the ramp straight. (tape available) Introduce the penny and tape as a weight for the students to explore.

43 Share Share your Rolling Cup System
Gather around a common ramp and have teachers demonstrate their rolling cup systems.

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? A cup will roll in the direction of the smaller end. To make a cup roll straight, tape another cup to it and let it roll on the large ends. Weights can slow down, speed up, or stop the rolling motion of the cup.

45 3.3. Rolling Spheres Pre-assessment: Marble Runways student sheet.
Put Marble Runways on document camera. Pg. 20 “Check” in list is student selects the picture with the ramp starting higher and ending lower. *Students work in pairs, each has a marble and cup with cover, one runway/pr. And masking tape for runways.

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. Time to develop different positions then share with class. Whole class develops an attached runway to keep the marble rolling. Explain how to tape the runways and how to carefully take off the tape to preserve the runways.

48 Word Bank Add: sphere, runway, loop, spiral

49 Questions for What We Learned chart
How are wheels, cups, and spheres the same? How are they different? What happens when you put a sphere on a slope? How do you set up a long runway to make sure that the marble will roll all the way down? Round things roll. A cup rolls in a curved path because it is smaller on one end. A sphere can roll in all directions, it rolls down a slope. To make a marble roll all the way down a runway, start high and end low.

50 Summative Assessment With a partner answer the questions on part of the Summative Assessment Check your work when completed. Assessments include Teacher Checklist, students sheets, Performance Assessment and End-of-Module Assessment. After teachers have finished, put answers on document camera.

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

52 Kit Inventory Walk through TG and discuss kit.
Use the Investigation 1 Folio and let’s “walk” through this investigation.

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
Learner engages in scientifically oriented questions. Learner gives priority to evidence in responding to questions. Learner formulates explanations from evidence. Learner connects explanations to scientific knowledge. Learner communicates and justifies explanations. Use this as a review with a lesson during the day to see if all or any are used in the lesson.

56 Don’t just open books, open minds!
Full Option Science System

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

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