Presentation on theme: "Why Science Notebooks Provides an expanded opportunity through writing to make meaning from experiences … a “second think”. Best Record of –Lesson/Unit."— Presentation transcript:
Why Science Notebooks Provides an expanded opportunity through writing to make meaning from experiences … a “second think”. Best Record of –Lesson/Unit Implementation –Student Performance Quality of communication Conceptual and/or procedural understanding
Participant Expectations Active participation Keep and share a science notebook Suspend judgment and take risks
Heat, Light, Sound, and Electricity Opening Activity + -
EALR 4: Physical Science Big Idea: Energy: Transfer, Transformation and Conservation Core Content: Heat, Light, Sound, and Electricity 4-5 PS3E Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound, and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass.
BIG IDEA: ENERGY: Transfer, Transformation and Conservation 4-5 PS3E Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound, and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass. (Notebook entry)
GUIDING QUESTIONS 1) Using a wire, a battery and a bulb, what does it require to light the bulb? What is the role of the battery, the bulb and the wire? 1) It requires a complete loop (circuit from one end of an energy source (battery) through an energy receiver (bulb) and return to the other end of the battery to light the bulb. The wire (energy conductor) is the pathway for the energy to flow between the energy source and the energy receiver. 2)A closed circuit is a complete loop that allows electricity to flow; an open circuit does not make a complete loop and the electricity will not flow. 2) What are the differences between an open and closed circuit? LESSON CONTENT GOALS (Notebook entry)
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.
Engaging Scenario The good news is you find some objects in your backpack that may help you. A small bulb Wire A battery (Notebook Entry)
You and your friends have a problem. What is the problem here? You and your friends have a problem. What is the problem here? ? (Notebook entry)
Focus Question Criteria Provides students a role Is a simple question directly related to the scenario that can be investigated with results that can be communicated. Cannot be answered “yes” or “no”.
FOCUS QUESTION With your group discuss a focus question and record it in your notebook. Be prepared to share with the class. NOTEBOOK ENTRY
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? How can we describe the role of the wire, the bulb and the battery?
Prediction Gives students a stake in the results Write a prediction describing what you think will happen Conditional statements If ………. then …….. will happen because….. or I think ……. will happen because …… NOTEBOOK ENTRY
Planning Steps Procedures –What should be changed? (independent variable) –What should be kept the same? (controlled variable) –What kind of effect will be observed/measured? (dependent variable) Materials Data Organizer
Task Diagram at least three ways to light the bulb Diagram at least three ways the bulb did not light Accurately label your diagrams. (Notebook entry)
Things to consider How are you going to organize your diagrams? (data) Data Organizer ?
DATA Organizing and planning Before you begin solving the problem, How will you organize your data? Discuss with your group the design of the chart and record it in the notebook. You may not start testing your prediction until your chart is ready. Before you begin solving the problem, How will you organize your data? Discuss with your group the design of the chart and record it in the notebook. You may not start testing your prediction until your chart is ready. NOTEBOOK ENTRY
Symbols to Use in Your Diagrams Light BulbWire + - Battery l (Notebook entry)
Content Learning Moment Read the following article “What are Series and Parallel Circuits” followed by a think – pair – share with your partner (s). (Notebook entry)
Box and T-Chart What things are the same and what are the differences between an open and closed circuit? (Notebook entry)
Student Worksheet Please take time to carefully read the instructions on the “Series and Parallel Circuits” worksheet, then complete the task defined on the worksheet. Tape or glue the worksheet into your notebook. (Notebook entry)
Read the following article “Conductors and Insulators.” Obtain a zip-lock bag of objects and test them to see if they are a conductor or insulator. Content Learning Moment (Notebook entries)
Making Meaning Conference Planned discussion that uses an organizer to make thinking visible.
Making Meaning Conference Discussion Points – Guiding Questions. 1.Using a wire, a battery and a bulb, what does it require to light the bulb? What is the role of the battery, the bulb, and the wire? (What were you going to observe or measure) 2.What are the differences between a closed (a circuit that lights the bulb) and an open (a circuit that does not light the bulb) circuit? What is your evidence?
Examining Your Data Look at your diagrams showing when the bulb did not light –Where did the wire touch the bulb? –Where did the bulb touch the battery? (Notebook entry)
Examining Your Data What claims can you make about the ways the bulb did not light? What was your evidence? I claim the bulb did not light because ………. (Notebook entry)
Examining Your Data Look at your diagrams showing when the bulb lit –Where did the wire touch the bulb? –Where did the bulb touch the battery? (Notebook entry)
Examining Your Data These places are called critical contact points Be sure to label the critical contact points on your diagrams (Notebook entry)
Examining Your Data What claims can you make about the ways the bulb lit? What was your evidence? I claim the bulb lit because …………. (Notebook entry)
Examining Your Data Because you really need to remember how to light the bulb in order to see the way out of the dark cave ………… (Notebook entry)
Examining Your Data Add a battery and one or two wires to make an additional complete circuit. Use a red pencil to trace a complete circuit beginning at the negative end of the battery. Use this symbol on the traced path ->->-> to show the direction of the flow of electricity. (Notebook entry)
Prediction Revisited Examine the prediction you made at the start of the lesson. How were your predictions supported by the evidence or how would you revise/change your thinking based upon the evidence? What did you learn that was new? (Notebook entry)
Reflection Quick Write How do the claims and evidence relate to the Big Idea? What are examples/useful applications of electricity being converted to light, sound, heat and motion? Notebook Entry
Marzano’s Vocabulary Strategy Found on page 19 of Marzano’s “Building Academic Vocabulary” also found on the district web page, a wonderful word learning strategy that helps students understand the vocabulary they are learning. Can be a tape in or glue in sheet. (Notebook entry)
Word Game With a partner or a team of four, play “I Have, Who Has” game. (Marzano game strategy on District web page) Notebook entry: make a pocket to store game pieces.
Vocabulary Wordsearch Complete the “Electricity Wordsearch” worksheet and then tape or glue it into your Science Notebook. (Notebook entry)
Next Steps – New Questions Think about what we did today What new questions do you have about circuits? What else would you like to try with batteries, wires and bulbs to make a circuit? (Notebook entry)
Task Specific FEEDBACK GUIDE What were students expected to do in their notebooks? Focus Question – Investigable Prediction - uses “because” Data Organizer with headings /title 3 accurate labeled diagrams that lit and the paths are traced using arrows 3 accurate labeled diagrams of connections that did not light. Claims and Evidence Claims show understanding of the content of the Intended Curriculum. Claims are complete and supported by evidence. Examples given are clear, accurate, and labeled. Reflection
Write an essay (or paragraph depending on age) describing how replacing one light on a holiday string of bulbs with a "blinking" light would cause all the lights in the string to also blink? Is this an example of a parallel or series circuit? Why? Final Write