1. Inquiry and Scientist Notebooks

2. Goals 1. To understand use of scientist notebooks while applying the inquiry model of teaching. 2. To understand the different types of inquiry (investigations) in an elementary classroom.

3. What is Inquiry? 1. A process of learning about the physical world and how it works 2. A model of teaching

4. Types of Investigating in an Elementary Science Classroom TYPEFOCUS QUESTION Describing Collect numerical data and/or observations What is a fingerprint? Classifying Sort or group observations. How can fingerprints be classified? Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled. Do twins in our school have the same fingerprints?

5. What are Scientist Notebooks? 1. A place where learners do their scientific thinking 2. A window into the minds of learners

6. Three Purposes 1. To improve scientific thinking 2. To improve scientific communication 3. To assess student learning and provide feedback

7. Science Curriculum Life Science Modules in Coventry Life Science Modules in Coventry STC Organisms (Grade 1) STC Organisms (Grade 1) FOSS Insects (Grade 2) FOSS Insects (Grade 2) FOSS Structures of Life (Grade 3) FOSS Structures of Life (Grade 3) Biomes and FOSS Populations and Ecosystems (Grade 5 Biomes and FOSS Populations and Ecosystems (Grade 5 Click here for link to K-8 Science Kit Curriculum Matrix.

8. RI GSE in Science RI GSE in Science Domain Domain Statement of Enduring Knowledge Statement of Enduring Knowledge Assessment Target Assessment Target Grade Span Expectation Grade Span Expectation Click here for link to RIGSE in Science.

9. Elements of Teacher’s Science Lesson Planning Clarify Goals, Establish Set Clarify Goals, Establish Set Engaging Scenario Engaging Scenario Focus Question Focus Question Prediction Prediction Planning/Procedures Planning/Procedures Data/Observations Data/Observations Making Meaning Making Meaning Content Blast Content Blast Claims and Evidence Claims and Evidence Conclusions Conclusions Next Steps/New Questions Next Steps/New Questions

10. Elements of Students’ Scientist Notebook Focus Question Focus Question Prediction Prediction Planning/Procedures Planning/Procedures Data/Observations Data/Observations Claims and Evidence Claims and Evidence Conclusions Conclusions Next Steps/New Questions Next Steps/New Questions Links to Scientist Notebook Resources: Scientist Notebook Essentials Scientist Notebook Toolkit

11. Elements of Grade 1 Scientist Notebook Question Question Observations Observations Conclusions Conclusions New Questions New Questions Go to http://www.ebecri.org/custom/kitspecificresource http://www.ebecri.org/custom/kitspecificresource Click on Grade 1 Organism>New from Meghan Organisms Scientist Notebook Format

12. QuestionPrediction ObservationConclusion Name: Date: Investigating in Science

13. Question Observations Prediction Conclusion

14. Set up New Entry - Write Table of Contents on p. 1 - Write entry in T of C: 1. How do fingerprints compare? p. 2 - Add page numbers. - Glue Criteria to inside of front cover. - Last two pages – Glossary - Glue Writing Prompts to inside back cover

15. Establish Set

16. Focus Question

17. Class Focus Question How do fingerprints compare? How do fingerprints compare?

18. Prediction I think fingerprints …. because… because… (Draw a finger print, label parts, and write Predictions in notebook.)

19. Planning Materials for each person in the group: Materials for each person in the group: Transparent tape dispenser Transparent tape dispenser Pencil Pencil Index card Index card Magnifier Magnifier Handouts Handouts

20. Planning - Procedures  Get materials.  Make a finger print.  Classify fingerprint.  Make a claim.  Support with evidence.  Conclude.

21. Procedure Making a Fingerprint Step 1 Rub a small black patch of graphite on paper. Step 1 Rub a small black patch of graphite on paper. Step 2 Rub finger (not tip) back and forth across the graphite. Step 2 Rub finger (not tip) back and forth across the graphite. Step 3 Extend finger. Step 3 Extend finger. Step 4 Use tape to lift finger print. Step 4 Use tape to lift finger print. Step 5 Place the tape on a clean part of the white paper. Step 5 Place the tape on a clean part of the white paper. 1 2 3 4 5

22. Planning - Procedures Use direct instruction model of teaching to teach procedural knowledge.

23. Data - Observations Record what you observe using your senses. Draw and write. Record what you observe using your senses. Draw and write.

24. What to Observe Thickness of lines Thickness of lines Spaces between lines Spaces between lines Patterns of lines Patterns of lines Similarities Similarities Differences Differences

25. Making Meaning What do you observe? What do you observe? What patterns do you notice? How do the fingerprints compare? What patterns do you notice? How do the fingerprints compare? What claim can you make? What claim can you make?

26. Word Bank Observe Observe Classify Classify Fingerprint Fingerprint Introducing science vocabulary is called a “Content Blast.” Use the presentation model of teaching to teach factual and conceptual knowledge after the hands on experience.

27. Word Bank Accommodate diverse learners using text with images.

28. Word Bank

31. Claims and Evidence CLAIMEVIDENCE I know this to be true: Here is the evidence:

32. Conclusion - I learned.... - I used to think (prediction) Now I think…. Now I think….

33. Next Steps - New Questions - I want to know... - I want to try this...

34. Focus Question

35. Class Focus Question What is the most common type of fingerprint in the class? What is the most common type of fingerprint in the class?

36. Prediction I think this type of fingerprint is most common …. because…

37. Planning - Procedures  Get Materials.  Make the right index finger print.  Classify fingerprint.  Write the type of fingerprint on a stickie.  Graph the types of fingerprint.  Make a claim.  Support with evidence.  Conclude.

38. DESCRIBING Identify what to observe. Develop an Observation Guide that anticipates what can be observed using multiple senses Identify what to observe. Develop an Observation Guide that anticipates what can be observed using multiple senses Develop a data organizer that facilitates easy comparison of different observations. Develop a data organizer that facilitates easy comparison of different observations.

39. CLASSIFYING Identify criteria for comparison using multiple senses. Identify criteria for comparison using multiple senses. Develop a data organizer that facilitates easy comparison of different observations. Develop a data organizer that facilitates easy comparison of different observations.

40. CONTROLLED EXPERIMENTING Identify Variables. Identify Variables. Type of VariableExample Manipulated what to change Twins Responding what to observe Fingerprint pattern Controlled what to keep the same Same Hand, Same Fingers, Same Procedure.