1. LeaPS Learning in Physical Science March 12, 2010 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!

2. Project Goals for LeaPS Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion) Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts Goal 2: Improve Teacher Instructional Practices Goal 3: Enhance Administrator Support

3. Group Norms Stay on schedule; be on time Put cell phones on silent and computers closed Stay present, giving full attention Listen actively as others are speaking Be engaged—Be IN the work Avoid sidebar conversations Keep name tags visible Rule of 2 feet Any others?

4. The Plan for Today Vocabulary Strategies Data Analysis Conclusions Content Building Scientific Investigations Content Building

5. But First…..Let’s Play a Game!

6. Science Notebooks Learning Target I can scaffold instruction to support student learning for data analysis and writing explanations.

7. Science Notebooks Is a science notebook different from a science journal or log? How have you used science notebooks in the past?

8. Where is the trouble? Does it lie with content or with communication?

9. How would these comments help improve your communication in writing? Add more detail Give more support What is the data trying to say? What is the evidence? Your conclusion needs to be stronger How does this relate? You need to be more clear Comment of your choice

10. Five Big Assumptions Seattle’s Science Notebook Program Students are motivated to learn new concepts and skills when they are engaged in meaningful learning experiences, such as those in inquiry- based science units. The ultimate goal is for students to develop an understanding of science concepts, and to do so, they must learn how to think scientifically

11. …Assumptions (cont) Students also need to learn specific scientific skills (e.g., making observations and interpreting data) and forms of expository writing (e.g., data analysis and conclusions) to help them construct their understanding of concepts and develop their ability to think analytically. Science notebooks serve as a tool in this learning.

12. …Assumptions (cont) Students need scaffolding and modeling to help them learn science concepts, scientific thinking and skills, and expository writing. Students have limited time and energy for making entries in their science notebooks, so their entries should focus on expository writing that will deepen their conceptual understanding and/or develop their scientific skills and thinking.

13. Science Notebooks The science notebook is not a product that looks good, but it is a product to support learning and to develop expository writing skills. The science notebook is not about what students did, but it is about helping them to make meaning of what they did. Avoid having students write about how they felt, what was their favorite…,what they did, or a generic, “What did you learn today?” Notebooks should be for formative rather than summative purposes and, therefore, should not be graded.

14. Writing in Science: How to Scaffold Instruction to Support Learning Science Session Engagement –Date and Focus Question Active Investigation –Record data, take notes, make illustrations or diagrams Shared Reflection Application Writing Session Shared Review –Questions about shared reflection of conclusions based on focus question Shared Writing –Model structure Scaffolding Independent Writing –Use scaffolding to complete notebook entries Pg. 152

15. Science Notebook “Rules” for Science Section Date, in numerals, the first page of the entry. Write a focus or investigative question for each lesson. Write something about each science session. Write legibly (not necessarily their “best handwriting”).

16. “You don’t have to be a rocket scientist to think like a rocket scientist.” –Gerry Wheeler, NSTA Executive Director

17. Shared Writing Model structure as the students provide the content. Focus of writing will be on: –Comparing and contrasting –Cause and effect –Reasoning Data analysis Drawing conclusions from data

18. Scaffolding Data Analysis Writing Introductory/topic sentence: –This graph/table shows… Summarize the data: –Qualitative data More/less; longer/shorter –Quantitative data Actual quantities/measurements Concluding statement(s): –Therefore, I think… Outliers, inconsistent data –Some data were inconsistent. I think this happened, because… Connection to the real world –This information could be important because…

19. Science Notebooks Learning Target I can scaffold instruction to support student learning for data analysis and writing explanations.

20. T-chart Time

21. R & B Partners Uniform motion is constant velocity motion—motion in a straight line with constant speed. Non-uniform motion includes all other types of motion, which involve changing motion. Changing position (∆x) can be positive or negative. Non-uniform motion is always associated with unbalanced forces. Velocity is the rate of change of position. Changing motion, speeding up or slowing down, is called accelerated motion. If we have acceleration, there must be a net force. For objects going in a circle with constant speed, the change in velocity and acceleration are always directed towards the center.

22. Content Building 3 rd Law

23. Scaffolding Data Analysis Writing Introductory/topic sentence: –This graph/table shows… Summarize the data: –Qualitative data More/less; longer/shorter –Quantitative data Actual quantities/measurements Concluding statement(s): –Therefore, I think… Outliers, inconsistent data –Some data were inconsistent. I think this happened, because… Connection to the real world –This information could be important because…

24. T-chart Time

25. Before we move on…… How ‘bout a game of basketball?

26. Ready, Set, Science! Examine the “Newton’s Second Law of Motion” activity. First, identify possible misconceptions students might hold related to this concept. (See CTS notes.) Then, identify what the learning goal(s) would be for this activity. Finally, identify what students would walk away understanding as a result of this activity.

27. Science Investigations Determine the strengths and weaknesses of this activity using the criteria on your organizer. Provide evidence to support the strengths or weaknesses from Ch. 7. Summarize your findings and suggest modifications to strengthen the activity.

28. College Readiness Standards Examine the Science College Readiness Standards for ACT. Look back at the activity; identify the science college readiness standards that are required for students to use. Reflect on the assertions concerning science investigations from Ch. 7 in Ready, Set, Science! Would providing students with investigation experiences such as those advocated in Ch. 7 help students to meet the science CRS?

29. T-chart Time

30. Talk A Mile A Minute

31. Content Building Let’s Get to Work!

32. T-chart Time and Feedback

33. For Next Time Our next meeting will be May 7, 2010 For Homework: –Read Ch. 6 in WinS! –Pre-reading: Should science notebooks be assessed? If so, how? If so, what? –Post-reading: What are some key considerations for assessing science notebooks?