Partnering to Progress K-5 Science Alliance May 7, 2008 Blue Licks State Park Welcome! Please help yourself to some refreshments and make sure you have signed in.

Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for each meeting Keep side conversations to a minimum

Roadmap from March Modeling Motion FnM in 2 nd grade Writing in Science

Roadmap for Today Writing in Science Motion Forces

Writing in Science I can synthesize, summarize, and apply the strategies for developing science notebooks from Ch. 3 and 4 in Writing in Science.

“Songer and Ho (2005) identify three challenges of instructional programs that foster student development of scientific inquiry. These challenges focus on the development of reasoning skills closely aligned to scientific literacy: 1.the formation of scientific explanations from evidence (and the actual linking of claims to evidence); 2.analysis of various types of scientific data (evidence); and 3.the formation of conclusions based upon relevant evidence. Classroom teachers can assist students in developing these reasoning skills by carefully crafting the use of science notebooks as part of their classroom science instruction. This includes specific instruction through the use of scaffolds, sentence starters, and prompts. The science notebook then becomes a thinking tool for the student.” -Using Science Notebooks in Elementary Classrooms, vii-viii

Writing in Science Ch. 3 A Tables –Individually, write four of your key points concerning science word banks you identified in Ch. 3. –Meet with one other person from an A Table and agree on the two most important ideas from your lists. –As a pair, meet with one other pair, share your two ideas, and reach consensus on which idea is most important. B Tables –Use the same summarizing strategy for graphic organizers. As a foursome, prepare to share your one most important idea concerning word banks or graphic organizers.

Writing in Science Experience –Focus question, predictions, observations (i.e. evidence), investigations Discussion –60/40 rule, whole class, pairs Modeling –Word banks, students provide ideas/teacher provides process and strategies, think alouds, graphic organizers, impact on struggling and special needs students Writing –Word banks, graphic organizers, frames, sentence starters

“If we have to nominate the three most important aspects of a teacher’s role in primary science, the most likely candidates would be providing materials for children to observe and investigate, asking the right kinds of questions, and helping children to discuss or, more widely, to communi- cate their thinking and developing ideas.” - Primary Science: Taking the Plunge pg. 100

Writing in Science Ch. 4 “Many teachers in the Science Notebooks Program initially report that their students struggle when they must transition from talking about their scientific thinking to writing about it.” pg What are some instructional implications related to this almost universal observation? What do the verbs in the elementary science PoS and CCA require that our students be able to do?

Writing in Science Ch. 4 Telling a story –Beginning, middle, end –Vocabulary: characters, setting, plot, events, conflict, problem, rising action, climax, falling action, solution Giving information –Introduction, body, conclusion –Vocabulary: topic sentences, key ideas (supporting details, facts), transitions, examples, evidence, explanations, inferences

Writing in Science Ch. 4 Working with a partner, provide 1-2 strategies from the section you are assigned from Ch. 4 to share with the whole group. Where applicable, note some implications for feedback to students.

“Observations, drawings, tables, charts, and graphs are essential elements that students must record in their science notebooks in order to make meaning from their investigations. These elements form the evidence of the investigation. Teachers should carefully scaffold the learning with prompts, questions, and templates necessary for students to adequately collect and record. This evidence will later form the basis for making and supporting claims about the patterns and relationships that they have observed during the investigation.” - Using Science Notebooks in Elementary Classrooms pg. 58

Motion I can perform the motion that matches each graph using a Go!Motion. I can describe the motion of an object from a graphical representation.

Motion on the Move Can you move in such a way that you can match the line on a graph? Find out the answer to this question by following the handout provided. Facilitators will be around to provide assistance when needed.

Representing Motion

Forces I can describe the motion of an object rolling down a ramp and the forces affecting the motion. I can predict the motion of an object rolling down a ramp, when a variable (e.g., mass, ramp height, surface, etc.) is changed.

Representing Motion A distance-time graph tells us how far an object has moved with time. The steeper the graph, the faster the motion. A horizontal line means the object is not changing its position - it is not moving, it is at rest. A downward sloping line means the object is returning to the start.

Predicting Motion Sketch a graph that would represent a can rolling down a ramp.

Describing and Explaining Motion Analyze the data you collected from your ramp investigations. Use the data analysis and conclusion scaffolds from WinS (pgs ) to help you communicate your findings.

Motion Change in position Definition in my own words Only applies to some things Speed racer

Roadmap for Today Writing in Science Motion Forces

Wrap-up, Review, Preview Next meeting: Week of JUNE 9th Flemingsburg Elementary Work with grade level instructional materials Read chapter 5 in Writing in Science and complete the reading guide.