1.  Please sign in, make name tag and sit in mixed school groups. January 2013

2. Welcome!  Name Tags  Who’s new?  Shannon Harvey- 3 rd Grade Level Leader  Librarians  Anyone else?!  Table groups for the day: mixed for morning. Will move to building groups for collaborative work this afternoon.

3. OUTCOMES  WHAT’S THE MATTER AND WHERE’S THE ENERGY?  Identify difference between matter and energy.  Recognize energy forms, sources and transfers.  Trace energy from the Sun source to various Earth receivers.  Writing in Science in Action  Deepen understanding of use of science notebooks for collecting scientific observations and data.  Examine student notebook samples to reveal student thinking and determine instructional implications.  Work on grade-level specific activities to support science instruction.

4. Writing in Science in Action

5. What’s the Matter? Where’s the Energy?  From Next Generation Science Standards: Crosscutting Concepts  Energy and Matter: Flows, Cycles, and Conservation  One of the great achievements of science is the recognition that, in any system, certain conserved quantities can change only through transfers into or out of the system. Such laws of conservation provide limits on what can occur in a system, whether human built or natural.

6. Development of Matter & Energy Ideas  Focus on matter in K-2  Young children are likely to have difficulty studying the concept of energy in depth—everyday language surrounding energy contains many shortcuts that lead to misunderstandings.  Avoid setting up energy misconceptions.  …the language of energy needs to be used with care so as not to further establish…misconceptions.

7. Feeding Misconceptions…

8. Development of Matter & Energy Ideas  EALR 4: Physical Science Big Idea:Energy: Transfer, Transformation, and Conservation (PS3) Core Content: Forms of Energy  Students learn to identify several different forms of energy. Children in this age range have an intuitive understanding of energy concepts. For example, energy is needed to get things done; humans get energy from food. It is possible to build on these ideas by having the students explore different energy phenomena.

9. Development of Matter & Energy Ideas  EALR 4: Physical Science Big Idea:Energy: Transfer, Transformation and Conservation (PS3) Core Content: Heat, Light, Sound, and Electricity In prior grades students learned to identify several different forms of energy. In grades 4-5 students build on their intuitive understanding of energy and learn how heat, light, sound, and electrical energy are generated and can be transferred from place to place. For example, they can observe that energy of motion can be transferred from one object to another. They can observe how heat energy is generated and moves from a warmer to a cooler place, and how sound can be produced by vibrations in the throat or guitar strings or other forms of vibration. They can also see that electrical energy can do many things, including producing light, heat, and sound, and can make things move. This introduction to the many forms of energy helps to prepare students for later studies of energy transformation and conservation.

10. Energy

11. Is it Matter?

12. Energy in Action  Where is energy in a light bulb system?  Where is energy in a motor system?  Where is energy in a chemical reaction system?

14. Break

15. Class Discussion on Observations  Where is energy in a light bulb system?

16. Class Discussion on Observations  Where is energy in a motor system?

17. Class Discussion on Observations  Where is energy in a chemical reaction system?

18. Looking at Our Observations  Use observations checklists to assess your notebook entries. Scientific Illustration or Diagram Observed and/or Measured Data

19. Looking at Our Observations How can we help our students develop better recording of observations?

20. Plants  What modeling does the teacher do during these two sessions, first to teach observations skills and scientific thinking, and then to show students show to write scientific observations?  What scaffolding does she provide that students can use during the lessons an as they make entries in their own data table and write observations of their own plant?  How does she use the focus question- “What can we observe about the plants growth and development over time?” - in both sessions?  How could the modeling and scaffolding help support students who are at very different places on an academic skills continuum?

21. Writing About Observations  First, I observed…  Afterwards, I observed…

22. Making Sense of Energy

23. Energy in Action  Forms of Energy  Sources of Energy  Transfer of Energy

24. Energy Transfer Diagrams  Use diagrams to analyze Energy in Action systems: 2 per system on facing page.

25. ELECTROMAGNETIC RADIATION

31. Heat Transfer

32. Exploring Conduction

33. Reflections on Energy

34. Collecting Quantitative Data  Does the type of metal affect the rate of conduction?  Steel Bar  Galvanized Steel Bar  Aluminum Bar  Brass Sheet  Aluminum Sheet

35. Type of Metal vs. Temperature over Time Type of Bar Temperature C 0 sec20 sec40 sec60 sec80 sec100 sec120 sec140 sec steel aluminum

36. Making Sense of Data  Use data to demonstrate simple conclusion writing  1. Answer the investigative question.  2. Include evidence from the data table to support your answer. The data shows that…..  3. Write a concluding statement. Therefore, the ______ rod heats more quickly than the ______ rod.

37. How to Learn More!  FOSS Matter and Energy Reading  Dr. Art’s Guide to Science by Art Sussman-  Free Chapter on Energy Free Chapter on Energy  Sci Objects  Stop Faking It books Stop Faking It

38. More Fun Stuff!  Word Wall cards for FOSS kits- http://www.fossweb.com/ http://www.fossweb.com/  4 th and 5 th grade scenarios for Field Investigations now available

40. Preparing Students for MSP  Online Tools Training (OTT) Lesson Plan The Science Assessment Team shares a flexible classroom lesson plan to accompany Practice A of the Online Tools Training for the online MSP. Grade 5 (PDF) Grade 5  Performance Level Descriptors- ScienceGrade 5 Grade 5

41. Preparing Students for MSP  Science Assessment Update for 2013 These documents include: information about the science assessment system for 2013; sample items to familiarize teachers and students with the item types on the assessments; and scoring information for educators. Grade 5 Grade 5  Released Scenarios and Items| OSPI has released test questions from previous tests. These documents contain released items from 2012, which match the K-12 Science Learning Standards.Grade 5: Teacher 2012Student 2012Teacher 2012Student 2012

42. Grade Level Work

44. Item Analysis

45. Process  Read the scenario.  Read the first item and information.  Record your school and district data.  Note any identified strengths, weaknesses or instructional implications in your science notebook.  Repeat with all items.  Look over what you have recorded and agree on specific actions everyone in your grade level will do to improve student achievement.  Fill in Action Plan.

46. Looking at Student Work  Gather with others from your school.  All read Group Meeting Guidelines for Assessing Notebook Entries Discuss process and agreements

47. Looking at Student Work  Assign roles: facilitator and recorder.  Take one sample from one teacher’s set of work. Follow protocol to guide discussion and record notes.  Repeat with rest of samples.

48. Limit conversation to 15 minutes per set of samples!  Keep conversation focused on protocol discussion points.  This is not a discussion about the student, but about the work sample.

49. Business  Lori’s new phone # 598-1110  Fix Nicky’s information- Nicky Seaburg  598-1140  nseaberg@nkschools.org  Add Shannon Harvey info  3 rd grade level leader  598-1075  ssharvey@nkschools.org

50. Business  NK Schools Foundation Summer Science Academy Grant  Foul Weather Bluff Conservancy Grant

51. Business  West Sound STEM Network Showcase  Field Investigations- March 23, 2013  Stillwaters Environmental Learning Center  9 am- 3:30 pm  $30  Up to 12 clock hours

52. Business  Systems Poster

53. MAP  Current Use  Do we need to do it a third time?

54. Wrapping It Up BNB717