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. Is it Matter?

9. 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?

11. Break

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

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

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

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

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

17. 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?

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

19. Making Sense of Energy

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

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

22. ELECTROMAGNETIC RADIATION

28. Heat Transfer

29. Reflections on Energy

30. Exploring Conduction

31. Question  Does the type of metal affect the rate of conduction?  Steel Bar  Galvanized Steel Bar  Aluminum Bar  Brass Sheet  Aluminum Sheet

32. Notebook  Write date on new page in your science notebook.  Record focus question: Does the type of metal affect the rate of conduction?

33. Conduction Experiments .  Read procedure.  Make prediction.  Make data table- Example Type of Bar Temperature C 0 sec20 sec40 sec60 sec80 sec100 sec120 sec140 sec steel aluminum Type of Metal vs. Temperature over Time

34. Type of Bar Temperature C 0 sec20 sec40 sec60 sec80 sec100 sec120 sec140 sec steel aluminum

35. 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

39. Looking at Student Work  Gather with others from your school.  All read Group Meeting Guidelines for Assessing Notebook Entries  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 from the set.

40. 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.

41. On to Grade Level Work  K-3 Writing Focus Questions  4-5 RID and Data Analysis Tool

42. 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

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

44. 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

45. Business  Systems Poster

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

47. Wrapping It Up BNB716