1. Charlotte McDonald, FOSS Consultant cmcdonald54@comcast.net Welcome to FOSS Structures of Life Workshop

2. Goals for You Participate in FOSS investigations and see how they are part of the larger goals of the kit. See how inquiry learning models are woven into the lessons/investigations Get to know the FOSS Structures of Life investigations, equipment, teachers guide, assessment, science notebooks, Fossweb, DVD and Science Stories. Get answers to your questions. Feel more confident about teaching Structures of Life

3. Collaborative Groups Overview page 8 Getter 1 – gets the materials/equipment Getter 2 – returns materials/equipment Starter – sees that everyone gets a turn and that everyone contributes to the investigation Reporter – make sure that everyone has recorded the information. Reports group data to the class either verbally or on a class board or chart.

4. Assessment Chart Assessment chart for each investigation. Student name Space for each Part of the Investigation Systematic Observation + (plus) - exceeds expectations (check) – meets expectations (minus) - needs improvement

5. Colorado 3 rd grade Standard Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. GLE: 1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species FOSS: Structures of Life Investigation 2, Part 3, pp. 18-22 Science Stories, pp. 20-21 FOSSWEB, Activity: Life Cycles

6. Why incorporate science notebooks into FOSS? Documentation: An organized record Cognitive Engagement: Constructing concepts and building explanations A benefit to students A benefit to teachers Research shows they work!

7. Who is the Audience for the Science Notebook? Teacher Parents Students Principal Other Scientists

8. LET’S GET STARTED… Cover or Title Page Give your science notebook a title. This should give the reader an idea of what this notebook will be about.

9. Organization Of Science Notebooks Table of Contents Numbered Pages Documentation of Work Glossary and/or Index Appendix for inserts or rubrics to be used for assessment

11. TABLE OF CONTENTS Use the first 1-5 pages for the Table of Contents… DATE ACTIVITY/TITLE PAGE # How to set up a science notebook.

12. Number your pages 1

13. Number through 10 3 2

14. Index: References Vocabulary Example:

15. Word Bank Use Word Cards or a Chart. Place a word card in the science “word bank” on the chart after students have had a concrete experience with something and have a need to know the appropriate term. Inquiry based science – students learn scientific vocabulary AFTER they have had concrete experiences.

16. Use of Words in Bank Organize words conceptually rather than alphabetically or randomly Words can be reorganized as concepts grow. Anticipate words and prepare cards ahead of time plus have blank word cards ready. Generic terminology: Primary – I predict, I observe, I notice, because, evidence, and fair test. Intermediate predict/prediction, observe/observation, investigate/investigation, infer/inference, controlled investigation, variable Color code words by unit/lesson Include icons with words (ESL strategy)

17. More on Vocabulary For younger students – tape an example of the word on the card Accessible for young students – make multiple small word cards for students to manipulate and use for writing Hang low and make large Life Science – labeling illustrations with words is more effective than work banks. Use different colors for structure (form) and function.

18. Example: Scientific Illustration

19. Investigation 1, Origin of Seeds: Seed Search Write “Seed Search” as your first entry in your Table of Contents. Quick Write: Where do seeds come from?

20. Charts for Understanding Word Bank Content/Inquiry Chart- concept statements that summarize the knowledge acquired in the investigations.

21. Notebook Entries 1. Planning the Investigation 2. Data Acquisition and Organization 3. Making Sense of Data 4. Reflection and Self-Assessment

22. Investigations 1: Origin of Seeds Seeds are found in the plants part called a fruit. Different kinds of fruits have different kinds and numbers of seeds. Seeds have a variety of properties. Seeds undergo changes in the presence of water. A seed is an organism, a living thing. Seeds store food and provide protection for the young plant.

23. Investigation 2: Growing Further Germination is the onset of a seed’s growth. Plants need water, light, and nutrients to grow. Hydroponics is the technique of growing plants in water. The life cycle is the process of a seed growing into a mature plant, which in turn produces seeds.

24. Investigation 3: Meet the Crayfish Notebook entry – Table of Contents Focus Question: What are the structures of a crayfish? (write in notebook) Crayfish advice Meet your crayfish. Find structures and sketch.

25. Planning the Investigation Narrative Plans Based on focus question Short description of plan Lists Materials list Dates of observations, people Step-by-Step Procedures

26. Data Acquisition and Organization Records: Clearly related to focus question Accurate and precise Organized for efficient reference Acquisition: Words, phrases, numbers, drawings Display: narratives, drawings, charts, graphs, diagrams, calendars, artifacts

27. Making Sense of Data Frames and Prompts Claims and Evidence Conclusion and predictions I wonder…

28. Frames and Prompts Sentence Starters I used to think…but now I think… The most important thing to remember about ________ is… One thing I learned about… Questions How can you use…to …? What is the best way to…? Why do you think so?

29. Content & Inquiry Chart Crayfish have observable structures such as legs, eyes, antennae, carapace, swimmerets, tail, pincers, and mouth parts. Student questions?

30. Word Bank Structures Crustaceans antennae Bristles Carapace Swimmerets pincers

31. Line of Learning This strategy allows students to add to their written ideas with additional ideas generated in class. After writing their own ideas in their notebooks, students draw a line underneath their work. During class discussion, students add new ideas below their line of learning. The Line of Learning gives students the opportunity to continue to construct a concept through the discussion and ideas of other students.

32. Claims and Evidence Claim: How the natural world works Evidence: Data that supports the claim I claim (know)… I claim (know) this because… ClaimsEvidence

33. Conclusions and Prediction Conclusion: A summarizing narrative to succinctly communicate what the student has learned (I learned…) Use after a major conceptual sequence Start with a statement then move to a paragraph Prediction: An application of what was learned (in conclusion) Indicates the degree of understanding Can be used as a spring board for further inquiry

34. FOSS Science Stories Original student books developed to enhance the investigations 3-6 books are a collection of content rich stories and articles 32 soft cover books included in kit Available in Spanish

35. Getting to know the Teachers Guide FOSS Introduction Overview Materials Investigations Investigation Duplication Masters Assessment Assessment Duplication Masters Science Stories Resources Foss Website

36. Formative Assessment Monitor student progress through Teacher Observation Student Sheets Science Notebooks

37. Getting to know the kit

38. FOSSWEB.com www.fossweb.com

39. Teacher Prep DVD’s Overview of investigations How to prepare equipment Materials to collect Model teaching Student’s learning Found on-line also www.fossweb.comwww.fossweb.com

40. Summative Assessment Assessment Scoring Guide 0-4 Performance Assessment – answering questions based on manipulating materials. Drawing pictures or schematics to answer questions. Explain through writing Multiple choice with pictures and words. Narrative items – engaging scenario to explain.

41. Your Questions & Ideas