1. Developing a Philosophy for Science Teaching and Learning

2. How do your personal beliefs about learning science compare with this example of standards-based learning?

3. A scientist notebook is... a source of assessment information a source of assessment information a tool for assessing student learning a tool for assessing student learning a teaching strategy called “scaffolding.” a teaching strategy called “scaffolding.”

4. What does this look like in classrooms? an example of a standards-based science lessonToday you are going to consider an example of a standards-based science lesson as it could be implemented in a Grade 4 classroom.

5. Why Use Scientists’ Notebooks? –It’s the best record of lesson/unit implementation –Improves student performance Quality of communication Conceptual and/or procedural understanding –Opportunity for the teacher to know the students’ thinking and to provide feedback. Ruiz-Primo, Li and Shavelson, 2002, Looking Into Student Science Notebooks: What Do Teachers Do With Them? CRESST Technical Report 562.

6. Other Reasons Writing in notebooks during inquiry science... Helps to scaffold knowledge (prior to current to future) Requires the learner to organize thinking. Assists learners in using evidence to support their claims. Klentschy, M. and Molina-De La Torre, E. (2004). Students’ science notebooks and the inquiry process. In W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. Newark, DE: International Reading Association Press.

7. A Comparison of Skills Observing Predicting Inferring Comparing and contrasting Communicating Classifying Collecting data Organizing and Interpreting data Recognizing cause & effect Formulating conclusions Discriminating patterns Predicting Outcomes Inferring Comparing/Contrasting Communicating Sequencing Summarizing data Recognizing the main idea; generalizing Recognizing cause/effect relationships

8. A Comparison of Skills of an experiment as the process unfolds. Note the details of an experiment as the process unfolds. – being able to observe and retain small details in a story. Note details – being able to observe and retain small details in a story. results achieved under different experimental conditions. Compare and Contrast results achieved under different experimental conditions. in listening to two public officials’ on the same event. Compare and Contrast in listening to two public officials’ on the same event.

9. A Comparison of Skills Predict the outcome of future experiments by using data from the investigation. – a skill that calls upon the previous two to forecast what will happen next. Predict – a skill that calls upon the previous two to forecast what will happen next. in analyzing the experiment’s results. Link cause and effect in analyzing the experiment’s results. as in what causes a character in a story to react to an event in a particular way. Link cause and effect as in what causes a character in a story to react to an event in a particular way.

10. What a Student Thinks About and Communicates by Writing and Drawing Focus Question Prediction Planning/Procedures Data/Observations Claims and Evidence Conclusions Next Steps/New questions

11. What a Student Thinks About and Communicates by Writing and Drawing Organization of Notebook (Table of Contents, Page Numbers, Titles of Investigation) Science Vocabulary (Glossary) Assessment (Criteria for Different Components) Writing Scientifically (Writing Prompts)

12. What a Teacher Plans Engaging Scenario Focus Question Prediction Planning/Procedures Data/Observations Making Meaning Content Blast Claims and Evidence Conclusions Next Steps/New Questions

13. What a Teacher Plans Organization of Notebook (Table of Contents, Page Numbers, Titles of Investigation) Science Vocabulary (Glossary) Assessment (Criteria for Different Components) Writing Scientifically (Writing Prompts)

14. Materials for Lesson Example ITEM DESCRIPTION# Control Group, bag with 5 beads8 Paper, construction, black1 Paper, construction, red, 9x121 Sunscreen Group, bag with 5 beads8 Sunscreen, SPF 301 Tape, transparent1 UV Film Group, bag with 5 beads & 3x3" film8 UV film, 2x12" strip2 Sets of Crayons (Red, Orange, Yellow, Blue, Violet)8 Clip Boards24 Pencils24

15. Context of Lesson Example Materials needed for science instructional materials available from: East Bay Educational Collaborative Science Materials Resource Center See http://www.ebecri.org/custom/science_materials_support.html http://www.ebecri.org/custom/science_materials_support.html

16. Context of Lesson Example Based on lesson from Grade 3 Sound and Light Unit See http://ebecri.org/custom/scimatkitmatrix.html http://ebecri.org/custom/scimatkitmatrix.html One of several new lessons developed by East Bay Educational Collaborative to support the STC Sound science kit and help teachers address RIGSE in Science. See http://www.ebecri.org/custom/sound.light.energy.htmlhttp://www.ebecri.org/custom/sound.light.energy.html

17. Rhode Island Grade Span Expectations -End of Grade 4- -Physical Science- Source: http://www.ride.ri.gov/Instruction/gle.aspxhttp://www.ride.ri.gov/Instruction/gle.aspx

18. Start with an Engaging Scenario An engaging scenario is a type of set induction developed by the teacher to -Create interest and a desire to learn -Engage students in the learning and focus students’ minds on the lesson, and promotes a desire to learn. -Connect the learner to real world living -Raise a perplexing question to answer, or create a problem to solve.

19. My Day at the Beach

20. This is my friend Bob.

26. What should I use to protect my skin from the sun the next time I go to the beach?

27. Focus Question(s) Develop a question to guide your investigation. Criteria: Student generated, in own words Student generated, in own words Relates to purpose/”big idea” Relates to purpose/”big idea” Clear and concise Clear and concise Investigable Investigable

28. Look at materials all on one slide

30. Class Focus Question How can you protect yourself from the harmful UV rays of the sun?

32. Prediction Write a prediction describing what you think will happen. Conditional statements If ………. then …….. or I think ……. will happen because ……

33. Prediction Connects to prior experience- links familiar with old, new with strange Is clear and reasonable Relates to question Gives an explanation/reason Give students a “stake” in the results

34. Prediction “In science, you really don’t know what you’re doing. You know what you’re trying to do.”

35. Prediction “Science isn’t about getting the right answer. It’s about getting at the truth.”

37. Planning-Procedure Relates to investigable question Has clear sequence/direction Identifies variables/control Includes data organizer States materials needed

39. Data/Observations Relates to question and plan Includes student generated drawings, charts, graphs, narrative Organized Accurate

41. Look at materials all on one slide

42. Assign Roles Control Group Sunscreen Group UV Film Group

43. Let us investigate!

46. Making Meaning Conference A planned discussion that uses the data organizer to make thinking visible. Students can present their ideas to the class in large diagrams or on document readers.

50. What truth can be stated and supported with evidence? What rules or underlying principles that were observed? Claims and Evidence

52. Conclusion Examine the prediction you made at the start of the lesson. Do you wish to keep or revise your prediction? Today I learned …………

53. Conclusion Today I learned …………

55. Next Steps - New Questions Student generated Extensions/new application of original question Researchable or investigable WOW factor Can be recorded throughout notebook

57. Next Steps – New Questions Think about what we did today. What new questions do you have about light and protection from the harmful rays of the sun? What else would you like to try with the UV beads, sunscreen, and UV film? I want to know more about... I want to try to...

58. Providing Feedback Providing the right kind of feedback can make a significant difference in improving our students’ achievement and behaviors. --Robert Marzano Classroom Instruction That Works

59. Providing feedback serves a different purpose than grading.

60. Providing feedback is SMART! S pecific to learning M eaningful A ction-oriented R elevant to outcomes T imely

61. Suggestions for Providing SMART Feedback - Balance the feedback. Note what’s working well and what needs to improve - Help students understand the criteria for scientist’s notebooks. - Set goals with the students of improving one or two components of the notebook. - Use post-its. - Encourage students to self-assess (“3 Stars and a Wish”)

62. Warm Feedback - (Conclusion) Excellent! You understand the big idea and relate your thinking to your focus question and prediction. -(Data Organizer) I liked how you used science words accurately in your labeled diagram. -(Data/Observations) Wonderful recording of data! Your data are clear and well-organized. - (New Questions/Next Steps) I love your sense of curiosity! Your new question shows that you desire new knowledge.

63. Cool Feedback - (Prediction) Be sure to include your reasons. Try using this sentence starter for writing your prediction “I think ….because….” -(Conclusion) Refer to the evidence (data) in your conclusion. -(Data/Observations) You can be more clear by using words to describe the colors. -(Conclusion) You could state that you are keeping or revising your prediction.

64. REFLECTING ON YOUR EXPERIENCE How do your personal beliefs about learning science compare with this example of standards-based learning? WRITING-THINKING PROMPT: I used to think... Now I think...