Charlotte McDonald, FOSS Consultant

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Welcome to FOSS Structures of LifeWorkshop

• Charlotte McDonald, FOSS Consultant
• cmcdonald54_at_comcast.net

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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

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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.

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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

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Colorado 3rd grade Standard Life Science

• Students know and understand the
  characteristicsand 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

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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!

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Who is the Audience for the Science Notebook?

• Teacher
• Parents
• Students
• Principal
• Other Scientists

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LETS 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.

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• 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

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(No Transcript)
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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.

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Number your pages

1
13
Number through 10

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3
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Index References Vocabulary

• Example

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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.

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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)

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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.

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Example Scientific Illustration
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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?

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Charts for Understanding

• Word Bank
• Content/Inquiry Chart- concept statements that
  summarize the knowledge acquired in the
  investigations.

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Notebook Entries

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

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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.

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Investigation 2 Growing Further

• Germination is the onset of a seeds 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.

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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.

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Planning the Investigation

• Narrative Plans
• Based on focus question
• Short description of plan
• Lists
• Materials list
• Dates of observations, people
• Step-by-Step Procedures

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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

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Making Sense of Data

• Frames and Prompts
• Claims and Evidence
• Conclusion and predictions
• I wonder

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Frames and Prompts

• Sentence Starters
• I used to thinkbut now I think
• The most important thing to remember about
  ________ is
• One thing I learned about
• Questions
• How can you useto ?
• What is the best way to?
• Why do you think so?

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Content Inquiry Chart

• Crayfish have observable structures such as legs,
  eyes, antennae, carapace, swimmerets, tail,
  pincers, and mouth parts.
• Student questions?

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Word Bank

• Structures
• Crustaceans
• antennae
• Bristles
• Carapace
• Swimmerets
• pincers

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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.

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Claims and Evidence

• Claim How the natural world works
• Evidence Data that supports the claim
• I claim (know)
• I claim (know) this because
• Claims Evidence

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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

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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
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Getting to know the Teachers Guide

• FOSS Introduction
• Overview
• Materials
• Investigations
• Investigation Duplication Masters
• Assessment
• Assessment Duplication Masters
• Science Stories
• Resources
• Foss Website

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Formative Assessment

• Monitor student progress through
• Teacher Observation
• Student Sheets
• Science Notebooks

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Getting to know the kit
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FOSSWEB.com
www.fossweb.com
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Teacher Prep DVDs

• Overview of investigations
• How to prepare equipment
• Materials to collect
• Model teaching
• Students learning
• Found on-line also www.fossweb.com

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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.

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Your Questions Ideas