Charlotte McDonald, FOSS Consultant

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Welcome to FOSS VARIABLES

• 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 Variables lessons,
  equipment, manual, assessment. Fossweb, DVD and
  Science Stories
• Learn how students use Science Notebooks
• Feel more confident about teaching Variables

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Assessment Chart

• Assessment chart for each investigation.
• Student name
• Space for each Part of the Investigation
• Systematic Observation
• (plus)
• v (check)
• - (minus)

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Collaborative Groups

• Getter 1 getting and returning
  materials/equipment
• Getter 2 getting and returning
  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.

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Kansas IndicatorsInquiry Standard 1.

• 4.1.1.1. Student asks questions that he/she can
  answer by investigating.
• 4.1.1.2. Student plans and conducts a simple
  investigation.
• 4.1.1.3. Student employs appropriate equipment,
  tools, and safety procedures to gather data.
• 4.1.1.4. Student begins developing the abilities
  to communicate, critique, analyze his/her own
  investigations, and interprets the work of other
  students.

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Kansas IndicatorsPhysical Science Standard 2.

• 4.2.1.1. Student observes properties and
  measures those properties using appropriate
  tools..
• 4.2.3.1. Student identifies that the source of
  sound is vibrations. (relate pendulums to
  vibration)

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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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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

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Number through 10

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3
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Index References Vocabulary

• Example

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FIRST STEPS A Precursor to Science Notebooks

• Use duplicated student sheets intermixed with
  notebook paper in a 3-hole folder
• or
• Use the Delta FOSS Module printed science
  notebooks

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Moving Along Reduced Versions

• Use reduced versions of FOSS student sheets
• Glue to left side of composition notebook for
  student use
• Students use right side
• for writing, drawing,
• and other
• documentation

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Moving further along the continuum

• Decrease the number of FOSS student sheets as
  students become more experienced and comfortable
  with science notebooks.
• It takes time to develop student skills.

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Rules of Engagement

• Fairly relaxed on spelling and grammar for
  entries
• Should be neat and organized
• Products in notebooks should have more rigorous
  standards
• Encourage to use numerous means of recording and
  communicating charts, graphs, drawings,
  graphics, color coding, numbers, and images
• Never erase entries

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Short Note on Grading

• Notebook itself should not be graded
• Can use it as one component of performance in
  class
• Can use it during parent conferences to show
  various levels of performance and to discuss
  expectations that are valued in school science
  community

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Investigation 1, Part 1. Exploring Swingers

• We are going to learn how to design and conduct
  scientific experiments.
• Record your data and information in your science
  notebook.
• We will work in teams of two. Each team will
  build the equipment that we need for our
  investigation.
• Each team will build a Swinger. See the
  instructions on How to Build a Swinger.

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Establishing Procedures

• Swinger Test

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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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Notebook Entry

• How many cycles (swings) does your pendulum have
  in 15 seconds?
• Record information in your notebook.
• What standards do you have?
• Mass of the bob _______________
• Length of the string ____________
• Release position _______________

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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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Word Bank
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Notebook Entry

• What could you change in your swinger system that
  might change the number of swings in 15 seconds?

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Content/Inquiry Chart

• What is a variable?
• What is a pendulum and where have you seen one?
• What variables might affect the number of cycles
  the pendulum makes in 15 seconds?

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Line of Leaning

• 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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Formative Assessment

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

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Time for a break!
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Investigation 1, Part 2

• Does changing the variable of
• release position effect the number of swings?
• mass effect the number of swings?
• length of the string effect the number of swings?

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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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Pendulum Swings

• CLAIMS

• EVIDENCE

• I claim that the number of swings

• The evidence is

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Picture the Relationship

• Length

• No. of Swings

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Relationship Statements

• The longer the pendulum, the _________the swings.
• The shorter the pendulum, the _______ the swings
• The greater the number of swings, the ______the
  pendulum.
• The fewer the number of swings the ________the
  pendulum.

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Investigation 1 Part 3 Predicting Swings

• Predicting Swings
• Introduce the Two-Coordinate Graph

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Word Bank Content/Inquiry Chart
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Writing Conclusions

• Links the claims and evidence plus can apply
  science concepts.
• Addresses the prediction, answers the focus
  question or the solution to the problem
  identified.
• Describes what was learned from the
  investigation. I learned, We found
• Extend learning with after reading strategies
• Make connections to real world applications

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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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Its not the experience that makes the
learning. Its the reflection on that
experience.
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Reflective Writing Starters

• One thing I will remember about todays
  investigation.
• Im still confused about..
• The part of solving the problem in todays
  investigation that was challenging to me was
• When I started the investigation, I
  knew____________ and now I also have learned
  __________________________.

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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 softcover books included in kit

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• Citation (MLA)A demonstration of the Foucault
  pendulum..  2005. Image.19 July
  2010. lthttp//www.discoveryeducation.com/gt.

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Getting to know the manual

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

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Getting to know the kit
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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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Sample Module Page
www.fossweb.com
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Variables Investigations

• Investigation 2 Lifeboats
• Investigation 3 Plane Sense
• Investigation 4 Flippers

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Your Questions Ideas

• Contact Charlotte McDonald cmcdonald54_at_comcast.n
  et

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Evaluation of Training

• Questions
• Concerns
• Ideas
• Contact Charlotte McDonald, FOSS Consultant,
  cmcdonald54_at_comcast.net