Inquiry and Scientist Notebooks. Goals 1. To understand use of scientist notebooks while applying the inquiry model of teaching. 2. To understand the.

Inquiry and Inquiry and Scientist Scientist

NotebooksNotebooks

GoalsGoals1.1. To understand use of scientist To understand use of scientist

notebooks while applying the inquiry notebooks while applying the inquiry model of teaching.model of teaching.

2.2. To understand the different types of To understand the different types of inquiry (investigations) in an inquiry (investigations) in an elementary classroom.elementary classroom.

What is Inquiry?What is Inquiry?

1.1. A process of learning about the A process of learning about the physical world and how it worksphysical world and how it works

2.2. A model of teachingA model of teaching

Types of Investigating in an Types of Investigating in an Elementary Science Classroom Elementary Science Classroom

TYPE FOCUS QUESTION

DescribingCollect numerical data and/or observations

What is a fingerprint?

ClassifyingSort or group observations.

How can fingerprints be classified?

Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled.

Do twins in our school have the same fingerprints?

What are Scientist What are Scientist Notebooks?Notebooks?

1.1. A place where learners do their A place where learners do their scientific thinkingscientific thinking

2.2. A window into the minds of learners A window into the minds of learners

Three PurposesThree Purposes

1.1. To improve scientific thinkingTo improve scientific thinking

2.2. To improve scientific communicationTo improve scientific communication

3.3. To assess student learning and To assess student learning and provide feedbackprovide feedback

Science CurriculumScience Curriculum

Life Science Modules in CoventryLife Science Modules in Coventry STC Organisms (Grade 1)STC Organisms (Grade 1) FOSS Insects (Grade 2)FOSS Insects (Grade 2) FOSS Structures of Life (Grade 3)FOSS Structures of Life (Grade 3) Biomes and FOSS Populations and Ecosystems Biomes and FOSS Populations and Ecosystems

(Grade 5(Grade 5

Click here for link to K-8 Science Kit Curriculum Matrix.

RI GSE in ScienceRI GSE in Science

DomainDomainStatement of Enduring KnowledgeStatement of Enduring Knowledge

Assessment TargetAssessment TargetGrade Span ExpectationGrade Span Expectation

Click here for link to RIGSE in Science.

Elements of TeacherElements of Teacher’’s s Science Lesson Planning Science Lesson Planning

Clarify Goals, Establish SetClarify Goals, Establish Set Engaging ScenarioEngaging Scenario Focus QuestionFocus Question PredictionPrediction Planning/ProceduresPlanning/Procedures Data/ObservationsData/Observations Making MeaningMaking Meaning Content BlastContent Blast Claims and EvidenceClaims and Evidence ConclusionsConclusions Next Steps/New QuestionsNext Steps/New Questions

Elements of Elements of StudentsStudents’’ Scientist Notebook Scientist Notebook

Focus QuestionFocus Question PredictionPrediction Planning/ProceduresPlanning/Procedures Data/ObservationsData/Observations Claims and EvidenceClaims and Evidence ConclusionsConclusions Next Steps/New QuestionsNext Steps/New Questions

Links to Scientist Notebook Resources:Scientist Notebook EssentialsScientist Notebook Toolkit

Elements of Elements of Grade 1 Scientist Notebook Grade 1 Scientist Notebook

QuestionQuestion ObservationsObservations ConclusionsConclusions New QuestionsNew Questions

Go to http://www.ebecri.org/custom/kitspecificresourceGo to http://www.ebecri.org/custom/kitspecificresource

Click on Grade 1 Organism>New from Meghan Organisms Click on Grade 1 Organism>New from Meghan Organisms Scientist Notebook FormatScientist Notebook Format

QuestionPrediction

ObservationConclusion

Name:

Date:

Investigating in Science

Question

Observations

Prediction

Conclusion

Set up New EntrySet up New Entry

- Write - Write Table of ContentsTable of Contents on p. 1 on p. 1

- Write entry in T of C:- Write entry in T of C:1. How do fingerprints compare? p. 21. How do fingerprints compare? p. 2

- Add page numbers.- Add page numbers.

- Glue - Glue CriteriaCriteria to inside of front cover. to inside of front cover.

- Last two pages – - Last two pages – GlossaryGlossary

- Glue - Glue Writing Prompts Writing Prompts to inside back to inside back covercover

Establish SetEstablish Set

Focus QuestionFocus Question

Class Focus QuestionClass Focus Question

How do fingerprints compare?How do fingerprints compare?

PredictionPrediction

I think fingerprints ….I think fingerprints …. because…because…

(Draw a finger print, label parts, and write Predictions in notebook.)

Planning Planning Materials for each person in the group:Materials for each person in the group:

Transparent tape dispenserTransparent tape dispenser PencilPencil Index cardIndex card MagnifierMagnifier HandoutsHandouts

Planning - ProceduresPlanning - Procedures

Get materials.Get materials. Make a finger print.Make a finger print. Classify fingerprint.Classify fingerprint. Make a claim.Make a claim. Support with evidence.Support with evidence. Conclude.Conclude.

ProcedureProcedureMaking a FingerprintMaking a Fingerprint

Step 1Step 1 Rub a small black Rub a small black patch of graphite on paper.patch of graphite on paper.

Step 2Step 2 Rub finger (not tip) back Rub finger (not tip) back and forth across the graphite.and forth across the graphite.

Step 3Step 3 Extend finger. Extend finger. Step 4Step 4 Use tape to lift finger Use tape to lift finger

print.print. Step 5Step 5 Place the tape on a Place the tape on a

clean part of the white paper.clean part of the white paper.

1

2

3

4

5

Planning - ProceduresPlanning - Procedures

Use Use direct instructiodirect instruction model of teaching n model of teaching to teach to teach

procedural knowledge. procedural knowledge.

Data - ObservationsData - Observations

Record what you observe using your Record what you observe using your senses. Draw and write.senses. Draw and write.

What to ObserveWhat to Observe

Thickness of linesThickness of lines Spaces between linesSpaces between lines Patterns of linesPatterns of lines SimilaritiesSimilarities DifferencesDifferences

Making MeaningMaking Meaning

What do you observe?What do you observe? What patterns do you notice? How do What patterns do you notice? How do

the fingerprints compare?the fingerprints compare? What claim can you make?What claim can you make?

Word BankWord Bank ObserveObserve ClassifyClassify FingerprintFingerprint

Introducing science vocabulary is Introducing science vocabulary is called called

a a ““Content Blast.Content Blast.”” Use the Use the presentationpresentation model of model of teaching to teach factual and teaching to teach factual and

conceptual knowledge after the conceptual knowledge after the hands on experience.hands on experience.

Word BankWord Bank

Accommodate diverse Accommodate diverse learners using text with learners using text with

images. images.

Word BankWord Bank

Word BankWord Bank

Word BankWord Bank

Claims and EvidenceClaims and Evidence

CLAIMCLAIM EVIDENCEEVIDENCE

I know this to be true:I know this to be true: Here is the Here is the evidence:evidence:

ConclusionConclusion

- I learned . . . . - I learned . . . .

- I used to think (prediction)I used to think (prediction)

Now I think….Now I think….

Next Steps - Next Steps - New QuestionsNew Questions

- I want to know . . . - I want to know . . .

- I want to try this . . .I want to try this . . .

Focus QuestionFocus Question

Class Focus QuestionClass Focus Question

What is the most common type of What is the most common type of fingerprint in the class?fingerprint in the class?

PredictionPrediction

I think this type of fingerprint is most I think this type of fingerprint is most common …. common ….

because…because…

Planning - ProceduresPlanning - Procedures

Get Materials.Get Materials. Make the right index finger print.Make the right index finger print. Classify fingerprint.Classify fingerprint. Write the type of fingerprint on a Write the type of fingerprint on a

stickie.stickie. Graph the types of fingerprint.Graph the types of fingerprint. Make a claim.Make a claim. Support with evidence.Support with evidence. Conclude.Conclude.

DESCRIBINGDESCRIBING Identify what to observe. Develop an Identify what to observe. Develop an

Observation GuideObservation Guide that anticipates that anticipates what can be observed using multiple what can be observed using multiple sensessenses

Develop a Develop a data organizerdata organizer that that facilitates easy comparison of facilitates easy comparison of different observations.different observations.

CLASSIFYINGCLASSIFYING Identify criteria for comparison using Identify criteria for comparison using

multiple senses.multiple senses. Develop a Develop a data organizer data organizer that that

facilitates easy comparison of facilitates easy comparison of different observations.different observations.

CONTROLLED CONTROLLED EXPERIMENTINGEXPERIMENTING

Identify Variables.Identify Variables.

Type of Variable

Example

Manipulatedwhat to change

Twins

Respondingwhat to observe

Fingerprint pattern

Controlledwhat to keep the same

Same Hand, Same Fingers, Same Procedure.