A Quick Share

About Me~Lesley ThompsonFOSS Consultant21 years in the classroom4 years as Science Specialist

Lesleyt@frii.com

About You~Name:Grade:Years teaching grade level:

Welcome to the FOSS Landforms Workshop!

FOSS LandformsSt. Vrain School District

Longmont, ColoradoAugust 8, 2008

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My Goals for You

Participate FOSS Lessons and see how they are part of the larger goals of the kit

See how inquiry learning models are woven into the lessons/investigations

Understand how literacy is integrated through the use of science notebooks, Science Stories, Language Extensions, interactive word walls, and kit inventories

Understand how math is integrated in investigations and through Math Extensions

Norms

Begin and end on time.Take care of personal needs as

necessary.Actively participate—those who do the

work do the learning!Ask questions—we are all here to learn!Listen to others. QuickTime™ and a

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Your Roles Today

Student Teacher

Participant Expectations Actively participate Keep and share your science notebook Make connections to your classroom next fall Suspend judgment and take risks Mute or turn off cell phones. Others?

Parking Lot

Problem

Issue

ConcernIdea

What’s the Best Way to Learn About FOSS?

Experience it!

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Jicama

Kit Inventory Objectives

Vocabulary development Oral language practice From Dr. Olga Amaral

– Unpack the kit (literally)- Identify an object– Place a word card on the wall for the object– Add the kit object in a ziplock baggie next to the

word card– Do this for each item in the kit – Take the object down when you need it

From VIPS

More How To’s

Predicting– Pull out one item at a time. Students predict how

the item might be used. Classifying

– Items are distributed.– Items are grouped by students into categories.

Use Properties

Kit Inventory Process Questions

Teacher or student look at an object from the kit.

The teacher asks the following questions:– What is it?– What is it used for?– Where have you seen this before?– Why is it in our science kit?– What does it feel, look, smell like?

Scaffolding Active experiences

Investigation 1

Schoolyard Models

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During a FOSS Investigation

What was the role of the student?

What was the role of the teacher?

How did the teacher interact with the students?

What was the source of the information the students were learning?

What thought processes/scientific problem solving skills were the students using?

Inquiry/Focus Questions

How is a model used to represent something in the real world?

How is a model like the real thing and how is it different?

DiscussionWhat did you include in your model?

What were your boundaries?

How did you represent buildings and other features?

Vocabulary(start a Word Bank that you will display in

your classroom)

modelboundarystructure

Inquiry/Focus Questions How is a model used to represent something in the real world? How is a model like the real thing and how is it different?

•Models are smaller versions of big objects. (dolls, airplanes)

•They are larger versions of things that are small. (cells, atoms)

•It can be a simulation of a process. (baking soda – volcano)

Content/Inquiry

A model is a representation of an object or process such as buildings, playground equipment and sidewalks.

During a FOSS Investigation

What was the role of the student?

What was the role of the teacher?

How did the teacher interact with the students?

What was the source of the information the students were learning?

What thought processes/scientific problem solving skills were the students using?

Investigation 1, Part 2: View From Above

Inquiry/Focus Questions:

– How is a map like a model?

– How is a map different from a model?

Investigation Question

How can we make a version of our schoolyard model that we can carry easily?

Make a prediction: I think we can ____________________.

Vocabulary

map

cartographer

grid

Content/Inquiry Chart

Maps can show roads, structures, and landforms as seen from above.

The grid identifies the position of buildings and other features on a map.

Connections

Interactive Science Word Walls

Kit Inventories

Vocabulary Development

Why Interactive Word Walls?

Facilitates notebook entries Students have input Includes scientific vocabulary Includes kit vocabulary

leaves

water

Your Interactive Science Word Wall

Select words from each module that address the big ideas.

Use the word bank to guide you. Discuss the words with your students. Write the words on tagboard, strips of paper

large enough to see from the other side of the room.

Display on the word wall. Add picture or object in baggie next to word.

leaf

Word Wall-ets from Kellie Lauth and Tracy Tellinger, Adams 12

Use colored file folders for different subject areas

Open the file folder. This is the student’s individual word wall.

Use labels or strips of paper for words. Find pictures or draw pictures that

show the meaning of the term.

Word Wall-ets

fish

worm

snail

isopod

Science Stories

Maps and How They are Made

Ancient Maps

Science Stories Grades 3-6

– Use after investigations

– Different literature styles: narrative tales, informational articles, technical readings, historical accounts

– Before, during, and after reading strategies

Investigation 1: Part 3

Mapmaking

Symbol

Key

Teacher’s Manual

Notebook Components Focus questions/Problem/Purpose Prediction Planning Data Collection/Observations Claims & Evidence Conclusion (What have you learned?) Reflection (Next Steps/New Questions)

Making sense of data

Notebook Organizing Features Table of Contents

– Use first two pages– Add to chronologically

Date Entry Page Number5/30 Investigation 1 4

Page Numbering– Every page numbered (front & back)– Start with pages 1-15, then add 16-30, etc.

Notebook Organizing Features

Documentation– Start entries where you are comfortable -

clean page, skip a few lines Glossary/Index

– Or, flip the book over so that the back is now the front and have students add words as they go

– Add words to a section in the back of the science notebook

Investigation 2: Stream TablesPart 1: Erosion

What happens when water flows over earth materials?

Prediction

Write a prediction describing what you think will happen.

Possible conditional statements I think _______ will happen because

______________. If ____________, then ________ will

happen because ______________ __________________.

From VIPS

Prediction

How do you think the Grand Canyon was formed?

Data

How will you organize your data? Is the organization there for you? How will the data be recorded? Should other data be recorded?

Data

Record observations

Revisiting the Prediction

How were your predictions supported by the evidence?

How would you change your thinking based on the evidence?

What did you learn that was new?

Claims and Evidence

I claim that… I know that…

I claim this because…

I know this because…

What I Learned (Conclusions)

Today I (or we) __________________(description of activity)

Today I learned__________________ I noticed________________________ I wonder________________________ Questions I have now______________

From VIPS

Line of Learning

Draw a line under your investigation. Most teachers like to use green or

purple.

Write your new learning here. The line distinguishes student work from what is learned through teacherfacilitated peer discussion.

Stream Table Jigsaw

Divide up into 3 groups

Deposition – Inv. 2: Part 2

Slope - Inv. 3: Part 1

Flood – Inv. 3: Part 2

-Lunch On Your Own-

Inv. 4 Part 1Making a Topographic Map

Focus Question:

How can we make a map that depicts different elevations of a mountain?

Vocabularybase

contour line

contour interval

elevation

peak

sea level

topographic map

Content/Inquiry

Contour lines show the shape and elevation of the land on a topographic map.

Close-together contour lines mean the slope is steep.

Investigation 4: Part 2Drawing a Profile

Focus Question:

How can we draw the profile of a mountain from a topographic map?

Vocabulary

Profile

Content/Inquiry

Profiles give a side view of a landform.

They are a way to picture the slope of a mountain.

Investigation 4: Part 3Foss Creek Map

Make a FOSS Creek Profile

Can use as an embedded assessment

Math Extension

Investigation 5: Part 1Mt. Shasta Topographic Map

Introduce the Mt. Shasta Maps

Find North

Study Map colors

Investigate map symbols

Observe contour lines and intervals

Determine Mt. Shasta’s elevation

Match the foam mountains with the maps (put tin foil over the mountain)

Compare ridges and valleys

Hike to mystery locations

Vocabularyridge valley

interpret glacier

Essential Features of Inquiry-from Inquiry in the National Science Education

Standards

1) Learner engages in scientifically oriented questions.

2) Learner gives priority to evidence in responding to questions.

3) Learner formulates explanations from evidence.

4) Learner connects explanations to scientific knowledge.

5) Learner communicates and justifies explanations.

What questions do you still have about the kit?

Contact me at: lesleyt@frii.com