VDOE Summer 2012 Science Institute

Kindergarten – Grade 2

{

VDOE Summer 2012 Science Institute

K-2 Session


{Kindergarten through Grade 2

Revisions to the Science SOL


K-2 OVERALL REVISIONS

• Revised the order of the .1 standards

• Added a strong emphasis on the use of data

• Were consist with the use of vocabulary

• Placed an emphasis on the nature of science

http://www.doe.virginia.gov/



Revisions to the SOLKindergarten

• K.6 (added): Living and Nonliving

Grade One• 1.1e: nonstandard measurement only,

measurement of temperature added

• 1.6b: removed Earth’s rotation

• 1.6c: added the relative position of the sun




Grade Two

• 2.1e: standard measurement using both metric and standard English units

• 2.3a: identification of distinguishing characteristics of solids, liquids, and gases

• 2.4a: animal life cyclesFROM CF: compare and contrast life cycles of a butterfly and a white-tailed deer.

Revisions to the SOL




Grade Two

• 2.5d: added… Fossils provide information about living systems that were on Earth years ago.

• 2.6b: added weather data interpretation

• 2.6c: added weather data used over time

Revisions to the SOL




What do you observe?


Big Idea: Rigor, Discourse,

and Inquiry Questions drive the

investigation process.

Goal should be to develop thinkers who can do well on

tests, not develop test takers who

cannot think.


Big Idea:Design instruction so students are in

charge of their own learning

Learning comes from thinking. Thinking

happens when students are engaged and

working.


1. Using your senses, make observations about the object at your table.

2. Using the index cards on your table, generate as many questions as you can about your bottle terrarium.

3. Put one question on each index card.

What are you curious about?


Share some questions your group came up with about the bottle terrarium.

Round Table


Working with your team, sort your cards into two piles. 1. Investigatable questions-the ones

you think can be investigated by doing something concrete with tools and materials.

2. Noninvestigatable questions— the ones you think cannot be answered by investigating with tools and materials.

Card Sort


1. Research: Questions beginning with why are requesting information

rather than suggesting an action that can be taken. Generally, they can be answered by using a reference book, the

Internet, by asking an experienced person, or conducting a survey.

2. Historical: Questions beginning with who are seeking knowledge about

something in the past. Generally, they can be answered by using a reference book, the

Internet, or by asking an experienced person.3. Experimental:

Frequently begin with “What will happen if,” or “How does ____ affect ____ ?”The phrasing of such questions leads to taking some action that would help answer the question.

Types of Investigatable

Questions


{Putting Students in Charge!

Let’s Design Our Own Experiment!


Start with the 2010 Standards of

LearningK.6 The student will investigate and understand the differences

between living organisms and nonliving objects. K.7 The student will investigate and understand basic needs and life

processes of plants and animals 1.4 The student will investigate and understand that plants have

basic life needs and functional parts and can be classified according to certain characteristics.

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics

2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow

2.5 The student will investigate and understand that living things are part of a system


Four Question Strategy For

Creating An Experiment

How do (es) ______ act?

(plants)

What materials are

readily available?

How can I change the materials to

affect the action?

How can I measure the response to the action?


Four Question Strategy ForCreating Experiment

How do (es) ______ act?

(plants)

What materials are

readily available?

How can I change the materials to

affect the action?

How can I measure the response to the action?

Grow Soil (or substrate)

Type of soil (or substrate)

Number of leaves

Wilt Water Amount of water Height of plant or length of leaves

Bend Containers Place for container

Angle of growth

Produce Seeds Plants Number of plants Number of seeds

Die Seeds Type of Seeds Number of plants


What is the effect of

__________ on ____________________?

Our Question


Set up your BottleStep 1 – Remove label from the 2-liter bottle. Cut bottle 1 cm below shoulder.

Step 2 – Poke or drill a 1 cm hole in bottle cap.

Step 3 – Thread a thoroughly wet wick strip through bottle top, invert top, and set into base. Wick should reach bottom of reservoir and thread loosely through cap

Step 4 – Fill reservoir with water. Add soil and plants to top chamber. To be effective, the wick should run up into soil, not be plastered along a side of the bottle. For better drainage, place a layer of gravel, sand or vermiculite in the bottom of the soil unit. Saturate wick in water, then insert into column threading through the cap.


With your group, create your Bottle Terrarium to test your question


Stand up and find a partner when the music stops.

Discuss with your partner what question you were testing

Stand-Up, Hand-Up, Pair-Up

Education is about the development of the habits of mind and thinking disposition that will serve students as learners both in our own classrooms and in the future.

Costa& Kallick, 2009; Ritchhart, 2002


{


{Big Idea: Learning happens as a result of thinking.Big Idea: Thinking happens because students have the skills and dispositions.

Rigor, Discourse, Inquiry, Oh My!


{

Look at your table tent

You will become an expert on one topic area:#1. Discourse-”Talk Science Primer”#2. Inquiry- “Essential Features Inquiry”#3. Rigor-”Educational Leadership”

As you read, use the insert strategy to generate topics to share.

Jigsaw


Use Small Post-it Notes to Insert Strategy as you

readI got it!

This is really interesting!

I don’t get this! Help!

With Your Table Partners Share and Record Main Points


Pick a reporter to present your findngs about the

article you read to the whole group


Let’s make a pyramid!

Putting it all together

Rigor


Sample Simplified Definitions:* Discourse- Verbal expression in speech or writing. * Inquiry- a seeking or request for truth, information, or knowledge; a question; query.

*Academic Rigor-students demonstrate a thorough in-depth mastery of tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation, or creativity. It is the quality of thinking, not the quantity.


Beginning lessons with a concrete engaging experience allows for curiosity to hook students into learning.

Rigorous lessons develop student thinking-when students are learning to think on their own they develop habits of mind necessary for lifelong learning.

Discourse, inquiry, and the use of symbols & tools, all support rigorous instruction.

Goal should be to develop thinkers who can do well on tests, not develop test takers who cannot think.

Take-Away Points


Lunch!


Compare/Contrast 5 E vs. Traditional Lesson


{Time to Discuss and Apply!

Mix-Pair-Share


Why should we practice discourse?


Engage Explore Explain Extend Evaluate

5 E Model of Instruction


{Why should we design using the 5 E model?


{Big Idea: Sometimes change can begin with a small step.

Tweaking Lessons:*Three or four lessons on each

table*Grade Level is Designated by

Table Tent*With a partner or by yourself,

please review lesson(s)- noting rigor, inquiry, and opportunities for discourse

* Include additional ideas for Assessment if applicable


Gallery WalkSuggestions or

CommentsAssessment Ideas


Assessments


Technology Enhanced Items



What do you see? Why?




Next Steps:Discuss with your shoulder

partner how you will take this information back to your school division or

school.

Questions?


Evaluation


DisclaimerReference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

Documents

VDOE Summer 2012 Science Institute