Developing a Philosophy for Science Teaching and Learning

How do your personal beliefs about learning

science compare with this example of standards-based

learning?

A scientist notebook is. . .

• a source of assessment information a source of assessment information • a tool for assessing student learning a tool for assessing student learning • a teaching strategy called “scaffolding.”a teaching strategy called “scaffolding.”

What does this look like in classrooms?

• Today you are going to consider an an example of a standards-based science example of a standards-based science lessonlesson as it could be implemented in a Grade 4 classroom.

Why Use Scientists’ Notebooks?

– It’s the best record of lesson/unit implementation

– Improves student performance• Quality of communication• Conceptual and/or procedural understanding

– Opportunity for the teacher to know the students’ thinking and to provide feedback.

Ruiz-Primo, Li and Shavelson, 2002, Looking Into Student Science Notebooks: What Do Teachers Do With Them? CRESST Technical Report 562.

Other Reasons

Writing in notebooks during inquiry science . . .

• Helps to scaffold knowledge (prior to current to future)

• Requires the learner to organize thinking. • Assists learners in using evidence to

support their claims.

Klentschy, M. and Molina-De La Torre, E. (2004). Students’ science notebooks and the inquiry process. In W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. Newark, DE: International Reading Association Press.

A Comparison of SkillsA Comparison of Skills

• Observing• Predicting• Inferring• Comparing and

contrasting• Communicating• Classifying• Collecting data• Organizing and

Interpreting data• Recognizing cause &

effect• Formulating conclusions

• Discriminating patterns• Predicting Outcomes• Inferring• Comparing/Contrasting• Communicating• Sequencing• Summarizing data• Recognizing the main idea;

generalizing• Recognizing cause/effect

relationships

A Comparison of SkillsA Comparison of Skills

Note the details of of an experiment as an experiment as the process unfolds.the process unfolds.

Note details – being – being able to observe and able to observe and retain small details retain small details in a story.in a story.

Compare and Contrast results results achieved under achieved under different different experimental experimental conditions.conditions.

Compare and Contrast in in listening to two listening to two public officials’ public officials’ on the same on the same event.event.

A Comparison of SkillsA Comparison of Skills

Predict the outcome of future experiments by using data from the investigation.

Predict – a skill that – a skill that calls upon the calls upon the previous two to previous two to forecast what will forecast what will happen next.happen next.

Link cause and effect in in analyzing the analyzing the experiment’s experiment’s results.results.

Link cause and effect as in what as in what causes a causes a character in a character in a story to react to story to react to an event in a an event in a particular way.particular way.

What a Student Thinks About and Communicates by Writing and Drawing

• Focus Question• Prediction• Planning/Procedures• Data/Observations• Claims and Evidence• Conclusions• Next Steps/New questions

What a Student Thinks About and Communicates by Writing and Drawing

• Organization of Notebook (Table of Contents, Page Numbers, Titles of Investigation)

• Science Vocabulary (Glossary) • Assessment (Criteria for Different

Components)• Writing Scientifically (Writing Prompts)

What a Teacher Plans

• Engaging Scenario• Focus Question• Prediction• Planning/Procedures• Data/Observations• Making Meaning• Content Blast• Claims and Evidence• Conclusions• Next Steps/New Questions

What a Teacher Plans

• Organization of Notebook (Table of Contents, Page Numbers, Titles of Investigation)

• Science Vocabulary (Glossary) • Assessment (Criteria for Different

Components)• Writing Scientifically (Writing Prompts)

Materials for Lesson ExampleITEM DESCRIPTION #

Control Group, bag with 5 beads 8

Paper, construction, black 1

Paper, construction, red, 9x12 1

Sunscreen Group, bag with 5 beads 8

Sunscreen, SPF 30 1

Tape, transparent 1

UV Film Group, bag with 5 beads & 3x3" film 8

UV film, 2x12" strip 2

Sets of Crayons (Red, Orange, Yellow, Blue, Violet) 8

Clip Boards 24

Pencils 24

Context of Lesson Example

• Materials needed for science instructional materials available from:

East Bay Educational Collaborative

Science Materials Resource CenterSee http://www.ebecri.org/custom/science_materials_support.html

Context of Lesson Example

• Based on lesson from Grade 3 Sound and Light Unit See http://ebecri.org/custom/scimatkitmatrix.html

• One of several new lessons developed by East Bay Educational Collaborative to support the STC Sound science kit and help teachers address RIGSE in Science. See http://www.ebecri.org/custom/sound.light.energy.html

Rhode Island Grade Span ExpectationsRhode Island Grade Span Expectations

-End of Grade 4- End of Grade 4-

-Physical Science-Physical Science-

Related Rhode Island GSE’s (Understandings)

RI Assessment Targets

Assessment Evidence

PS2 (3-4)-5 Students demonstrate an understanding of energy by… 5a Explaining what occurs when light rays are blocked (e.g. shadows). 5b predicting, describing, and investigating how light rays are reflected, refracted, or absorbed.

PS2 (K-4) SAE – 5 Use observations of light in relation to other objects/substances to describe the properties of light (can be reflected, refracted, or absorbed)

Source: http://www.ride.ri.gov/Instruction/gle.aspx

Start with an Engaging Scenario

An engaging scenario is a type of set induction developed by the teacher to

-Create interest and a desire to learn

-Engage students in the learning and focus students’ minds on the lesson, and promotes a desire to learn.

-Connect the learner to real world living

-Raise a perplexing question to answer, or create a problem to solve.

My Day at the Beach

This is my friend Bob.

What should I use to protect my skin from the sun the next time I go to the beach?

Focus Question(s)

Develop a question to guide your investigation.

Criteria: • Student generated, in own wordsStudent generated, in own words• Relates to purpose/”big idea”Relates to purpose/”big idea”• Clear and conciseClear and concise• InvestigableInvestigable

Look at materials all on one slide

Class Focus Question

• How can you protect yourself from the harmful UV rays of the sun?

Prediction

• Write a prediction describing what you think will happen.

• Conditional statements

If ………. then ……..

or

I think ……. will happen because ……

Prediction

• Connects to prior experience-links familiar with old, new with strange

• Is clear and reasonable

• Relates to question

• Gives an explanation/reason

• Give students a “stake” in the results

Prediction

“In science, you really don’t know what you’re doing.

You know what you’re trying to do.”

Prediction

“Science isn’t about getting the right answer.

It’s about getting at the truth.”

Planning-Procedure•Relates to investigable question•Has clear sequence/direction• Identifies variables/control• Includes data organizer•States materials needed

Data/Observations

• Relates to question and plan• Includes student generated

drawings,charts, graphs, narrative

• Organized• Accurate

Look at materials all on one slide

Assign Roles•Control Group•Sunscreen Group•UV Film Group

Let us investigate!

Making Meaning Conference• A planned discussion that uses the data

organizer to make thinking visible.

• Students can present their ideas to the

class in large diagrams or on document

readers.

What truth can be stated and supported with evidence?

What rules or underlying principles that were observed?

Claims and Evidence

Conclusion

• Examine the prediction you made at the start of the lesson.

• Do you wish to keep or revise your prediction?

Today I learned …………

Conclusion

Today I learned …………

Next Steps - New Questions

• Student generated• Extensions/new application of original

question• Researchable or investigable• WOW factor• Can be recorded throughout notebook

Next Steps – New Questions

• Think about what we did today.

• What new questions do you have about light and protection from the harmful rays of the sun?

• What else would you like to try with the UV beads, sunscreen, and UV film?

I want to know more about . . .

I want to try to . . .

Providing Feedback

Providing the right kind of feedback can make a significant difference in improving our students’ achievement and behaviors.

--Robert Marzano Classroom Instruction That Works

Providing feedback serves a different purpose than grading.

Providing feedback is SMART!

Specific to learning

Meaningful

Action-oriented

Relevant to outcomes

Timely

Suggestions for Providing SMART Feedback

- Balance the feedback. Note what’s working well and what needs to improve

- Help students understand the criteria for scientist’s notebooks.

- Set goals with the students of improving one or two components of the notebook.

- Use post-its.

- Encourage students to self-assess (“3 Stars and a Wish”)

Warm Feedback- (Conclusion) Excellent! You understand the big idea and relate your thinking to your focus question and prediction.

-(Data Organizer) I liked how you used science words accurately in your labeled diagram.

-(Data/Observations) Wonderful recording of data! Your data are clear and well-organized.

- (New Questions/Next Steps) I love your sense of curiosity! Your new question shows that you desire new knowledge.

Cool Feedback- (Prediction) Be sure to include your reasons. Try using this sentence starter for writing your prediction “I think ….because….”

-(Conclusion) Refer to the evidence (data) in your conclusion.

-(Data/Observations) You can be more clear by using words to describe the colors.

-(Conclusion) You could state that you are keeping or revising your prediction.

REFLECTING ON YOUR EXPERIENCE

How do your personal beliefs about learning science compare with this example of

standards-based learning?

WRITING-THINKING PROMPT:

I used to think . . .

Now I think . . .