VDOE Summer 2012 Science Institute

1. VDOE Summer 2012 Science Institute K-2 Session

2. Revisions to the Science SOL Kindergarten through Grade 2

3. 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 K-2 Overall Revisions

4. Kindergarten • 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 Revisions to the SOL

5. Revisions to the SOL 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 cycles • FROM CF: compare and contrast life cycles of a butterfly and a white- tailed deer.

6. 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

7. What do you observe?

8. 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.

9. 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.

10. Using your senses, make observations about the object at your table. Using the index cards on your table, generate as many questions as you can about your bottle terrarium. Put one question on each index card. What are you curious about?

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

12. Working with your team, sort your cards into two piles. • Investigatable questions-the ones you think can be investigated by doing something concrete with tools and materials. • Noninvestigatable questions— the ones you think cannot be answered by investigating with tools and materials. Card Sort

13. 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

14. Let’s Design Our Own Experiment! Putting Students in Charge!

15. K.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 Start with the 2010 Standards of Learning

16. Four Question Strategy ForCreating An Experiment

17. Four Question Strategy ForCreating Experiment

18. What is the effect of __________ on ____________________? Our Question

19. Step 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. Set up your Bottle

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

21. Stand up and find a partner when the music stops. • Discuss with your partner what question you were testing 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 Stand-Up, Hand-Up, Pair-Up

23. Rigor, Discourse, Inquiry, Oh My! Big Idea: Learning happens as a result of thinking. Big Idea: Thinking happens because students have the skills and dispositions.

24. Look at your table tent You will become an expert on one topic area: #1. Discourse-”TalkSciencePrimer” #2. Inquiry- “Essential Features Inquiry” #3. Rigor-”Educational Leadership” As you read, use the insert strategy to generate topics to share. Jigsaw

25. I got it! This is really interesting! I don’t get this! Help! Use Small Post-it Notes to Insert Strategy as you read With Your Table Partners Share and Record Main Points

26. Pick a reporter to present your findngs about the article you read to the whole group

27. Putting it all together Let’s make a pyramid! Rigor

28. Sample Simplified Definitions:* Discourse- Verbal expression in speech or writing.* Inquiry- aseekingorrequest for truth, information, orknowledge; 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.

29. 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

30. Lunch!

31. Compare/Contrast 5 E vs. Traditional Lesson

32. Mix-Pair-Share Time to Discuss and Apply!

33. Why should we practice discourse?

34. Engage • Explore • Explain • Extend • Evaluate 5 E Model of Instruction

35. Why should we design using the 5 E model?

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

37. Gallery Walk

38. Assessments

39. Technology Enhanced Items

41. What do you see? Why?

44. Discuss with your shoulder partner how you will take this information back to your school division or school. Questions? Next Steps:

45. Evaluation

46. Reference 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. Disclaimer