A Quick Share

1. A Quick Share About Me~ Lesley Thompson FOSS Consultant 21 years in the classroom 4 years as Science Specialist Lesleyt@frii.com About You~ Name: Grade: Years teaching grade level:

2. Welcome to the FOSS Landforms Workshop!

3. FOSS Landforms St. Vrain School District Longmont, Colorado August 8, 2008

4. 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

5. 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.

6. Your Roles Today Teacher Student X

7. 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?

8. Parking Lot Problem Issue Idea Concern

9. What’s the Best Way to Learn About FOSS? Experience it!

10. Jicama

13. 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

14. 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

15. 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

16. Investigation 1 Schoolyard Models

17. 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?

18. 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?

19. Discussion What did you include in your model? What were your boundaries? How did you represent buildings and other features?

20. Vocabulary(start a Word Bank that you will display in your classroom) • model • boundary • structure

21. 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)

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

23. 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?

24. 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?

25. Investigation Question • How can we make a version of our schoolyard model that we can carry easily? • Make a prediction: I think we can ____________________.

26. Vocabulary map cartographer grid

27. Maps can show roads, structures, and landforms as seen from above. The grid identifies the position of buildings and other features on a map. Content/Inquiry Chart

28. Connections • Interactive Science Word Walls • Kit Inventories • Vocabulary Development

29. Why Interactive Word Walls? • Facilitates notebook entries • Students have input • Includes scientific vocabulary • Includes kit vocabulary leaves water

30. 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

31. 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.

32. Word Wall-ets fish worm snail isopod

33. Science Stories Maps and How They are Made Ancient Maps

34. 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

35. Investigation 1: Part 3 Mapmaking Symbol Key

36. Teacher’s Manual

37. 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

38. Notebook Organizing Features • Table of Contents • Use first two pages • Add to chronologically Date Entry Page Number 5/30 Investigation 1 4 • Page Numbering • Every page numbered (front & back) • Start with pages 1-15, then add 16-30, etc.

39. 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

40. Investigation 2: Stream TablesPart 1: Erosion • What happens when water flows over earth materials?

41. 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

42. Prediction • How do you think the Grand Canyon was formed?

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

44. Data Record observations

45. 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?

46. I claim that… I know that… I claim this because… I know this because… Claims and Evidence

47. What I Learned (Conclusions) • Today I (or we) __________________ (description of activity) • Today I learned__________________ • I noticed________________________ • I wonder________________________ • Questions I have now______________ From VIPS

48. 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 teacher facilitated peer discussion.

49. Stream Table Jigsaw • Divide up into 3 groups • Deposition – Inv. 2: Part 2 • Slope - Inv. 3: Part 1 • Flood – Inv. 3: Part 2

50. -Lunch On Your Own-