December 5, 2018
Designing and Conducting Investigations
Climate Change Snack: Comparing Warming Effect of Atmospheric Air versus Air with more Carbon Dioxide.
Part A: Examining Continuum
1. Examine the description of the SEP of PLANNING AND CARRYING OUT INVESTIGATIONS for your grade band from NGSS appendix F below:
2. Now examine the continuum from the Instructional Leadership for Science Practices below:
3. Sample case studies which demonstrate the continuum can be found here: www.sciencepracticesleadership.com/uploads/1/6/8/7/1687518/lesson_adaptation_investigations.pdf
To maximize our time today I encourage you to read and rank the case studies another time.
To maximize our time today I encourage you to read and rank the case studies another time.
Part B: Scaffolding and Graphic Organizers
GUIDELINES for leading students through the experimentation process:
1. It is useful to have both formal and informal experiences of planning and carrying out investigations.
2. You can provide boundaries to the experimentation process by defining the question or limiting the materials.
3. For formal experiences a graphic organizer can help students articulate their ideas.
4. Students will design better formal experiments when they have some background knowledge and experiences.
2. You can provide boundaries to the experimentation process by defining the question or limiting the materials.
3. For formal experiences a graphic organizer can help students articulate their ideas.
4. Students will design better formal experiments when they have some background knowledge and experiences.
GRAPHIC ORGANIZERS
Experimentation Graphic Organizer by Bozeman Science: www.bozemanscience.com/ngss/
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poster_template_for_investigations.docx |
INDEPENDENT, DEPENDENT, and CONTROLLED VARIABLES
The files below are exercises to help identify independent, dependent, and controlled variables. Though students don't really begin to name these concepts until fifth and sixth grade it can be helpful for you to have these ideas in mind as you lead students through the planning process.
The files below are exercises to help identify independent, dependent, and controlled variables. Though students don't really begin to name these concepts until fifth and sixth grade it can be helpful for you to have these ideas in mind as you lead students through the planning process.
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PART C: GRADE LEVEL LESSONS
Having students plan and carry out investigations can happen formally and informally throughout instruction of the D.C.I.s (disciplinary core ideas). However the following P.E.s (performance expectations) specifically mention that students should be able to plan and carry out an investigation.
First Grade
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-1
1-PS4-1
- Exploratorium sound activites
- www.exploratorium.edu/snacks/subject/sound
- More detailed lesson plans with sound using 5 E (engage, explore, explain, elaborate, evaluate)
- https://www.alvordschools.org/cms/lib8/CA01900929/Centricity/Domain/2616/1st%20Grade%20Teachers%20Guide%20Complete.pdf
Second Grade
Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-1
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.2-PS1-1
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.2-PS1-1
Third Grade
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-1
Fourth Grade
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 4-PS3-4
This performance expectation does not specify that students should plan and carry out investigations. The SEP (science and engineering practice) used to teach the content does not have to match the performance expectation as we should be using as many as possible often.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. 4-PS4-2
Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-1
Ask questions and predict outcomes about the changes in energy that occur when objects collide. 4-PS3-3
Fifth Grade
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 5-PS1-4
Have one person lead and the rest play the students while modeling Lesson D: www.sciencepracticesleadership.com/uploads/1/6/8/7/1687518/lesson_adaptation_investigations_key.pdf
Sixth Grade
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-4
Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.
Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.