Transcript Understanding the Science MSP

Understanding the Science MSP
Mark Watrin
Science Coordinator ESD112
4-5
Planning
Investigations
Plan different kinds of investigations,
including field studies, systematic
observations, models, and controlled
experiments.
2-3
Carry out investigations by using instruments,
observing, recording, and drawing evidencebased conclusions
K-1
Answer questions by explaining observations
of the natural world.
Preconceptions :Three – Two - One
• Three Inquiry Standards
that will be answered as
a two point questions
• Two Inquiry standards
that will be only
Multiple Choice
• One inquiry standard
that will not be tested
Inquiry?
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Ask Questions
Plan Investigations
Collect Data
Repeat for reliability
Understand Models
Emphasize Evidence
Communicate results
Be honest
2 point possibilities
• Plan an investigation
• Understand models
• Evidence for Conclusion
• Evidence for
Explanations
NA = work collaboratively, create a model,
respond non-defensively to questions
How Did They Do?
• Puddle Problem
% 5th Grade 2009
2 points
1point
0 point
NA
– Write a Conclusion
2%
18%
56%
24%
Still Struggling on Short Answer
Questions
Puddle Problem
Multiple Choice
92% Identify the Measured Variable
83% Identify the Controlled Variable
77% Reason for multiple trials
Pause Part 1
4 Parts
• Design a controlled
experiment
• Write a Conclusion
• Design a Field
Investigation
• Understanding Models
Plan an Investigation
Controlled
Experiment
Field Study
5th
Controlled Variables are inferred in 5th grade
Example of
Logical Steps
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Attribute Points
Logical Steps
Manipulated Variable
Responding Variable
Record Data
Multiple Trials
Inquiry Guide
Inquiry in Your Science Kit
• Animal Runways
• Flood
• Yeast & Vitamin C
• Melting Matter
Field Investigation – NEW ITEM
Attributes = 5
• Logical Steps
• 2 Conditions compared
• Data to be Collected
• Record Measurements
• Observations are repeated
From OSPI - Templates
Comparison Opportunities
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Animals 2x2/organisms
New Plants
Insects
Air and Weather/Weather
Human Body
Environments/Ecosystems
Diversity of Life
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Goldfish & Guppies
Rye grass & oats
Mealworms & wax worms
Weather conditions
Owl pellets
Terrariums & Aquariums
Pond water organisms
Pause Part 1
In Conclusion
(1)Conclusive statement
(2)Supporting data:
reported data are the
lowest and highest
conditions
(1)Explanatory language,
connect or compare the
supporting data to the
conclusive statement
Conclusive
Statement
High Data
Low Data
Explanatory
Language
3 or 4 = 2
How well do students write conclusions?
scored 2 points
High data
Low data
Pause Part 3
“But wait, there’s more!”
Models
Example
• What real object is this
a model showing?
• What is accurate about
the model
• What is inaccurate
about the model?
What is this a model of?
What science principle is
modeled?
How is the model
accurate?
How is the model
inaccurate?
Models in your science kits
• Carts
• Stream Table
• Terrarium Aquarium
Pause Part 1