Transcript Scaffolded Inquiry with Science Notebooks Vermont Science Teachers Association March 31, 2010

Scaffolded Inquiry with Science Notebooks
Vermont Science Teachers Association
March 31, 2010
Strengthening Lesson Planning
Scaffolding Guided Inquiry
Intended
Curriculum
Implemented
Curriculum
Achieved
Curriculum
Not Aligned
Intended
Curriculum
Implemented
Curriculum
Achieved
Curriculum
Aligned
Based on Marzano (2001)
Magnetism and Electricity
Lighting the Bulb
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Intended Curriculum
• Big Idea
• Lesson Content Goals and Guiding Questions
• Standard being addressed
Intended Curriculum
BIG IDEA
• Magnetism and electricity are part
of a single force.
LESSON CONTENT GOALS
1) It requires a complete loop
(circuit from one end of an
energy source (battery)
through an energy receiver
(bulb) and return to the
other end of the battery to
light the bulb. The wire
(energy conductor) is the
pathway for the energy to
flow between the energy
source and the energy
receiver.
2)
A closed circuit is a
complete loop that allows
electricity to flow; an
open circuit does not
make a complete loop
and the electricity will not
flow.
GUIDING QUESTIONS
1) Using a wire, a battery and a
bulb, what does it require to
light the bulb? What is the
role of the battery, the bulb
and the wire?
2) What are the differences
between an open and
closed circuit?
Implemented Curriculum
PHASE ONE: Setting the Stage for Learning
 Kit Inventory
 Vocabulary Development
 Working Word Wall
PHASE TWO: Formulating Investigable Questions and Predictions
 Engaging Scenario
 Focus Question – Notebook Entry
 Prediction – Notebook Entry
PHASE THREE: Planning and Conducting the Investigation
 Planning and Organizing – Notebook Entry
 Data Organizer – Notebook Entry
 Investigating and Entering Data – Notebook Entry
PHASE FOUR: Making Meaning
 Making Meaning Conference – Discussion/Analysis
 Writing Claims and Evidence – Notebook Entry
 Writing Conclusions – Notebook Entry
 Reflection – Notebook Entry
Kit Inventory
1. What color is this?
2. What can this be used for?
3. Where have you seen this before?
Working Word Walls and Charts
•Comprehensible input
•Scientific vocabulary
•Kit vocabulary
•Facilitates notebook entries
Word Wall
WATT’S MY WORD?
Battery
the energy source
critical contact point –very
important place to make contact/touch
_++
negative
Bulb
positive
energy user – is evidence of a complete or open circuit
if it lights or does not light
What are examples of energy users?
completes the pathway between the energy source and
the energy user –wires are metal (copper)
Wire
Complete circuit
a complete/closed loop from one end of the power
source (battery) through the (energy user) bulb and
back to the other end of the battery. Evidence of a
complete circuit is a lit bulb.
Labeled diagram of a complete circuit with
the circuit traced in red with arrows
starting at the negative end of the battery
Open circuit
a circuit that does not make a complete loop – in an
open circuit the bulb does not light
Labeled diagram of an open circuit –trace
the path in red only as far as it goes
Conductor
Insulator
INSIDE A
BULB
Support wire
Critical contact
point
material that allows the flow of electricity
Examples: metals such as copper
material that does not allow the flow of electricity
Examples: glass, plastic, wood
Why are insulators important?
Filament-thin
wire
Glass bead
Support wire
Side terminal
Base terminal
What is the role of the filament, glass bead, and support
wires?
IMPLEMENTED CURRICULUM
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Engaging scenario
Focus Question
Prediction
Data
Claims and Evidence
Conclusion
Reflection
Engaging Scenario
You and your friends are at Disneyland.
You decide to go on the Haunted
Mansion ride. You get on the ride. The
ride starts. Then all of a sudden the
ride stops and everything goes pitch
black except for the screams and howls
inside the Haunted Mansion. Then a
voice comes on the speaker. “Ladies
and gentlemen, boys and girls this is
the ride technician at Disneyland. I
have some good news and bad news
for you.”
“The good news is that power will be restored.
The bad news is that it may not be until
tomorrow and you will spend the night in the
dark in the Haunted Mansion. There is a way
to get out before tomorrow. If you reach into
the front of your car you will find a ziplock
bag. Inside the bag are a a wire, a battery
and a bulb. There is a way to assemble them
to make a light to find your way out before
tomorrow morning.”
Engaging Scenario
The good news is you find some objects
in your ziplock bag that may help you.
• A small bulb
• Wire
• A battery
You and your friends have a
problem.
What is the problem here?
?
Focus Question
Criteria
• Is a simple question directly related to
the scenario that can be investigated
with results that can be communicated.
• Cannot be answered “yes” or “no”.
FOCUS QUESTION
With your group discuss a focus question
related to the problem presented in the
engaging scenario. Record it in your
notebook. Be prepared to share with the
class. You may wish to use the following
sentence starter to help you:
How can we …. ?
1ST NOTEBOOK ENTRY
Focus Question(s)
How can we light the bulb using a
battery, wire and bulb?
Prediction
• Write a prediction describing what you think will
happen - an answer to the focus question.
• Conditional statements
or
If ………. then …….. will
happen because…..
I think ……. will happen because ……
2ND NOTEBOOK ENTRY
Task
• Diagram at least two ways to light the
bulb
• Diagram at least two ways the bulb did
not light
• Accurately label your diagrams.
Things to consider
• How are you going to organize
your diagrams? (data)
Data Organizer ?
DATA
Organizing and planning
Before you begin solving the problem,
How will you organize your data?
Discuss with your group the design of
the chart and record it in the notebook.
You may not start testing your
prediction until your chart is ready.
3rd NOTEBOOK ENTRY
Symbols to Use in Your Diagrams
+
l
Light Bulb
Wire
Battery
Making Meaning Conference
• Planned discussion that uses an
organizer to make thinking visible.
Making Meaning Conference
• What patterns can we see from our
data?
• What about the outliers?
• What claims can we make?
• What evidence do we have to support
our claims?
• An oral rehearsal for writing
Making Meaning Conference
•
1.
Discussion Points – Guiding Questions.
Using a wire, a battery and a bulb, what does it
require to light the bulb? What is the role of the
battery, the bulb, and the wire? (What were you
going to observe or measure)
2.
What are the differences between a closed (a
circuit that lights the bulb) and an open (a circuit
that does not light the bulb) circuit? What is your
evidence?
Examining Your Data
• Look at your diagrams showing when
the bulb did not light
– Where did the wire touch the bulb?
– Where did the bulb touch the battery?
Examining Your Data
• What claims can you make about the ways
the bulb did not light?
• What was your evidence?
I claim the bulb did not light because ……….
Examining Your Data
• Look at your diagrams showing when
the bulb lit
– Where did the wire touch the bulb?
– Where did the bulb touch the battery?
Pathway Through the Bulb
Pathway Through the Bulb
Pathway Through the Bulb
FILAMENT
GLASS BEAD
SIDE TERMINAL
BASE TERMINAL
Examining Your Data
• These places are called critical contact
points
• Be sure to label the critical contact
points on your diagrams
Examining Your Data
• What claims can you make about the
ways the bulb lit?
• What was your evidence?
I claim the bulb lit because ………….
CLAIMS, EVIDENCE, REASONING
Why does the evidence support your claim?
Claims and evidence
CONCLUSION
•Look at your prediction again.
•How did the evidence support your
prediction?
•Do you wish to affirm or revise your
prediction? Why?
•My prediction was accurate because…..
•I wish to revise my prediction
because…
CONCLUSION
Write a concluding sentence using one
of the stems:
“Today I learned … .”
or
“In conclusion, … .”
REFLECTION
Think about the investigation we just completed.
Use one of the stems below to write a reflection
regarding the investigation.
What if …?
What really surprised me about this investigation was … ?
A new question I have now is… ?
I want to know more about ... ?
I am confused about … ?
LESSON CONTENT GOALS
1) It requires a complete loop
(circuit from one end of an
energy source (battery)
through an energy receiver
(bulb) and return to the
other end of the battery to
light the bulb. The wire
(energy conductor) is the
pathway for the energy to
flow between the energy
source and the energy
receiver.
2) A closed circuit is a
complete loop that allows
electricity to flow; an
open circuit does not
make a complete loop
and the electricity will not
flow.
GUIDING QUESTIONS
1) Using a wire, a battery and a
bulb, what does it require to
light the bulb? What is the
role of the battery, the bulb
and the wire?
2) What are the differences
between an open and
closed circuit?
Achieved Curriculum
• How do we know if the intended
curriculum is met if effective feedback is
not in place?
Feedback
“Issues, Evidence, and You.”
• For example:
• What evidence do you have in your
data to support your claims?
• What claims can you make from your
evidence?
• What is another explanation for what
happened?