Syntax Activity Justification/Script

Engage 1 day

Stations: Watch and contribute to the thinking tool. Big Idea Sorting: Convection, Conduction, Radiation: Bill Nye Heat Transfer http://www.youtube.com/watch?v=j9GDDLwzpAY KWL: Measuring Volume http://www.teachertube.com/viewVideo.php?video_id=45903http://www.youtube.com/watc Wonder Web: Measuring Liquid Volume http://www.youtube.com/watch?v=DzcnqT7YZPg

Have students use familiar thinking tools to sort out new scientific information. Monitor student conversations/connections to prior knowledge. Ask probing questions to elicit prior knowledge about scientific thinking and content. Encourage students to engage in dialogue and questioning about the content.

As a whole group, reflect on recurring questions and themes. Post the product of these activities to be seen in the classroom throughout the unit.

Nina Keller

EDUC566

Dr. Kapner & Dr. Manzone

PYP Standard: How the world works: An inquiry into the natural world and its law; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Central Idea: Experimenting and investigating lead us to uncover how the natural world works.

NGSS Science Standard(s): Planning and Carrying Out Investigations Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1) Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2) CCSS Math Standard(s): 4MD Represent and interpret data.

Objective: Using materials from the science inquiry room (R), students will design, conduct, and reflect

on (TS) a scientific procedure (C), and present their findings with a demonstration and explanation on

iMovie (P).

Explore

3~4 days Series of science experiments: -Melting ice -Blow up a balloon with yeast -Oil, Water, Food Coloring -Make a parachute

Ask students to observe and record as they engage with various science experiments.

Explain 1 day

Use one of the experiments as an example to model and explain the scientific process. Tools to teach:

-If/then to formulate a hypothesis -“My hypothesis was correct/incorrect, because…” to formulate a conclusion. Check for understanding by eliciting student examples of each step. Clarify any misconceptions that emerge.

Elaborate 5~8 days

Summative: Conduct your very own science experiment! Students work alone or in a pair (student choice)

Non-negotiables: Question Hypothesis Materials Procedure/Collect Data Conclusion with Graph Reflection Allow students to choose topic based on interest. Provide a list of possible topics for students who need guidance. (I found that, amazingly, all students quickly chose topics without further scaffolding here) Materials: Students have a wealth of materials and resources at their disposal. It is a one-to-one school, meaning they all have laptops, there is a state of the art library, and an entire classroom dedicated to science inquiry, containing tools and materials for student use.

Evaluate 1 day

Video “science fair” with peer feedback. Students open their experiment on their laptop with a feedback sheet for multiple peer responses. Students tour the digital reports, leaving their feedback according to teacher instruction. Reflection: Based on your procedure and the feedback you got from your classmates, write a reflection in your journal. What are the implications of your science project? (Student experiments are all uploaded to the following blog: http://blogs.chadwickschool.org/scienceexperimentlibrary/)

S: View at least 3 peer videos and thoughtfully submit 2 strengths and 1 area for improvement.

T: Model appropriate/inappropriate constructive feedback.

Criteria for feedback: Are all elements of the scientific process present? Does the conclusion match the hypothesis and procedure? Is the procedure logical?

Is the experiment presented in a way that is easy to follow and duplicate?

What is your opinion of the experiment?