Design Presentation by Debra Pedersen Marconi Community Academy Twenty African-American 1st graders with free/reduced lunch Topic: FOSS Solids and Liquids Module Part 2: Liquids Investigation 1: Liquids in Bottles Key Learning Goals (as unpacked from NSES standards) Objects have properties that can be observed. Objects can be described by the properties of the materials from which they are made. Objects and materials can be sorted by their properties. Materials exist in different states – solid, liquid and gas. Some materials can change their state by heating and cooling. Prior Conceptions Analysis Students could identify liquids and solids as distinctly different from one another, but did not use the term ‘state of matter”. Students could name several liquids, but did not have the vocabulary to describe their properties. FOSS Investigation Liquids in Bottles The teacher begins the lesson with a review of the solid materials and their properties from Part 1: Solids. The teacher tells the students that they will investigate liquids to discover their properties. Students work in groups exploring seven liquids in closed bottles. Students manipulate the bottles and observe how the liquids differ from each other During the wrap-up, students are asked to contribute to the Word Bank and What We Learned content charts. Learning Goals for This Investigation Students can describe properties of liquids that define them as a state of matter. Students can compare liquids by describing their properties. Driving Question: How are these liquids different from each other? Curriculum Analysis Summary Learning Goals – NSES and FOSS goals are very similar and the investigation closely relates to these goals. Prior Conceptions – The designers assume students have an understanding of solids and liquids as distinct states of matter with properties that are identifiable for each. My students recognize that solids and liquids are different states of matter, but do not yet have the vocabulary to articulate their specific properties. Curriculum Analysis Summary Consider the Inquiry - Several phases of the Inquiry Cycle are missing resulting in missed opportunities for students in the process and procedure of the investigation. Consider the Design Implications – The redesign will focus on maximizing student involvement in all phases of the inquiry process to enhance accountability and improve learning outcomes. Areas Targeted for Redesign Engage Phase - This phase is missing and the opportunity is lost to access students’ prior knowledge, focus student attention on the topic, and be excited about the investigation. Prepare to Investigate - This phase is missing and students need time to think about how they want to proceed with the investigation, and develop their own questions to investigate with the liquids. There needs to be a change from a teacherdirected to a student-directed investigation to allow students to have ownership of their own learning and participate in a true inquiry-based investigation. Design Changes Engage Phase – Scaffold Student Learning Review content chart for properties of solids. Introduce the Investigation Reference states of matter from read aloud book. Access Prior Knowledge Introduce KLEW chart and brainstorm ideas. Student Artifact Complete “Know” column in KLEW chart. Design Changes Prepare to Investigate – Allow students time to “mess about” with the materials and develop their own ideas on how to explore liquids. Guide students to plan how to investigate the liquids and share their ideas with the class. Groups share their ideas on exploring the liquids with the class. Learning Performances Students can – Formulate a question to investigate properties of liquids. Devise methods to explore properties of liquids. Determine properties of liquids and complete a chart. Compare properties of liquids using a Venn diagram. Complete a KLEW graphic organizer for liquids. Collaborate on a presentation of liquid properties to the class. Assessments Teacher observation of students’ participation during the investigation (check list format). Students complete a Venn diagram comparing two liquids that will show their understanding of properties of liquids (rubric). Students complete a KLEW chart for liquids (check list format). Students complete a chart of liquid properties (check list format). Students participate in a group presentation of their results (rubric). Enactment (These activities have been completed.) Engage Phase Student discussion at rug to activate prior knowledge of states of matter and properties. KLEW chart introduced and “K” column completed. Prepare to Investigate Phase Students “messed around” with two liquids in bottles. Students shared ideas on how to proceed with the investigation of liquids. Students developed questions for the investigation. Enactment (These activities have been completed.) Investigate Phase Students explored the liquids in bottles. Students worked with a partner to complete a Venn diagram comparing two liquids. Enactment (These activities have not yet been completed.) Prepare to Report Phase Students plan on how to share their investigation results with the class. Report Phase Students will make group presentations to class. Assessment Anecdotal - *check list format with +/ check / - categories Students formulated a question for the investigation. Students devised a method to investigate the liquids in bottles. Students explored the liquids in bottles. Performance - *rubric format with okay/ good/ excellent categories Students present their results to the class. Assessment Written (artifacts) – *rubric format with okay/good/excellent categories Students compare properties of liquids using a Venn diagram. Students complete a KLEW Graphic organizer for liquids. Students complete a properties of liquids chart (Foss assessment). Reflection KLEW graphic organizer was a good tool for focusing and recording students’ ideas. Students enjoyed sharing their ideas about how to investigate the liquids. The Venn diagram activity also promoted using the vocabulary words in context. Time spent discussing and exploring before the investigation led to a more productive and successful investigation. Time is a factor with possibly choosing fewer investigations, but doing all the inquiry phases for those selected.