The 1st 20 Days of Science
These 1st 20 Days of mini-lessons are intended to establish routines and procedures to build successful student scientists. A successful experience in
Science begins how to be an active Scientist, how to speak scientifically, and how to communicate scientific thinking and data.
The goals are to
• help students think of themselves as scientists who enjoy and actively participate in Science,
• to establish consistent roles and routines of scientists.
Day 1
Establish Routines And
Procedures For Science
Day 2
Qualities Of A Scientist
And Science Tools
Day 3
How Scientists Use
Science Tools
Day 4
Scientific Questioning
Day 5
Scientific Processes
Including Questioning
Day 6
Setting Up The Science
Interactive Notebook
Day 7
Vocabulary – Objective 1:
Nature of Science
Day 8
Vocabulary – Objective 2:
Life Science
Day 9
Vocabulary – Objective 3:
Physical Science
Day 10
Vocabulary – Objective 4:
Earth/Space Science
Day 11
Thinking And Talking
About Science
Day 12
Pair Share With The
Students’ Shoulder
Partners.
Day 13
Record Science Data And
Thinking Through Writing
Day 14
Technical Drawings
Day 15
Communicating Science
Experiences
Day 16
Scientific Inquiry –
Structured or Director
Day 17
Scientific Inquiry – Guided
Inquiry
Day 18
Scientific Inquiry –
Coupled Inquiry
Day 19
Scientific Inquiry – Full
Inquiry
Day 20
Scientific Inquiry – Full
Inquiry
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Page 1
Science Team CAC Austin Independent School District
August 2008
The 1st 20 Days of Science
These 1st 20 Days of mini-lessons are intended to establish routines and procedures to build successful student scientists. A successful experience in science begins with how to be
an active scientist, how to speak scientifically, and how to communicate scientific thinking and data.
The goals are to
• help students think of themselves as scientists who enjoy and actively participate in science,
• to establish consistent roles and routines of scientists;
The following 10-15 minute mini-lessons are based on the ideas of The First 20 Days of Independent Reading by Fountas & Pinnell. This guide is intended for Grades 3-5 but
may be used for Kindergarten – Grade 2 with modifications and can be extended and condensed to accommodate student needs. The content has been modified to establish the
roles and procedures to build scientific literacy for all learners. Teachers may need to differentiate for various learners. Principals and coaches (if applicable), and grade level
teams may choose to meet periodically to monitor and adjust progress. As you prepare to implement the 1st 20 Days of Science within the science block, please be flexible. All
points and aspects need to be repeated. Charts or anchors of support are to be posted and referred to again and again. These activities should be taught within the IPG lessons if
possible.
Principles of Learning are the foundation of this document. All students are told that they are already competent learners and are able to become even better through their
persistent use of strategies and by reflecting on their efforts. Criteria for quality and work are explicit, accessible to all students, displayed publicly, and change over time to
respond to level of rigor as learning deepens.
Mini Lesson
Day 1
Management:
Establish
Routines and
Procedures for
independent or
cooperative
science groups
Key Concepts
Scientists follow
routines and
procedures when
performing
investigations.
Learning Outcomes
Students understand that information
will be posted around the classroom
for them to use to make their work
better, to support their learning, and to
help them review concepts as they are
learned.
Students learn that they can refer to
charts to help their learning.
Students know the importance of
science safety.
Students understand the 5E Lesson
Cycle
Day 2
Management:
Qualities of a
Scientist and
Scientists observe,
investigate, predict,
draw conclusions to
learn about a science
Students understand how scientists do
their work.
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Anchors of Support
Resources
Routines and procedures for science
investigation and Guided Science Chart
chart paper
Example:
1. Follow Safety Rules
2. Send AISD Science Safety Contract
home for signatures
2. Stay on task
3. Use scientific terms and vocabulary
when communicating
4. Justify your thinking
5. Be an active listener and participant
6. See 3 before me (students ask 3
people before coming to the teacher)
7. Students understand all 5E’s of the
Lesson Cycle
Scott Foresman Safety
Rules
See Processes of Science Inquiry
(Attached)
Pictures/examples of grade level
Page 2
Teacher Notes
What does it look like
for student / teacher?
markers
ScienceSaurus
FOSS Safety Posters
Evidence that this has
occurred:
• student created
criteria charts
• students know the
5E’s are not linear
but cyclical
overhead of 5E Poster
Sticky notes for
students to write
science tools that they
notice in the
What does it look like
for student / teacher?
Evidence that this has
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Science Tools
Key Concepts
Learning Outcomes
concept
Scientists use tools
to answer questions
about the natural
world.
Students become familiar with science
tools in the classroom and discuss how
science tools are used to explain their
thinking.
Anchors of Support
appropriate science tools
classroom
Science tools available and labeled.
Word banks
Chart paper
Markers
Science Scavenger Hunt- Have
students look for supplies such as
journals, rulers, clocks, and any
specific science tools.
Identify and discuss science tools and
how they are to be used/their function.
(Ex: used for observation and/or
measurement)
Day 3
Management:
How Scientists
Use Their
Science Tools
Scientists use tools
to answer questions
about the natural
world.
Scientists must know
which tool to use to
gather data.
Day 4
Strategies and
Skills:
Scientific
Questioning
Scientists use
scientific processes
to answer their
questions.
Students become familiar with science
tools in the classroom.
Students discuss how science tools are
used.
Teacher Notes
occurred:
Ex:
student behavior
observation notes
student created chart
on qualities of a
scientist
additions to word bank
Grade level
appropriate science
tools
Pictures/examples of grade level
appropriate science tools
(Attached)
Chart paper
Rules of how to handle, organize and
return tools
Grade level
appropriate science
tools
Refer students to their chart on
qualities of a scientist (day 2).
Sticky notes for
students to note &
post examples of using
science skills in other
areas of their life
Discussion and creation of student
criteria chart of how to handle science
tools.
Students generate questions.
Students become familiar with the
scientific process skills: observing,
communicating, measuring,
classifying, inferring, defining
operationally, predicting, making
models, investigating
Resources
Visible descriptor of process skills
(Attached) – Karen Ostlund
Markers
Chart paper
Markers
Students discuss how they use these
skills in other areas of their life.
What does it look like
for student / teacher?
Evidence that this has
occurred:
• student behavior
• observation notes
• student created
criteria chart
What does it look like
for student / teacher?
Evidence that this has
occurred:
• student behavior
• observation notes
• student sticky
notes posted
Process Skills
Discussion of Science Process Skills.
Day 5
Strategies and
Scientists follow a
process when
Students become familiar with the
Scientific Process: Problem (ask a
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Refer students back to their chart on
qualities of a scientist (day 2)
Page 3
Scott Foresman
student edition section
called, Your Science
Handbook.
Chart paper
What does it look like
for student / teacher?
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Skills:
Continue
Scientific
Process
Including
Questioning
Key Concepts
learning about a
science concept.
Scientists not only
use tools while they
learn.
Scientists use
specific skills when
following the
Scientific Process.
Learning Outcomes
question), Hypothesis (make a
prediction), Investigation
(observe/measure/conduct an
experiment), Collect and Record Data
(written observations), Conclusion
(written, orally)
Anchors of Support
Resources
Teacher Notes
Markers
Visible descriptor of process skills
with student sticky notes
Process Skills
Evidence that this has
occurred:
• student behavior
• observation
notes
Ostlund’s Stages of Inquiry
(attached).
Scientific Process
Samples of excellent prototypes of
student work.
Science Interactive
Notebooks
What does it look like
for student / teacher?
Class big-book of Science Interactive
Notebook
Scissors/glue/tape if
adding outside
information to the
notebook
Evidence that this has
occurred:
• Science
Interactive
Notebook
• Student/teacher
created criteria
charts
IPG’s – Objective1:
Nature of Science
Vocabulary
What does it look like
for student / teacher?
Students discuss the Scientific
Processes and the science observation
and measurement tools.
Discussion of Scientific Process and
sequencing of the process.
Day 6
Management:
Setting Up Your
Science
Interactive
Notebook
Scientists write
about their thinking
as a way to process
information.
Students develop a Science Interactive
Notebook as a tool that helps them
make connections to science.
Writing about science is a thinking
tool to reinforce concepts and
vocabulary.
Students put together their Interactive
Notebooks.
Day 7
Strategies and
Skills:
Vocabulary –
Objective 1:
How scientists do
their work.
Science is a
language.
Criteria Charts – Contents,
organization, expectations
Graphic organizers
A Science Interactive Notebook
should include some or all of the
following:
• Table of Contents
• Vocabulary
• Science Tools
• Notes (student output / teacher
input)
• Center work
• Criteria charts
• Scientific Process
• Reflections
Rubrics
Students understand that we use
specialized terms to communicate
about scientific concepts.
Science Word Bank
Foldables
Vocabulary Strategies
• Total Physical Response
Students develop interests,
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Chart paper
Page 4
Evidence that this has
occurred:
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Nature of
Science
Key Concepts
This is a science
classroom and
science is spoken
here.
Learning Outcomes
connections, questions to the Nature
of Science.
Anchors of Support
•
•
•
Vocabulary Rings
ABC Brainstorm
Frayer Model
Discuss the following:
“What is academic vocabulary?”
“How is it different from everyday
language?”
“Where can we find it in our
classroom?”
“How can we use academic
vocabulary to express our ideas in
Science?”
Engage: What is it you know about
how scientists work?
Resources
Teacher Notes
Markers
•
•
•
Graphic organizers
Science Interactive
Notebooks
•
Science Briefcase
(Science Matrix
Resource Page)
•
Visual vocabulary
cards and power point.
Student behavior
Observation notes
Science Word
Bank
Science
Interactive
Notebook
Student created
charts of interests,
connections,
questions to
Nature of Science
Teacher creates
Science Word Bank using 5 words
generated by the students from
Objective 1: Nature of Science using
one vocabulary strategy.
Day 8
Strategies and
Skills:
Vocabulary –
Objective 2: Life
Science
Science is a
language of living
things.
This is a science
classroom and
science is spoken
here.
Students understand
that we use specialized terms to
communicate about scientific
concepts.
Students develop interests,
connections, questions to this area of
Science.
Science Word Bank
Vocabulary Strategies
• Total Physical Response
• Vocabulary Rings
• ABC Brainstorm
• Frayer Model
What does it look like
for student / teacher?
Chart paper
Evidence that this has
occurred:
• Student behavior
• Observation notes
• Science Word
Bank
• Science
Interactive
Notebook
• Student created
charts of interests,
connections,
questions to Life
Science
Markers
Graphic organizers
Science Interactive
Notebooks
Refer to the following:
“What is academic vocabulary?”
“Where can we find it in our
classroom?”
Science Briefcase
(Science Matrix
Resource Page)
Engage: What do you know about
living things?
Visual vocabulary
cards and power point.
Teacher creates
Science Word Bank using 5 words
generated by the students from
Objective 2: Life Science using one
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
IPG’s – Obj. 2 Life
Science Vocabulary
Page 5
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Key Concepts
Learning Outcomes
Anchors of Support
Resources
Teacher Notes
vocabulary strategy.
Day 9
Strategies and
Skills:
Vocabulary –
Objective 3:
Physical Science
Science is a
language.
This is a science
classroom and
science is spoken
here.
Students understand
that we use specialized terms to
communicate about scientific
concepts.
Science Word Bank
Vocabulary Strategies (Total Physical
Response, Vocabulary Rings, ABC
Brainstorm, Frayer Model, etc.)
Students develop interests,
connections, questions to this area of
Science.
IPG’s – Obj. 3
Physical Science
Vocabulary
Chart paper
Markers
Graphic organizers
Refer to the following:
“What is academic vocabulary?”
“Where can we find it in our
classroom?”
Science Interactive
Notebooks
Science Briefcase
(Science Matrix
Resource Page)
Engage: What do you know about
living things?
Visual vocabulary
cards and power point.
Teacher creates
Science Word Bank using 5 words
generated by the students from
Objective 3: Physical Science using
one vocabulary strategy.
Day 10
Strategies and
Skills:
Vocabulary –
Objective 4:
Earth/Space
Science
Science is a
language.
This is a science
classroom and
science is spoken
here.
Students understand that we use
specialized terms to communicate
about scientific concepts.
Students develop interests,
connections, questions to this area of
Science.
Science Word Bank
Vocabulary Strategies (Total Physical
Response, Vocabulary Rings, ABC
Brainstorm, Frayer Model, etc.)
IPG’s – Obj. 4
Earth/Space Science
Vocabulary
Chart paper
Markers
Refer to the following:
“What is academic vocabulary?”
“Where can we find it in our
classroom?”
Graphic organizers
What do you know about the Earth?
Science Briefcase
(Science Matrix
Resource Page)
Science Interactive
Notebooks
Teacher creates
Science Word Bank using 5 words
generated by the students from
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Visual vocabulary
Page 6
What does it look like
for student / teacher?
Evidence that this has
occurred:
• Student behavior
• Observation notes
• Science Word
Bank
• Science
Interactive
Notebook
• Student created
charts of interests,
connections,
questions to
Physical Science
What does it look like
for student / teacher?
Evidence that this has
occurred:
• Student behavior
• Observation notes
• Science Word
Bank
• Science
Interactive
Notebook
• Student created
charts of interests,
connections,
questions to
Earth/Space
Science
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Key Concepts
Learning Outcomes
Anchors of Support
Objective 4: Earth Science using one
vocabulary strategy.
Day 11
Strategies and
Skills:
Thinking and
Talking About
Science
Scientists
communicate about
their work.
This is a science
classroom and
science is spoken
here.
Students determine scientists
communicate their thinking. (Student
created criteria chart)
Students understand this criteria will
be posted to support their scientific
conversations.
Students are able to analyze
assessment items.
Resources
Teacher Notes
cards and power point.
Criteria chart for thinking & talking
about science
Chart paper
What does it look like
for student / teacher?
Markers
Example:
1. Listen attentively (eyes on
speaker)
2. Speak clearly and loud enough for
your partner or class to hear
3. Use academic vocabulary
4. Be willing to ask and receive
questions
5. Be prepared to explain your
thinking
Science Word Bank
Thinking through the
Question (English and
Spanish attached)
Evidence that this has
occurred:
• student behavior
• observation notes
• student created
criteria chart
TAKS release items
Daily test items
Refer to Seidlitz strategies of “Always
Speak in Complete Sentences” and
“Never say I Don’t Know”.
Day 12
Management:
“Pair Share”
with the
Students’
Shoulder
Partner.
Scientists
communicate about
their work with
others.
Communication is a
process skill.
Information is
refined.
Day 13
Management:
Record Science
Data and
Thinking
through Writing
Scientists write
about their thinking
as a way to process
information.
Scientists ask
questions about their
Students understand that we use
science process skills in our every day
world inside and outside of school.
Student expectations for thinking and
talking about science. – Day 11
Criteria Chart
Teacher prepares paper bags with a
different science tools in each.
Students are in pairs or groups of 3
and given a bag. Without looking,
students are to discuss what the item
could be, and how they know this
keeping in mind that they are to speak
in complete sentences and be an active
listener and participant. (Refer to
criteria chart)
Students understand that Science
Interactive Notebooks are tools to:
• Make predictions
• State conclusions
• Provide evidence
• Justify their thinking
• Ask more questions
Seidlitz strategies
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Paper bags
Various items for
paper bags.
What does it look like
for student / teacher?
Kagan Structures.
Evidence that this has
occurred:
• student behavior
• observation notes
Samples of excellent prototypes of
student work.
Science Interactive
Notebooks
What does it look like
for student / teacher?
Class big-book of Science Interactive
Notebook
IPG’s - Guiding
Questions
Criteria Charts – Contents,
Chart paper
Evidence that this has
occurred:
• Student behavior
• observation notes
Page 7
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Key Concepts
thinking and the
thinking of others.
Learning Outcomes
•
•
Refine their thinking
Organize data
Anchors of Support
Resources
Teacher Notes
•
organization, expectations
Markers
science interactive
notebook entry
Graphic organizers
Students communicate in writing
about the science concept, ask
additional questions, and draw
conclusion based on data.
Written samples
Rubrics
Foldables
Develop criteria with students (can
expand from Day 6 criteria) regarding
written communication.
Use guiding questions to facilitate
their thinking for rigor. Pose one of
the questions from the current IPGs
and have students respond to it as it
relates to their science experiences
Day 14
Management:
Technical
Drawings
Scientists draw and
label their
observations as a
way to record and
process information.
Students understand that technical
drawings are tools to:
• Understand objects
• Understand structures and
function
• Understand scale
• Communicate observations
• Draw and label science
Criteria Chart:
• Expectations,
• Samples Of Technical Drawings,
• Scale
• Labels
Science Interactive
Notebooks
What does it look like
for student / teacher?
IPG’s - Observations
Samples of technical drawings
Markers
STC kits Student
Guides
Evidence that this has
occurred:
• student behavior
• observation
drawings and
notes
• science interactive
notebook entries
• technical drawing
samples
Science Interactive
Notebooks
What does it look like
for student / teacher?
Guiding Questions
from the IPGs
Evidence that this has
occurred:
student behavior
Students will become familiar with
technical drawings (accurate
representations of objects).
Develop criteria with students
regarding technical drawings.
Chart paper
Use an observation from the current
IPGs and have students practice
technical drawing.
Day 15
Strategies and
Skills:
Communicating
Science
Experiences
Scientists
communicate their
work with others
using specific,
technical language
and visual
Students make their thinking public
using verbal and written
communication and through visual
representations.
Students use Science Interactive
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Criteria Chart for communicating
through speaking and writing in
science.
Criteria Chart for Science Interactive
Notebook
Page 8
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Key Concepts
representations.
Scientists write
about their thinking
as a way to process
information.
Day 16
Strategies and
Skills:
Scientific
Inquiry –
Structured or
Directed Inquiry
Day 17
Strategies and
Skills: Scientific
Inquiry – Guided
Inquiry
Scientists draw their
observations as a
way to record and
process information.
Science as a process
of inquiry guides
students to
comprehend the
dynamic nature of
science.
Learning Outcomes
Notebooks to explain their
connections to science.
Anchors of Support
Resources
TAKS release items
Seidlitz strategies
Daily test items
Students use Guiding Questions from
the IPGs to finalize their
understanding of the science concept.
Students can analyze science
information on graphs, charts, and
visual representations.
Students experience science through
hands-on.
Questions are provided by the teacher
garnered from the IPGs of instruction.
Inquiry Poster, Karen Ostlund.
Inquiry Board of
students’ questions
gathered over time.
Inquiry Continuum, Karen Ostlund
Inquiry Rubric
Question Parking Lot.
Students are guided to refine or clarify
question developed with input from
the teacher, resources, or some other
resource.
Guiding Questions in the IPGs.
Question Parking Lot.
Science as a process
of inquiry guides
students to
comprehend the
dynamic nature of
science.
Teachers gradually release the
students to become independent
investigators.
Inquiry Poster, Karen Ostlund.
Inquiry Board of
students’ questions
gathered over time.
Inquiry Continuum, Karen Ostlund
Inquiry Rubric
Students select investigable questions
and/or pose new questions with
facilitation of the teacher direction.
Guiding Questions in the IPGs.
Question Parking Lot.
What does it look like
for student / teacher?
Students demonstrate
curiosity.
Teacher provides
direction to the
learners.
Rising to the Challenge, Karen
Ostlund
Day 18
Strategies and
Skills: Scientific
Inquiry –
Coupled Inquiry
observation notes
science interactive
notebook entry
Student-made graphs
and charts
Rising to the Challenge, Karen
Ostlund
Science as a process
of inquiry guides
students to
comprehend the
dynamic nature of
science.
Teacher Notes
Inquiry Poster, Karen Ostlund.
Inquiry Board of
students’ questions
gathered over time.
Inquiry Continuum, Karen Ostlund
Inquiry Rubric
Rising to the Challenge, Karen
Ostlund
Inquiry foldables
What does it look like
for student / teacher?
Students demonstrate
curiosity.
Teacher guides the
students to develop
their science
investigations.
What does it look like
for student / teacher?
Students demonstrate
curiosity and formulate
questions.
Students apply
scientific processes.
Guiding Questions in the IPGs.
Teacher guides to
refine the students’
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Page 9
Science Team CAC Austin Independent School District
August 2008
Mini Lesson
Key Concepts
Learning Outcomes
Anchors of Support
Resources
Teacher Notes
questions to narrow
the variables and make
the questions testable.
Days 19 and 20
Strategies and
Skills: Scientific
Inquiry – Full
Inquiry
Science as a process
of inquiry guides
students to
comprehend the
dynamic nature of
science.
Students ask testable questions,
identify dependent and independent
variables. Students are self-directed.
They form additional testable
questions.
Inquiry Poster, Karen Ostlund.
Inquiry Board of
students’ questions
gathered over time.
Students demonstrate
curiosity and formulate
questions.
Inquiry Continuum, Karen Ostlund
Inquiry Rubric
Students apply
scientific processes.
Rising to the Challenge, Karen
Ostlund
Inquiry foldables
Question Parking Lot.
Guiding Questions in the IPGs.
Previous
investigations
Interactive Notebooks
Students generate
questions, plan
investigations, draw
conclusions, and form
additional questions.
Teacher provides
support.
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Page 10
Science Team CAC Austin Independent School District
August 2008
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Page 11
Science Team CAC Austin Independent School District
August 2008
Nombre:
Fecha:
Pensando Sobre la Pregunta
¿ Cuál es el tema de esta pregunta?
¿Cuáles son las palabras clave de la pregunta?
Haz un dibujo para representar la pregunta. No
dupliques el dibujo o gráfica en la pregunta.
Escribe 3 hechos sobre el tema.
•
•
•
Escribe una oración para cada opción de respuesta y di porqué la respuesta es correcta o incorrecta.
A.
B.
C.
D.
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Page 12
Science Team CAC Austin Independent School District
August 2008
Name:
Date:
Thinking Through the Question
What is the topic of this question?
What are the keywords in the question?
Draw a picture to represent the question.
Do not duplicate the picture or graph in the
question.
List 3 facts about the topic.
•
•
•
Write a sentence for each answer choice. Tell why the answer choices are correct or incorrect.
A.
B.
C.
D.
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Page 13
Science Team CAC Austin Independent School District
August 2008
Austin Independent School District
Instructional Planning Guide – Science Overview
Stages of Inquiry
Austin ISD Science IPG’s use Stages of Inquiry that allow teachers and students to work together as a team to work through concepts. At first the
teacher demonstrates and guides the lesson. Ultimately the students gain the confidence to construct independent investigations.
Students Initiate Investigations
Teacher Provides Feedback
Students Act Scientifically
Teacher Facilitates
Teacher Guides
Students Assist
Teacher Directs
Student Follow Instructions
Adapted from Jesus Barba in collaboration with Carolyn Beardsley.
Page 14
Science Team CAC Austin Independent School District
August 2008