Welcome to FOSS
Structures of Life
Workshop
Charlotte McDonald, FOSS Consultant
cmcdonald54@comcast.net
Goals for You
 Participate in FOSS investigations and see how they are
part of the larger goals of the kit.
 See how inquiry learning models are woven into the
lessons/investigations
 Get to know the FOSS Structures of Life investigations,
equipment, teachers guide, assessment, science
notebooks, Fossweb, DVD and Science Stories.
 Get answers to your questions.
 Feel more confident about teaching Structures of Life
Collaborative Groups
Overview page 8
 Getter 1 – gets the materials/equipment
 Getter 2 – returns materials/equipment
 Starter – sees that everyone gets a turn and that
everyone contributes to the investigation
 Reporter – make sure that everyone has recorded
the information. Reports group data to the class
either verbally or on a class board or chart.
Assessment Chart
 Assessment chart for each investigation.
 Student name
 Space for each Part of the Investigation
 Systematic Observation
 + (plus) - exceeds expectations


(check) – meets expectations
(minus) - needs improvement
Colorado 3rd grade Standard
Life Science:
 Students know and understand the characteristics
and structure of living things, the processes of
life, and how living things interact with each
other and their environment.
 GLE: 1. The duration and timing of life cycle events
such as reproduction and longevity vary across
organisms and species
 FOSS: Structures of Life
Investigation 2, Part 3, pp. 18-22
Science Stories, pp. 20-21
FOSSWEB, Activity: Life Cycles
Why incorporate science notebooks
into FOSS?
 Documentation: An organized record
 Cognitive Engagement: Constructing concepts
and building explanations
 A benefit to students
 A benefit to teachers
 Research shows they work!
Who is the Audience for the
Science Notebook?
 Teacher
 Parents
 Students
 Principal
 Other Scientists
LET’S GET STARTED…
Cover or Title Page
Give your science
notebook a title.
This should give the
reader an idea of
what this notebook
will be about.
Organization
Of Science Notebooks
 Table of Contents
 Numbered Pages
 Documentation of Work
 Glossary and/or Index
 Appendix for inserts or
rubrics to be used for
assessment
TABLE OF CONTENTS
1-5 pages for the Table of
Use the first
Contents…
DATE
ACTIVITY/TITLE
How to set up a science
notebook.
PAGE #
Number your pages
1
Number through 10
2
3
Index: References Vocabulary
Example:
Word Bank
 Use Word Cards or a Chart.
 Place a word card in the science “word
bank” on the chart after students have had a
concrete experience with something and
have a need to know the appropriate term.
 Inquiry based science – students learn
scientific vocabulary AFTER they have had
concrete experiences.
Use of Words in Bank
 Organize words conceptually rather than alphabetically or
randomly
 Words can be reorganized as concepts grow.
 Anticipate words and prepare cards ahead of time plus have blank
word cards ready.
 Generic terminology: Primary – I predict, I observe, I notice, because,
evidence, and fair test. Intermediate predict/prediction,
observe/observation, investigate/investigation, infer/inference, controlled
investigation, variable
 Color code words by unit/lesson
 Include icons with words (ESL strategy)
More on Vocabulary
 For younger students – tape an example of the word on the
card
 Accessible for young students – make multiple small word
cards for students to manipulate and use for writing
 Hang low and make large
 Life Science – labeling illustrations with words is more
effective than work banks. Use different colors for structure
(form) and function.
Example:
Scientific Illustration
Investigation 1, Origin of Seeds:
Seed Search
 Write “Seed Search” as your first entry in
your Table of Contents.
 Quick Write: Where do seeds come
from?
Charts for Understanding
Word Bank
Content/Inquiry Chart-
concept statements that
summarize the knowledge
acquired in the
investigations.
Notebook Entries
1.
2.
3.
4.
Planning the Investigation
Data Acquisition and Organization
Making Sense of Data
Reflection and Self-Assessment
Investigations 1: Origin of Seeds
 Seeds are found in the plants part called a fruit.
 Different kinds of fruits have different kinds and
numbers of seeds.
 Seeds have a variety of properties.
 Seeds undergo changes in the presence of water.
 A seed is an organism, a living thing.
 Seeds store food and provide protection for the
young plant.
Investigation 2: Growing Further
 Germination is the onset of a seed’s growth.
 Plants need water, light, and nutrients to grow.
 Hydroponics is the technique of growing plants in
water.
 The life cycle is the process of a seed growing
into a mature plant, which in turn produces
seeds.
Investigation 3: Meet the Crayfish
 Notebook entry – Table of Contents
 Focus Question: What are the structures of a
crayfish? (write in notebook)
 Crayfish advice
 Meet your crayfish. Find structures and sketch.
Planning the Investigation
 Narrative Plans
 Based on focus question
 Short description of plan
 Lists
 Materials list
 Dates of observations, people
 Step-by-Step Procedures
Data Acquisition and Organization
 Records:
 Clearly related to focus question
 Accurate and precise
 Organized for efficient reference
 Acquisition: Words, phrases, numbers, drawings
 Display: narratives, drawings, charts, graphs,
diagrams, calendars, artifacts
Making Sense of Data
 Frames and Prompts
 Claims and Evidence
 Conclusion and predictions
 I wonder…
Frames and Prompts
 Sentence Starters
 I used to think…but now I think…
 The most important thing to remember about ________ is…
 One thing I learned about…
 Questions
 How can you use…to …?
 What is the best way to…?
 Why do you think so?
Content & Inquiry Chart
 Crayfish have observable structures such as
legs, eyes, antennae, carapace, swimmerets,
tail, pincers, and mouth parts.
 Student questions?
Word Bank
 Structures
 Crustaceans
 antennae
 Bristles
 Carapace
 Swimmerets
 pincers
Line of Learning
 This strategy allows students to add to their written ideas
with additional ideas generated in class.
 After writing their own ideas in their notebooks, students
draw a line underneath their work.
 During class discussion, students add new ideas below their
line of learning.
 The Line of Learning gives students the opportunity to
continue to construct a concept through the discussion and
ideas of other students.
Claims and Evidence
 Claim: How the natural world works
 Evidence: Data that supports the claim
I claim (know)…
I claim (know) this because…
Claims
Evidence
Conclusions and Prediction
 Conclusion: A summarizing narrative to
succinctly communicate what the student has
learned (I learned…)
 Use after a major conceptual sequence
 Start with a statement then move to a
paragraph
 Prediction: An application of what was learned
(in conclusion)
 Indicates the degree of understanding
 Can be used as a spring board for further
inquiry
FOSS Science Stories
 Original student books
developed to enhance the
investigations
 3-6 books are a collection of
content rich stories and articles
 32 soft cover books included in
kit
Available in Spanish
Getting to know the
Teachers Guide
 FOSS Introduction
 Overview
 Materials
 Investigations
 Investigation Duplication Masters
 Assessment
 Assessment Duplication Masters
 Science Stories
 Resources
 Foss Website
Formative Assessment
Monitor student progress through
 Teacher Observation
 Student Sheets
 Science Notebooks
Getting to know the kit
FOSSWEB.com
www.fossweb.com
Teacher Prep DVD’s
 Overview of investigations
 How to prepare equipment
 Materials to collect
 Model teaching
 Student’s learning
 Found on-line also www.fossweb.com
Summative Assessment
 Assessment Scoring Guide 0-4
 Performance Assessment – answering questions
based on manipulating materials.
 Drawing pictures or schematics to answer
questions.
 Explain through writing
 Multiple choice with pictures and words.
 Narrative items – engaging scenario to explain.
Your Questions & Ideas