A Quick Share
About Me~
Lesley Thompson
FOSS Consultant
21 years in the classroom
4 years as Science Specialist
Lesleyt@frii.com
About You~
Name:
Grade:
Years teaching grade level:
Welcome to the FOSS
Landforms Workshop!
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decompressor
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FOSS Landforms
St. Vrain School District
Longmont, Colorado
August 8, 2008
My Goals for You
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Participate FOSS Lessons and see how they
are part of the larger goals of the kit
See how inquiry learning models are woven
into the lessons/investigations
Understand how literacy is integrated
through the use of science notebooks,
Science Stories, Language Extensions,
interactive word walls, and kit inventories
Understand how math is integrated in
investigations and through Math Extensions
Norms
Begin and end on time.
 Take care of personal needs as
necessary.
 Actively participate—those who do the
work do the learning!
 Ask questions—we are all here to learn!
 Listen to others.
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Your Roles Today
Student
Teacher
Participant Expectations
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Actively participate
Keep and share your science notebook
Make connections to your classroom next fall
Suspend judgment and take risks
Mute or turn off cell phones.
Others?
Parking Lot
Problem
Issue
Idea
Concern
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What’s the Best Way to
Learn About FOSS?
Experience it!
Jicama
Kit Inventory Objectives
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Vocabulary development
Oral language practice
From Dr. Olga Amaral
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Unpack the kit (literally)
Identify an object
Place a word card on the wall for the object
Add the kit object in a ziplock baggie next to the
word card
– Do this for each item in the kit
– Take the object down when you need it
From VIPS
More How To’s
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Predicting
– Pull out one item at a time. Students predict how
the item might be used.
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Classifying
– Items are distributed.
– Items are grouped by students into categories.
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Use
Properties
Kit Inventory Process
Questions
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Teacher or student look at an object from the
kit.
The teacher asks the following questions:
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What is it?
What is it used for?
Where have you seen this before?
Why is it in our science kit?
What does it feel, look, smell like?
Scaffolding
Active experiences
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decompressor
are needed to see t his picture.
Investigation 1
Schoolyard Models
During a FOSS Investigation
What was the role of the student?
What was the role of the teacher?
How did the teacher interact with the
students?
What was the source of the
information the students were
learning?
What thought processes/scientific
problem solving skills were the
students using?
Inquiry/Focus Questions
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How is a model used to represent
something in the real world?
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How is a model like the real thing and
how is it different?
Discussion
What did you include in your model?
What were your boundaries?
How did you represent buildings and
other features?
Vocabulary
(start a Word Bank that you will display in
your classroom)
model
 boundary
 structure
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Inquiry/Focus Questions
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How is a model used to represent something in the
real world?
How is a model like the real thing and how is it
different?
•Models are smaller versions of big objects. (dolls,
airplanes)
•They are larger versions of things that are small.
(cells, atoms)
•It can be a simulation of a process. (baking soda –
volcano)
Content/Inquiry
A model is a representation of
an object or process such as
buildings, playground
equipment and sidewalks.
During a FOSS Investigation
What was the role of the student?
What was the role of the teacher?
How did the teacher interact with the
students?
What was the source of the
information the students were
learning?
What thought processes/scientific
problem solving skills were the
students using?
Investigation 1, Part 2:
View From Above
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Inquiry/Focus Questions:
– How is a map like a model?
– How is a map different from a model?
Investigation Question
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How can we make a version of our
schoolyard model that we can carry
easily?
Make a prediction: I think we can
____________________.
Vocabulary
map
cartographer
grid
Content/Inquiry Chart
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Maps can show
roads, structures,
and landforms as
seen from above.
The grid identifies the
position of buildings
and other features
on a map.
Connections
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Interactive Science
Word Walls
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Kit Inventories
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Vocabulary
Development
Why Interactive Word Walls?
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Facilitates notebook entries
Students have input
Includes scientific vocabulary
Includes kit vocabulary
leaves
water
Your Interactive Science Word
Wall
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Select words from each module that address
the big ideas.
Use the word bank to guide you.
Discuss the words with your students.
Write the words on tagboard, strips of paper
large enough to see from the other side of
the room.
Display on the word wall.
Add picture or object in baggie next to word.
leaf
Word Wall-ets from Kellie Lauth and
Tracy Tellinger, Adams 12
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Use colored file folders for different
subject areas
Open the file folder. This is the
student’s individual word wall.
Use labels or strips of paper for words.
Find pictures or draw pictures that
show the meaning of the term.
Word Wall-ets
fish
worm
snail
isopod
Science Stories
Maps and How They
are Made
Ancient Maps
Science Stories
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Grades 3-6
– Use after
investigations
– Different literature
styles: narrative
tales, informational
articles, technical
readings, historical
accounts
– Before, during, and
after reading
strategies
Investigation 1: Part 3
Mapmaking
Symbol
Key
Teacher’s
Manual
Notebook Components
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Focus questions/Problem/Purpose
Prediction
Planning
Data Collection/Observations
Claims & Evidence
Making sense of data
Conclusion
(What have you learned?)
Reflection (Next Steps/New Questions)
Notebook Organizing Features
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Table of Contents
– Use first two pages
– Add to chronologically
Date
5/30
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Entry
Investigation 1
Page Number
4
Page Numbering
– Every page numbered (front & back)
– Start with pages 1-15, then add 16-30, etc.
Notebook Organizing Features
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Documentation
– Start entries where you are comfortable clean page, skip a few lines
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Glossary/Index
– Or, flip the book over so that the back is
now the front and have students add
words as they go
– Add words to a section in the back of the
science notebook
Investigation 2: Stream Tables
Part 1: Erosion
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What happens when water flows over
earth materials?
Prediction
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Write a prediction describing what you
think will happen.
Possible conditional statements
I think _______ will happen because
______________.
If ____________, then ________ will
happen because ______________
__________________.
From VIPS
Prediction
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How do you think the Grand Canyon
was formed?
Data
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How will you organize your data?
Is the organization there for you?
How will the data be recorded?
Should other data be recorded?
Data
Record observations
Revisiting the Prediction
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How were your predictions supported
by the evidence?
How would you change your thinking
based on the evidence?
What did you learn that was new?
Claims and Evidence
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I claim that…
I know that…
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I claim this
because…
I know this
because…
What I Learned
(Conclusions)
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Today I (or we) __________________
(description of activity)
Today I learned__________________
I noticed________________________
I wonder________________________
Questions I have now______________
From VIPS
Line of Learning
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Draw a line under your investigation.
Most teachers like to use green or
purple.
Write your new learning here. The line distinguishes
student work from what is learned through teacher
facilitated peer discussion.
Stream Table Jigsaw
Divide up into 3 groups
Deposition –
Inv. 2: Part 2
Slope -
Inv. 3: Part 1
Flood –
Inv. 3: Part 2
-Lunch On Your Own-
Inv. 4 Part 1
Making a Topographic Map
Focus Question:
How can we make a map that depicts different
elevations of a mountain?
Vocabulary
base
contour line
contour interval
elevation
peak
sea level
topographic map
Content/Inquiry
Contour lines show the shape and
elevation of the land on a topographic
map.
Close-together contour lines mean the
slope is steep.
Investigation 4: Part 2
Drawing a Profile
Focus Question:
How can we draw the profile
of a mountain from a
topographic map?
Vocabulary
Profile
Content/Inquiry
Profiles give a side
view of a landform.
They are a way to
picture the slope of a
mountain.
Investigation 4: Part 3
Foss Creek Map
Make a FOSS Creek Profile
Can use as an embedded
assessment
Math Extension
Investigation 5: Part 1
Mt. Shasta Topographic Map
Introduce the Mt. Shasta Maps
Find North
Study Map colors
Investigate map symbols
Observe contour lines and intervals
Determine Mt. Shasta’s elevation
Match the foam mountains with the
maps (put tin foil over the mountain)
Compare ridges and valleys
Hike to mystery locations
Vocabulary
ridge
valley
interpret
glacier
Essential Features of Inquiry
-from Inquiry in the National Science Education Standards
1)
2)
3)
4)
5)
Learner engages in scientifically
oriented questions.
Learner gives priority to evidence
in responding to questions.
Learner formulates explanations
from evidence.
Learner connects explanations to
scientific knowledge.
Learner communicates and
justifies explanations.
What questions do you still
have about the kit?
Contact me at: lesleyt@frii.com