Admin Meeting๏ฟฝGo Science!
Dr. Kitty Rutherford
April 5, 2021
Science Interims Next Year
(2nd and 5th Grade)
Slide 4
Investigation
Motion and Matter:
Twirly Bird Construction
Physical Science
Twirly Bird Construction
Making a standard twirly bird:
What did you notice?
Standard vs. Variable
You will investigate a new systemโa twirly bird.
Everyone will start with a standard twirly bird. You will compare the standard to other systems when you change different variables.
A variable is anything we can change in the system that might affect the outcome (how the twirly bird flies).
What are some variables we could change in the twirly bird system?
Twirly Bird Variables
What happens if we change a variable on the twirly bird?
Build another twirly bird based on the variable you are assigned.
Compare its flight to your standard twirly bird.
Make sure you release both twirly birds from the same height at the same time.
Record in your notebook:
affect the twirly bird;
Cut off about
2 centimeters (cm)
Or add a second
paper clip
Sense-Making Discussion
Listening and checking for understandings and misunderstandings of concept.
Forces at Work
What forces cause the twirly bird's motion?
What did you notice?
What happens if we change a variable on the twirly bird?
Forces at Work
Newtonโs first law of motion states that objects at rest stay at rest, and objects in motion stay in uniform motion unless they are acted on by another force.
The force of gravity was the pull on the twirly bird. Gravity pulls everything toward the center of Earth. Things will move toward the center of Earth until they meet up with a force that opposes the force of gravity and prevents any further movement.
Air is matter. It is one of the forces acting on the twirly bird. The twirly bird wings are being pushed by the air (air resistance) to make it rotate.
Forces at Work
What other evidence do we have that air can push with a force?
What is the effect when the wings are shorter?
What is the effect when extra weigh it added?
Vocabulary Review
What do you wonder?
What questions do you have?
Meaningful application of literacy and math skills
Skills not taught in isolation but used to make sense of the world around them.
CCRS - Science
3 Dimensions (K-12)
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
FOSS Assessment (application of learned concept)
1. Maple trees have seeds that spin when they fall, a lot like the twirly birds you investigated in class. In the fall, the seeds fall to the ground. Not all of the seeds are the same size. Below are two seeds that fell to the ground.
Explain the forces at work on the maple seed while it is still on the tree. Are the forces balanced or unbalanced?
If both seeds fell off the tree at exactly the same time, which would hit the ground first?
โ A The smaller seed
โ B The larger seed
โ C They will hit the ground at the same time.
โ D There is not enough information to predict.
Explain the forces at work when the seed is falling.
Formative Assessment
Maple trees have seeds that spin when they fall, a lot like the twirly birds you investigated in class. In the fall, the seeds fall to the ground. Not all of the seeds are the same size. Below are two seeds that fell to the ground.
Explain the forces at work on the maple seed while it is still on the tree. Are the forces balanced or unbalanced?
If both seeds fell off the tree at exactly the same time, which would hit the ground first?
โ A The smaller seed
โ B The larger seed
โ C They will hit the ground at the same time.
โ D There is not enough information to predict.
Explain the forces at work when the seed is falling.
The forces are balanced. Gravity is pulling down and the tree pulls with equal force.
Forces are unbalanced, gravity pulls down. Air resistance from the wings cause it to spin and slows its fall to the ground.
Assessment
2. Some scientists want to take photographs of the walls of a deep canyon. They decide to jump from an airplane using a parachute to slow their fall. They want as much time as possible to take as many pictures as they can before reaching the canyon floor. They need to decide which parachute design would be best. What is the criterion for success?
Assessment
1. Some scientists want to take photographs of the walls of a deep canyon. They decide to jump from an airplane using a parachute to slow their fall. They want as much time as possible to take as many pictures as they can before reaching the canyon floor. They need to decide which parachute design would be best. What is the criterion for success?
3. The scientists test more than one parachute. Which sentence best describes how they know which parachute best meets their design criterion for success? (Mark the one best answer.)
โ A They look at the size of the parachute.
โ B They look at the shape of the parachute.
โ C They time how long the scientist stays in the air.
โ D They count how many photographs the scientist takes.
Assessment
2. The scientists test more than one parachute. Which sentence best describes how they know which parachute best meets their design criterion for success? (Mark the one best answer.)
โ A They look at the size of the parachute.
โ B They look at the shape of the parachute.
โ C They time how long the scientist stays in the air.
โ D They count how many photographs the scientist takes.
Assessment
Assessment
4. Put a next to the sentences that correctly describes the force involved.
_____ The parachute is pushing down on the scientist.
_____ The parachute is pulling up on the scientist.
_____ Air resistance is pulling down on the parachute.
_____ Air resistance is pushing up on the parachute.
_____ Gravity is pulling down on the scientist-parachute system.
_____ Gravity is pushing up on the scientist-parachute system.
Assessment
Put a next to the sentences that correctly describes the force involved.
_____ The parachute is pushing down on the scientist.
_____ The parachute is pulling up on the scientist.
_____ Air resistance is pulling down on the parachute.
_____ Air resistance is pushing up on the parachute.
_____ Gravity is pulling down on the scientist-parachute system.
_____ Gravity is pushing up on the scientist-parachute system.
FOSSweb
Online Assessments: FOSSmap Grades 3-5
Please encourage the use of FOSS Assessments
Only 12% of our
3-5 teachers have tried using the FOSSmap online assessments.
Get started now, donโt wait until next year when the new Social Studies Standards come into play!
If you are interested in who is using the online FOSS assessments
let me know, I have that information.
Aukamm Stuttgart
Science Leader
Virtual FC
April 14
Learning Walkthroughs
Approximately 6% of the Europe East
Learning Walkthroughs were completed during Science
Why such a small number?
Europe East
K-5 Science Program Evaluation
Instructional Design Element | % Rate of Observation Europe East District | % Rate of Observation DoDEA |
Active Investigation | 76% | 71% |
Science Notebooks | 61% | 64% |
Sense-Making Discussions | 24% | 50% |
Word Wall with Science Words | 13% | 42% |
FOSS Science Kits
10 Years
What is being done to ensure the integrity of the science kits?
Consumables are replaced every three years.
First refill shipment arrived last spring (2020).
Next refill shipment
in 2023
Have the refills been placed in the kits?
Do teacher inventory before they check out?
New FOSS kit approximately $3,000
Reminder
Organism Disposal
What questions do you have?
Thank You for Your Time
Dr. Kitty Rutherford
Elementary Science Instructional Systems Specialist
Excellence in education for every student, every day, everywhere.