Why Do Bird Beaks Look Different?

1. Topic: From Molecules to Organisms: Structures and Processes
2. DCI: Structure and Function
1. Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

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A Unit Developed by Kristy Weiss, Summer 2018 and modified by Dr. Chris Shively, Summer 2019

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(1.) Lesson 1 - Students Ask Questions
(2.) Lesson 2 - Students Discuss Questions
(3.) Lesson 3 - Students Make Observations
(4.) Lesson 4 - Students Build a Model
(5.) Lesson 5 - Students Revise Their Model

Chinese Science Curriculum

November 12, 2018

Make Assumptions (p. 10)

Grades 1 and 2 - under the guidance of the teacher, students can make a guess about a question or problem based on their experience

Grades 3 and 4 - under the guidance of teachers, students can make assumptions about phenomena, conditions, process, causes based on existing experience and knowledge

Grades 5 and 6 - students can make an assumption based on their learning about the structure, function, change and relationship.  students also need to know the reason about the assumption

November 5, 2018

Scientific Inquiry Segment Goal

Notes:

Asking Questions 

Grades 1 and 2: under the guidance of teachers, students can ask questions about topics of interest from the observations and compare phenomena.

Grades 3 and 4 - under the guidance of teachers, scientific questions can be put forward from observations and comparisons between phenomena and objects

Grades 5 and 6 - students can find that the objectives, construction and function changed and relationship - ask questions about the scientific phenemona

October 22 and 29, 2018

Notes:

Grades 1 - 2: 

Earth and Space Science -  know natural phenomena sun/moon - the impact of weather on soil and plant/human/life

Technology Engineering - made aware of the artificial world around them, use common tools know their functions, use simple materials and tools to do simple tasks. 

Grades 3 - 4: Earth and Space Science - know the motion of sun/moon/earth - natural phenomena are regular - know the basic status of the atmosphere - nature provides a variety of natural resources for human survival and natural disasters exits

Technology Engineering - artificial world is designed and manufactured; realize using tools can be more accurate, convenient, and quick; design involves a series of steps; to complete an engineering design requires a division of labor and cooperation, many factors need to be considered, design is subject to certain conditions

Grades 5 - 6: Earth and Space Science - know a solar system, constellations, day and night, rotation and revolution. understand natural phenomena: atmospheric movement, water cycle, Earth's movement - know the relationship between humans and natural resources and energy - humans should protect natural resources

Technology Engineering - understand technology is used to change people's environment, extends human power, engineering consists of multiple activities: uses science principles, produce designs, solve technical problems and create colorful tools artificial world; science and technology push human progress

October 8, 2018

Notes:

Grades 1 - 2: 

Grades 3 - 4

Grades 5 - 6:

Teacher Candidate Perceptions of Seeding a Living Lab and Constructing Indigenous Knowledge

PDS Presentation

 

Resources

1. Next Generation Science and Engineering Practices (A Summary)

Poster: Engineering Social Processes in a 5th Grade STEM Unit

By the end of 5th grade, students should have "used tools and materials to design and build a device that uses light to solve the problem of communicating over a distance" (Next Generation Science Standard (NGSS) performance expectation: 1-PS4-4). Since the NGSS have not been adopted in New York State, 5th grade students have not had an opportunity to meet this expectation. In the 2015 - 2016 academic year, Buffalo State teacher candidates and their science methods professor designed a STEM unit for 5th graders that focused on that performance expectation. The STEM unit was co-taught by the science methods professor and 5th grade teacher at one of Buffalo State College’s Professional Development School. Fifth grade students used "squishy circuits" (Johnson & Thomas, 2010), ideas from the Navajo Code Talkers and a modified ASCII code to communicate with each other using light. Students were able to encode, send, receive and decode a message over a distance with light during their initial investigation, but were not able to communicate only with light. In order for the students to eliminate talking, they discovered that they had to engineer social processes with the squishy circuits. This poster describes their solution.

Projectile Motion - Studying Physics

NGSS Practice: Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address a scientific question. [1]

Question: At what angle do have to set the cannon in order to hit the target?

Structured Inquiry Directions:

1. Do NOT change the height of the pedestal canon.
2. Do NOT move the target
3. Change the angle of the cannon until the cannonball hits the target when fired.

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[1] - Grades 3-5 (Extend quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.)

Forces and Motion - Studying Physics

NGSS Practice: Record information (observations, thoughts, and ideas).[1]

Question: What happened? (use the word force in your answer)

Structured Inquiry Directions:

1. Touch the image to go to the science simulation
2. Place a medium blue figure on the 4th rope knot on the left side of the trolley 
3. Place two red figures on the 1st and 3rd rope knots on the right side of the trolley 
4. Touch the Go button

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[1] - Grades K-2 (Analyze data by collecting, recording, and sharing observations)

Mapping NGSS Science Practices to PhET Science Simulations

Science Investigations that can be done in 10 - 20 minutes with K - 6 students.

1. Resistance in a Wire - Studying Physics
1. NGSS Practice: Make observations to collect data that can be used to make comparisons.
2. Question: What is the relationship between length and resistance in a wire?
2. Forces and Motion - Studying Physics
1. NGSS Practice: Record information (observations, thoughts, and ideas).
2. Question: What happened? (use the word force in your answer)
3. Projectile Motion - Studying Physics
1. NGSS Practice: Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address a scientific question.
2. Question: At what angle do have to set the cannon in order to hit the target?

Resistance in a Wire - Studying Physics

NGSS Practice: Make observations to collect data that can be used to make comparisons. [1]

Question: What is the relationship between length and resistance in a wire?

Directions:
(1.) Touch the image to go to the science simulation
(2.) Use the sliders to help you answer the question
(3.) Construct a data collection table to help you organize your investigations

Resistance in a Wire

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[1] - Grades K-2 (Conduct simple investigations, based on fair tests, which provide data to support explanations or design solutions)

Organize Data to Reveal Patterns: [A Strongly Guided Engaged Exploration to support NGSS Science Practice #5]

Hey 3rd graders, use the engaged exploration on this blog post to help you answer this question: What is the relationship between current and the brightness of a light bulb?

By completing this scientific investigation, you are answering a question about the cause and effect relationship of electric interactions between two objects not in contact with each other. 

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Next Generation Science and Engineering Practices (A Summary)

There are 8 science and engineering practices described in A Science Framework for K-12 Science Education (Schweingruber, Keller, Quinn, & others, 2012).

Practice 1 Ask Questions and Define Problems
Grades K-2 (Ask questions and define problems that can be tested)

1. Ask questions based on observations to find more information about the natural and/or designed world(s). 
2. Ask and/or identify questions that can be answered by an investigation. 
3. Define a simple problem that can be solved through the development of a new or improved object or tool. 

Grades 3-5 (Ask questions and define problems to specify qualitative relationships)

1. Ask questions about what would happen if a variable is changed. 
2. Identify scientific (testable) and non-scientific (non-testable) questions 
3. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. 
4. Use prior knowledge to describe problems that can be solved. 
5. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. 

Practice 2 Develop and Use Models
Grades K-2 (Use and develop models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions)

1. Distinguish between a model and the actual object, process, and/or events the model represents.
2. Compare models to identify common features and differences.
3. Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
4. Develop a simple model based on evidence to represent a proposed object or tool.

Grades 3-5 (Build and revise simple models and use models to represent events (concrete-abstract) and design solutions)

1. Identify limitations of models.
2. Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.
3. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.
4. Develop and/or use models to describe and/or predict phenomena.
5. Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.
6. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system

Practice 3 Plan and Carry Out Investigations
Grades K-2 (Conduct simple investigations, based on fair tests, which provide data to support explanations or design solutions)

1. With guidance, plan and conduct an investigation in collaboration with peers (for K).
2. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
3. Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
4. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
5. Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.
6. Make predictions based on prior experiences.

Grades 3-5 (Conduct investigations that control variables and provide evidence to support explanations or design solutions)

1. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
2. Evaluate appropriate methods and/or tools for collecting data.
3. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
4. Make predictions about what would happen if a variable changes.
5. Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.

Practice 4 Analyze and Interpret Data
Grades K-2 (Analyze data by collecting, recording, and sharing observations)

1. Record information (observations, thoughts, and ideas).
2. Use and share pictures, drawings, and/or writings of observations.
3. Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
4. Compare predictions (based on prior experiences) to what occurred (observable events).
5. Analyze data from tests of an object or tool to determine if it works as intended.

Grades 3-5 (Analyze data by introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations)

1. When possible and feasible, digital tools should be used.
2. Represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
3. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
4. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.
5. Analyze data to refine a problem statement or the design of a proposed object, tool, or process.
6. Use data to evaluate and refine design solutions.

Practice 5 Use Mathematics and Computational Thinking
Grades K-2 (Recognize that mathematics can be used to describe the natural and designed world(s))

1. Decide when to use qualitative vs. quantitative data.
2. Use counting and numbers to identify and describe patterns in the natural and designed world(s).
3. Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
4. Use quantitative data to compare two alternative solutions to a problem.

Grades 3-5 (Extend quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.)

1. Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.
2. Organize simple data sets to reveal patterns that suggest relationships.
3. Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems.
4. Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem.

Practice 6 Construct Explanations and Design Solutions
Grades K-2 (Use evidence and ideas in constructing evidence-based accounts of natural phenomena and design solutions)

1. Make observations (first hand or from media) to construct an evidence-based account for natural phenomena.
2. Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
3. Generate and/or compare multiple solutions to a problem.

Grades 3 - 5 (Use evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.)

1. Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).
2. Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
3. Identify the evidence that supports particular points in an explanation.
4. Apply scientific ideas to solve design problems.
5. Generate and compare multiple solutions to a problem based on well they meet the criteria and constraints of the design solution.

Practice 7 Engage in Argument from Evidence
Grades K-2 (Compare ideas and representations about the natural and designed world(s))

1. Identify arguments that are supported by evidence.
2. Distinguish between explanations that account for all gathered evidence and those that do not.
3. Analyze why some evidence is relevant to a scientific question and some is not.
4. Distinguish between opinions and evidence in one’s own explanations.
5. Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.
6. Construct an argument with evidence to support a claim
7. Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.

Grades 3-5 (Critique the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s))

1. Compare and refine arguments based on an evaluation of the evidence presented.
2. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.
3. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.
4. Construct and/or support an argument with evidence, data, and/or a model.
5. Use data to evaluate claims about cause and effect.
6. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Practice 8 Obtain, Evaluate, and Communicate Information
Grades K-2 (Use observations and texts to communicate new information)

1. Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
2. Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.
3. Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.
4. Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.

Grades 3-5 (Evaluate the merit and accuracy of ideas and methods)

1. Read and comprehend grade- appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.
2. Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.
3. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.
4. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
5. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts.

References

Bell, P., Bricker, L., Tzou, Carrie, Lee., T., and Van Horne, K. (2012). Exploring the science framework; Engaging learners in science practices related to obtaining, evaluating, and communicating information. Science Scope, 36(3), 18-22.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. (2012). National Academies Press.