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Ball Drop & Pop Toys Experiment (all grades)

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Ball Drop & Pop Toys Experiment (all grades)

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Suggestions for improvement:
- change experiments so that they are more related

Adapt to include 8 practices:
- create graphs to represent data
- compare graphs
- create inquiry-based question to investigate / test
- provide extra tools that are not need to conduct experiment
- what other factors would influence the results (size of ball; surface type)?

Adapt for ELLs:
- Provide sentence frames for argumentative / explanatory discussion. Ex: "When I drop the ball from ____ (cm), the ball bounces ______ (cm)."
- Visual check & identify objects
- Simple language directions
- Manipulatives to demonstrate concepts
- Conversation cards

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Pictures or illustrations or models with directions

Have students develop their own questions for the investigations. Scaffolding how to write a good scientific question (be specific!)

Assign roles beforehand (recorder, timer, getter)

Sentence stems; CLOZE paragraph (skeleton of a paragraph for students to fill in the blanks as a conclusion)

Create a graph of data. Full class share so groups with similar question can compare and interpret.

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If we were talking about the amount of kinetic energy, I would ask them what they want to know. What do the toys all have in common? Write or talk about what you want to do. Discuss how they will record the data. Do the experiment. Analyze the data with observation and math computations. Discuss possible explanations in group, present evidence to support your argument. Present findings to the class.

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Refining the "Drop and Pop" Investigation

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Refining the "Drop and Pop" Investigation

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How can this investigation be made better for all students?
- go over materials list before the investigation
- give students time to explore
- have students develop an experimental question
- students identify variables
- students create hypotheses
- students create/follow a procedure
- students record data
- students create graphical representations of data
- students share data with other groups
- students interpret what the data is telling them
- students communicate their results with others, develop questions around discrepant results

2. What supports would be necessary for students of different levels?
- sentence frames for experimental question and hypothesis
- word bank for descriptive words (bounce, drop)
- word bank for content words
- structure/routine in classroom
- Question stems/discussion stems
- calculators for averages
- diagramming/drawing for procedure instead of listed steps
- cut up procedure steps, students put in correct order

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Making "Drop and Pop" investigation accessible to ELs

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Making "Drop and Pop" investigation accessible to ELs

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- Start with exploration (explore how toys work)
- Developing common vocabulary around what the toys do (bounce, pop), anchor chart with visuals to go with this
- Generating questions/hypotheses; checking in with students and making sure their questions are "testable"; using sentence stems
- Group kids according to questions they want to investigate OR group kids according to another criteria (language needs)
- Give kids choices in graphic organizers to plan their investigation (offer pre-made graphic organizers or kids can make their own)
- Vet students' plan

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www.wordreference.com
This resource offers definitions & parts of speech for individual words and some phrases. It has most common languages but not all.

Students use Google Translator, but the teacher should monitor how it's used. Sometimes students use it as a crutch and sometimes it's inaccurate.

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Doing and Talking Science website feedback

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Doing and Talking Science website feedback

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1-   Page 10 and 18 of Doing and Talking Science Great Resources.

3-   Monitor tab – Reflection Questions: Can they be downloadable charts or cards to use in the classroom?

4-   Could we add Silent Conversations- writing or using one word or pics to share ideas and not necessarily speaking? Example: Snowball activity.

5-   SLIFE- More HS examples and or more on this area.

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http://bpsscience.weebly.com/science

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8. Obtaining, Evaluating and Communicating Information 

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8. Obtaining, Evaluating and Communicating Information 

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Vocabulary:
* Bilingual dictionary
*Personal world walls for writing
*Picture glossary
*Cognates
*Image and word
*Google Translate
*7-Step Process to learn vocabulary
*Spanish student edition texts

Reading
*Modifying text
*Shared reading
*Modifying text
*Pictures to support vocabulary

Graphic Organizers
*Timeline
*Flow Charts
Anchor Charts
*Pictures, videos, close captioning
*diagrams

Technology supports
*Youtube
*Chromebooks
*Demo  videos
*Videos with songs and vocabulary

Strategies
*Parsing
*Pause video and check for comprehension
*Re-visiting
*Building vocabulary before reading
*Staff support
*Special Education teachers
*Para-professional
*Instruction Assistant
*Extra time

Oral language Supports
*Turn and Talk
*Ask a friend
*Wait time

Written Language Supports
*Written examples
*Sentence/paragraph frames
*Examples of the end product
*Cloze writing

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sentence frames
small group work
conversation cards
parse text (metacognitive language analysis)
word bank
partner work
graphic organizers
anchor charts
guided notes
visuals
think-write-share
close passage
repetition
interpreter

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6. Constructing Explanations and Designing Solutions

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6. Constructing Explanations and Designing Solutions

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- sentence stems (tiered)
- sentence frames
- word wall (with visuals)
- personal dictionary
- bilingual dictionaries
- create drawings (instead of sentences)
- songs / chants
- translator (bilingual student)
- gestures (touching or pointing)
- choral repetition
- explain everything tutorial (??)
- use picture / drawing / diagram explanations
- visuals
- iPad to record thinking (tech)
- preview materials
- jigsaw
- student-friendly rubric
- language partners
- typed responses (instead of written)
- definitions
- charts
- graphic organizers
- videos

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5. Using Mathematics and Computational Thinking

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5. Using Mathematics and Computational Thinking

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a) calculator
b) modeling (ex: videos, real world analogies)
c) word bank
d) pre-teach vocab
e) sentence starters
f) modified worksheets
g) manipulatives
h) tools (ex: computers, peers, graphic organizers, conversion charts)
i) rulers
j) phones
k) first language use

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* Graphic Organizers
* Calculators
* Teacher check-in
* Small group / partner work
*  Think - pair - share
*  Anticipation guides
*  Examples and Non-examples
* iPad for translation
* Videos - iMovies
* Sentence Frames
* Paragraph Frames
* Word Banks
* Pre-teach vocabulary
* Reference to student vocabulary notebook
* Color coded visual displays
* Icons to represent big ideas
* Provide non-verbal ways and answer choices to demonstrate knowledge
* Roles specified in group work

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Planning and Carrying out Investigations:

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Planning and Carrying out Investigations:

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Models, Visuals, Sentence Frames

Language Supports:
- pictures
- pre-drawn tables/graphic organizers
-word banks
-steps on chart

Language/Experience Building:
- Realia: things to touch, experience
- demos/ videos
- Hands On Activity
- Simulations (PHET)

Grouping Strategies:
- Group work!
- Defined group roles & assignments
- preferential seating
- strategic grouping (heterogenous, homogenous, strong partnering...)

Task Strategies:
- multiple trials (explicitly assigned)
- different learning objectives, but not activities
-Different tasks, same content
- Chunking activity into sections

Computers: Translation, research, typing things up!

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Videos
Word banks
PHET simulations
Matching pictures--words
Visual aids for vocab and processes
Labeled models (using models)
Peer partners
Small groups
Graphic Organizer
Manipulatives
Leveled readers
Allow student to use notes
Allow for choice in product
brainstorming
Intructionincorporating native tongue
realia

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Supports:
Syntax Supports:
-Fill in the blank
-Sentence/paragraph frames/stems

Vocabulary:
-pre-teach
-post/word wall/word bank
-anchor charts
-visuals
-tiered vocabulary
-realia

Collaboration:
-Think-pair-share
-partner discussion
-group by language
-student teaches

Text support:
-videos on the topic
-storybard
-jigsaw text
-pre-view text
-leveled reading materials

Other:
-Total Physical response,
-Time of Day
-individual check-ins
-teacher modeling

Resources:
Goggle
Dictionaries, bilingual dictionaries
-picture dictionaries
-models

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