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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Fourth grade scientist considering how to collect evidence in her notebook.

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First grade scientists discussing evidence in their science notebooks.

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First graders ready to investigate bees… what data will they be collecting?

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First grader gathering evidence! 🎶

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Fourth grader’s science notebook with evidence ready for discussion.

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So much evidence from a fourth grade investigation! What does it all mean?

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Fourth graders discussing making sense their data so they can make claims supported by their evidence.

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Fourth graders discussing how to organize their data so they can make claims supported by their evidence.

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Fourth graders’ line plot ready for data… what will the data suggest??

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FQ: What do goldfish need to live?

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FQ: What do goldfish need to live?

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FQ: What are the parts of a goldfish?

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FQ: What are the parts of a goldfish?

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Modeling what we observed.

FQ: What do fish do?

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Growing Ideas about fish in K.

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Forest Park Kindergarteners participated in shared research comparing goldfish and guppies.

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Complex carbs break down into glucose when amylase is present 7th Grade

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Block Island School

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Evidence that students look good in safety goggles! 6th Grade 

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Block Island School

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Different substances create chemical reactions Grade 6 Block Island School

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Block Island School

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Block Island School

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Heat moves toward cold and we can prove it! Melting butter experiment 

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Shannon Cotter Marsella Block Island School

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Shannon Cotter Marsella Block Island School

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The high school forensics class left their evidence at the scene of the crime!

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Block Island School

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The Sun can make kinetic energy! Block Island School

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Block Island School

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Block Island School.

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Showing evidence using a ramp.

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Learning about wheat seeds in first grade

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Learning about wheat seeds in first grade

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The students at Levy school in first grade are learning about wheat seeds and they are planting their own wheat in a straw to see how the roots grow.

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Sarah Johnson- grade 8 student notebook evidence page for Unit 8.3

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Sarah Johnson's Class models based on observational evidence from activity.

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Catherine Costantino's students collecting evidence for Unit 7.2 for best reactants to use for a homemade flameless heater

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Students in Natalie Ratto's class gathering data and evidence for Lesson 8 of Unit 8.3 Forces at a Distance

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Sarah Johnson reviewing and making meaning of student evidence for Lesson 8 of unit 8.3

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Sarah Johnson's grade 8 student notebook featuring evidence collected from investigation Lesson 8 -Unit 8.3

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Natalie Ratto's grade 8 student generated models of Unit 8.3 lesson 8

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Students in Natalie Ratto's grade 8 class collecting evidence for Unit 8.3 Lesson 8. How does the energy transferred from a battery to a wire coil compare....?

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Stephanie Meadows grade 6 student groups organizing evidence for Unit 6.3 Lesson 2

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Students in Mrs Slowik's grade 6 classroom collecting evidence for Unit 6.3 Lesson 2

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A first grader shares what they figured out when constructing a parachute and observing it interacting with air 

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First graders collect evidence through modeling what happened in their syringe system

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A first grader shares evidence of what happened when air was compressed into a syringe system which already had air in it - the plunger popped out of the barrel because compressed air has… pressure!

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Fourth grade science notebooks showing evidence of various earth materials from different soil samples

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A 4th grade scientist shares their notebook which shows evidence of electric circuits

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First graders share evidence of what happened when air was pushed into a smaller space

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How do solid objects move when making sound? Mrs. Steven's Grade 8 students collect evidence with a drum and research article to use evidence to back their claims. They also draw graph's and models to support their findings.

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Mrs. Steven's Grade 8 students were making predictions about the question: Is air moving all the way from a sound source to our ears or the window when sounds are produced? After making observations, completing research.

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Evidence that heat energy causes melting! Students then later recorded their findings in their notebook.

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Evidence that heat energy causes melting! 

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A grade 5 "student" in Mr Potter's class wondering where he fits into the ecosystem.  "Someone find me the evidence!!"

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Collecting evidence can be challenging and fun for Mrs Houle's grade 5 students.

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Grade 5 student from Mrs. Houle's class collecting data about salt saturation.

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Making lots of connections using evidence provided on the ecosystem cards!

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Grade 5 students collaborated to gather evidence on what living things on the Woodland ecosystem were producers.  

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Grade 5 students in Mr. Potter's class gathering evidence to create food chains and food webs in a Woodland ecosystem.

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In Mrs. Abruzzi's grade 6 class, students are looking at past evidence to decide: Is it evidence of heat moving, cold moving or both?

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Students in Mrs. Abruzzi's grade 6 classroom are making predictions and using a simulation to prove their prediction correct or incorrect.

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Julie and Ellie are using a simulation. They are documenting what they Notice and Wonder about evidence of solid particles and their interactions with one another when at different temperatures (kinetic energy) in their notebooks. Then they're answering questions based on the data this simulation gives to them.

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Student showing evidence from their experiment on how liquids take the shape of their container.

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Students showing their evidence from what they have learned about the water cycle. 

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Grade 3 Ashton School Macro Invertebrates:The Aquatic Snail

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Grade 3 Ashton School Macro Invertebrates:The Aquatic Snail

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Students completing a scientific drawing and displaying their evidence from research they have completed in class on their macro vertebrate.

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Charlestown Elementary

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Showing evidence of properties of liquids based on data from our experiment.

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The students explored how the invention of a telephone works from the sound source to the receiver and also investigated how light sources interact with different materials.

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Grade 1 - Sound and light unit. The children explored how the invention of a telephone works from the sound source to the receiver and also investigated how light sources interact with different materials.

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Using photographs to provide evidence of solids & liquids.

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Using evidence to back up data from an experiment.

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Grade 5 students identify matter in water samples using evidence of properties.

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Grade 5 students find evidence from research to determine what is in water samples and if it is healthy/unhealthy.

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Grade 5 students share evidence from research on how fungi use nurse logs to live and grow

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Grade 5 students share evidence for how animals use nurse logs to live and grow!

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Grade 5 students post on padlet where plants can grow in our community providing evidence from their observations and research to support their claims.

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Grade 5 students share evidence from research on how plants used light to grow.

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Grade 5 Students share and give each other feedback on what plants need to grow using evidence from observations.

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Grade 5 students provide evidence and reasoning to back up claims for what plants need to grow!

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Grade 5 Students provide evidence for the best way to measure a pumkin!

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Grade 5 students engage in argument from evidence to discuss "What is moss, plant, parrasite, fungi?" Using evidence from observations

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In science today, students had a hands-on investigation learning about rye grass and alfalfa!

They were able to look at the grass, observe and then write their observations.

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During a MLL small group session, students had to compare and contrast bears based on data they collected on classifying animals. They had to include in their writing evidence to support their answers.

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Mrs. Lapierre's grade 6 students have been trying to apply what they have learned from using marbles to represent particles to a cup system.

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Mrs. Lapierre's Grade 6 student, Seun is using marbles to represent gas particles. He is studying their interactions to apply it to how gas particles may share kinetic energy.

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Gabe and Joey have evidence of team work and required materials for the judges. Ofelia and Lianna passing inspection.

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Advisor Pat Lapierre Grades 6-8, Has her students back up their Robotics build with evidence of team work and testing their machine with data.

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Grade 5 students had to answer an assessment task where they stated a claim and provided evidence from collected data to support their claims.

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Grade 4 students had to answer the question what do we absorb that provides evidence that energy is present using data collected as evidence to support their answers.

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Students had to use data collected from previous lessons to build a cart that could move from here to there. They then had to use the data to make an improvement that would allow the cart to travel a longer distance. This video shows how students backed up their claim by creating a cart that traveled over 50 inches!

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First graders observing evidence of different sounds.

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More data for consideration as fourth graders make claims based on evidence.

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Fourth graders preparing to gather evidence of varying energy tranfer.