We Set the Standards! EXEMPLARS Best of SCIENCE 1997-1999 Exemplars 3-5 Tasks ✏ Exemplars Birch Bark canoes During this investigation, you will explore the properties of birch bark, and perhaps other types of bark, to answer the question: Why did Native Americans choose birch bark for their canoes? Using what you already know, you will make a prediction, consider the variables involved, and conduct your test. You will need to be sure to test only one variable at a time and determine how you will control the other variables (keep them the same) during this investigation. Next, plan how you will test your question and record your results in an organized way. Your conclusions should refer back to the data you collected, and you should discuss whether your prediction was accurate and what you learned from your results. You will be asked to create a poster to share your findings with the class. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes - Page 3- Science Exemplars Grade 3-5 Birch Bark Canoes During this investigation, you will explore the properties of birch bark, and perhaps other types of bark, to answer the question: Why did Native Americans choose birch bark for their canoes? Using what you already know, you will make a prediction, consider the variables involved, and conduct your test. You will need to be sure to test only one variable at a time and determine how you will control the other variables (keep them the same) during this investigation. Next, plan how you will test your question and record your results in an organized way. Your conclusions should refer back to the data you collected, and you should discuss whether your prediction was accurate and what you learned from your results. You will be asked to create a poster to share your findings with the class. Big Ideas and Unifying Concept(s) Cause and Effect Models Physical Science Concept(s) Properties of matter Motion and forces Design Technology Concept(s) Invention Design constraints and advantages Mathematics Concept(s) Measurement Time Required for the Task Approximately two to three class sessions Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 4- Science Exemplars Context This investigation grew out of a social studies unit on Vermont’s Native Americans (Abenaki) and our earlier science studies. Students have been guided, as a whole class, in exploring testable questions with other science investigations, such as with plants. This was their first opportunity to conduct their own independent investigations – designing and carrying out a fair test. The idea of “fair testing” and controlling variables is a difficult one. This task was designed as part of ongoing instruction in testing one variable at a time, measuring equal amounts for each test, and relating results back to the original question being tested. What the Task Accomplishes This investigation demonstrates a number of things. It enables students to practice designing investigations and generating their own testable questions. It also demonstrates whether they are understanding the idea of fair testing and controlling simple variables. Students also continue to use and practice a number of science skills, such as: observing, predicting, testing ideas, using materials, and drawing conclusions based on their observations and test results. Students communicate findings and use their results to raise new questions to explore further. How Students Will Investigate We began this investigation by generally discussing the different reasons that birch bark might be used for canoes and how ideas could be tested. The ideas of fair testing and identifying and controlling variables were reviewed and led to students making decisions and planning their investigations. Students were provided with materials such as small tubs of water and pieces of birch bark. They had access to various measuring devices for weight and length, objects in the room for adding weight, and materials brought from home (such as other types of bark). Students needed to decide what materials would be needed, how to measure or control amounts, and what process to use so that only one variable was tested at a time. They stated a testable question, made a hypothesis/prediction based on their understanding, listed materials to be used, described procedures to be followed, and collected data. Students were encouraged to explicitly state which variables would change and which would be kept the same. Posters depicted the process used, data/observations, conclusions, and new questions. These were shared with the rest of the class. I took photos of students as they worked through investigations and these were added to the posters as well. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 5- Science Exemplars Students were given the option of working alone or in pairs, if they were testing the same question. Interdisciplinary Links and Extensions Science and Technology Many students raised new questions through these investigations. Small groups could extend these into further investigations of fair testing. Different (structural) canoe/boat designs could also be explored and models could be built to test durability. A field trip to a museum or local speaker with expertise in boat building would also add interest to this investigation. Teaching Tips and Guiding Questions If your students are new to fair tests and controlling variables, they’ll need some assistance identifying possible variables. Sharing possible testable questions, as a whole class, enables students to hear a variety of ideas before deciding the variables they will test. Students may also need some help planning how to test their variable and how and what to measure. This might also be a good time to provide models of how to organize data, what type of chart or table to use, and appropriate labeling using science and mathematics vocabulary. As students begin testing, consider asking these questions to guide their thinking: • What is your prediction? Why do you think that will happen? What have you observed before that helped you make this prediction? • As you test, are you remembering your variables? Are you able to keep them the same, so that this is a fair test? Are you changing only those that you stated will be changed? • Did you have to modify your experimental design at any point? • Do you notice any patterns in your results? Did you try this several times to be sure that the data holds true? • What are your conclusions? How did you use your data to get your conclusions? • Did you explain your procedure clearly enough so that others can understand and perhaps repeat what you did? • Can you support your conclusion using evidence from your results? • Have you used any specialized science terms to describe what was observed or learned? • What new ideas do you now have? Do you have a new question to test? Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 6- Science Exemplars Concepts To Be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content). • Physical Science: Observing and comparing physical properties of matter; an unbalanced force acting on an object can change its speed or path of motion or both. • Cause and Effect: Observing and explaining reactions when variables are controlled • Models: Seeing how a model works after changes are made to it may suggest how the real thing would work if the same thing were done to it. • Design Technology: Some materials are better than others, depending on the task and the characteristics of the materials • Mathematics: Appropriate data representation and data analysis; Using numerical data and (precise) measurements in describing events, answering questions, providing evidence for scientific explanations, and challenging misconceptions Skills To Be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies and Scientific Communication/Using Data). Using prior knowledge, Using scientific reasoning, Comparing, Inferring, Predicting, Observing, Controlling variables, Testing ideas, Measuring, Collecting and representing data, Drawing conclusions based upon results, and Communicating what was learned. Links to Science (and other) Standards Scientific Method: Students describe, predict, investigate, and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen, and modify explanations when new observations are made. Physical Science – Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Physical Science – Motion and Forces: Students apply forces to objects and observe and record the effects on the objects in motion. Forces can act “at a distance” and can cause objects to be pushed or pulled. The Designed World: Tools extend the ability of people (to make things, to move things, to shape materials); Manufacturing requires a series of steps and, depending on the task, careful choice of materials (based on their characteristics) Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 7- Science Exemplars Suggested Materials Students were provided with small tubs of water and pieces of birch bark. They had access to various measuring devices for weight and length, objects in the room (dice, tiles, blocks, etc.) for adding weight, and materials brought from home (such as other types of bark). Poster paper, markers, glue, etc. were also provided for the final presentations. Most students typed their information on school computers and digital photos of students as they worked through investigations were added to the posters. Possible Solutions All information is presented on a poster to share with the class. This should include: a testable question; a prediction/hypothesis showing a cause-effect relationship (“when I do this, this is what will happen”); materials used; procedures followed, including variables to be controlled/variables tested; data presented in an organized, clear way; and conclusions supported by data. Conclusions should refer back to data collected, and should discuss whether the prediction was accurate. A new question might be raised. NOTE: Remind students along the way that it is not important whether their prediction is correct, but that they can use data and observations to justify or refute their prediction. This is what scientists do! Rubric and Benchmarks Novice These students stated what is being tested, although not in the form of a testable question. A prediction is made (that birch bark will be able to hold more keys) and it is clear the variable they are testing. Procedures show some evidence of fair testing, however it is not clear whether the pieces of bark are the same sizes. Drawings are included, but without explanations. There is no evidence of other data collected, and drawings are confusing. (Four keys are shown, but the number 5 appears.) The conclusion may be accurate. However, it is confusing (“all the different pieces of bark we tested”) and vague (“not the strongest”), and does not refer back to the data as it should. It does refer back to the prediction, showing some evidence of understanding. A new question is raised which continues to explore the original question about use of birch bark for canoes. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 8- Science Exemplars Apprentice: Sample #1 This student stated a related question, but not a testable question. The student’s prediction is logical and based on some previous knowledge of weight and buoyancy. Procedures show evidence of understanding fair tests and data is collected and recorded. We do not know what “other” bark is also tested. Conclusions, while inconclusive due to his/her question, do reflect his/her results. Apprentice: Sample #2 This student stated a testable question. The student’s prediction is linked to the question, but does not seem logical, nor is it based on some previous knowledge of what the class has already learned about birch bark canoes. Procedures show evidence of understanding fair tests and data is collected and recorded. We do not know if bark pieces tested are the same sizes. Additional observations are included, yet we do not know what “other” bark is also tested. Conclusions seem to contradict his/her hypothesis and data – evidence of lack of scientific reasoning. An interesting new question is raised. Practitioner This student states a testable question that shows scientific reasoning. The student makes a prediction based on previous knowledge and experience. Procedures show evidence of understanding fair tests and data is collected and recorded. Conclusions are linked to data. An interesting new question is raised which links to the original question about using birch bark for canoes – evidence of conceptual understanding of the “big idea” being explored. NOTE: This student has extreme difficulty with fine motor skills and dictated most of the writing. NO Expert Example is included. All of my students fell into the Novice to Practitioner range, as seen above. This is likely due to the fact that this is their first time designing their own investigations. I would expect an Expert sample to include: • Stating a testable question linked to the hypothesis. • A prediction based on previous knowledge and experience and linked to a cause-effect relationship. • Procedures show how variables will be tested or controlled. The student explicitly states that sizes, measurements, and methods are the same for all variables. • Data is collected and represents accurately and effectively what the student did during the investigation. Drawings may be included and are labeled. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 9- Science Exemplars • Conclusions are complete, clear, and refer to data and observations. • There is evidence of extended thinking and conceptual understanding in discussing next steps, new questions to explore, and learning. Author Mary Austin teaches a 3-4 multiage class at the Thatcher Brook Primary School, in Waterbury, VT. She is a writing portfolio Network Leader for Vermont and has been Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 10- Science Exemplars Novice These students state what is being tested, but not in the form of a question. A prediction is made and it is clear what is being tested. Conclusions are confusing and vague and do not refer back to the data although they do link to predictions. Procedures show some evidence of fair testing. It is not clear if the bark pieces are the same size. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 11- Science Exemplars Novice (cont.) Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 12- Science Exemplars Apprentice – Sample 1 This student states a question, but not a testable question. The prediction is logical, based on prior knowledge. Materials and procedures show evidence of understanding fair tests. Data is collected and recorded. We do not know what “other” bark was used. Exemplars Conclusions, while inconclusive, do reflect data collected. TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 13- Science Exemplars Apprentice – Sample 2 There is a testable question. The hypothesis links to the question, but seems illogical since students know that canoes were made of birch bark. Data is collected and recorded. Additional observations are included, yet we don’t know what “other” bark is tested. Exemplars Procedures show evidence of understanding fair tests; however we are not sure if bark pieces are the same sizes. Conclusions contradict hypothesis and data collected; evidence of lack of scientific reasoning. TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 14- Science Exemplars Practitioner Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 15- Science Exemplars Practitioner (cont.) Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 16- Science Exemplars Practitioner (cont.) A testable question is stated and the prediction links to the question. Procedures show evidence of understanding fair tests. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 17- Science Exemplars Practitioner (cont.) Conclusions are linked to data. A new question shows conceptual understanding of the “big idea” being investigated. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Birch Bark Canoes (cont.) - Page 18- Science
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