Sharing My Findings
Lesson 5 of 8
Objective: Students will learn to share scientific information like a scientist through: oral presentations, charts, pictograph or bar graphs, labeled diagrams, drawings, or age-appropriate writing.
In this lesson, the students will share their findings from the prior investigation Making Observations. They conducted the Pill Bug investigation during our last science lesson and now the partners are going to present their findings to the group.
Because I try not to teach concepts in isolation, I allow for distributed practice of concepts over time. By relating prior knowledge to new science experiences, I am helping my students increase their conceptual understanding that will guide their thinking. I do this because students who share information are demonstrating that they have committed a scientific concept to their long term memory. Sharing knowledge is a practice that kindergarteners will use throughout adulthood. The ability to communicate and clarifying their claims is one of the science and engineering practices in the Next Generation Science Standards.
Revisiting this lesson also helps my students understand that scientists conduct research over time and they do not discard their data after an investigation has ended. This reinforces the need for a science notebook as a place to store our findings. Thus, we will begin this lesson on the carpet with partners volunteering to share their findings contained in their notebooks.
In this section of the lesson, I will show the four minute video Sid the Science Kid: the Magnification Investigation. This review is to reiterate the importance of observation in science.
I will ask if anyone has any questions about our investigation, the video or sharing their information. Once again, we will revisit a prior lesson Learning to Ask Questions. We know that it takes time for students to master the practice of asking questions. In fact, I will use the question signs to further reinforce the idea that we are asking questions and not making statements. When a student asks a question I will hold up the appropriate question word. I will say to the students, "If you agree with my question word then point your thumb up for yes. If you disagree with my question word then point your thumb down." Then the student who is asking the question will proceed.
The Next Generation Science Standard 8 Obtaining, Evaluating, and Communicating Information is a practice that kindergartens will develop over time. One way I develop this practice is to allow students to present information in various formats. Thus our final section of this lesson will be to present information about the Pill Bug (comely called Rollie-poly) in a labeled diagram.
I will say to the class, "We are going to share information about our observation of the Pill Bug in one more way. We are going to make a large diagram on the ENO Board that provides information about the way the Pill Bug looks." This bug has two eyes, two antennae, head, thorax, abdomen, seven trunk segments, seven pairs of legs, six peon, five pair of pleopods, two uropods, and four pair of mouth parts. I will provide each student with a part of a photograph of the Pill Bug. When I place the written label of that featured body part, the student who has it will come to the ENO Board and place it in the correct location on the Pill bug. We will continue in this fashion until the entire Pill Bug has been covered and labeled.
Upon completion, we will briefly talk about being a keen observer and making precise drawings. We will end our lesson with the ways we communicated our findings about the Pill Bugs.
My goal is to empower my students to be able to speak about science as a scientist when sharing their findings with others. This requires that I front load science vocabulary at times. It requires me to model speaking scientifically. It also requires me to push their thinking as well as their willingness to share past their comfort levels. I say, "You are a scientist and scientists share what they have discovered with others. By sharing, scientists have the opportunity to improve the world that we live in. Finally, I ask my students to share anything about science that they think is important with their shoulder partner. I say, "You use your very best thinking and tell why what your are sharing is important."
I allow a few students to share with the whole class. Then I end our lesson by saying, "Never be afraid to speak about what you have learned. You may make a contribution that is very valuable to our world."