Friendship Tuesday and Wednesday Lessons

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Goal: To introduce/reinforce the idea of science as a process of noticing and wondering.  Reinforce classroom practices for claims, evidence, and reasoning.


Tuesday

  • Prewrite on the Board(before kids even arrive)
    • I notice…
      • I noticed by sight that the leaves are changing color. (change per time of year)
      • I noticed by hearing ___________________
      • I noticed by taste  ____________________
      • I noticed by touch _____________________
      • I noticed by smelling ____________________
    • I wonder…
      • I wonder where all the leaves go after they fall.  (Change according to time of year)
      • I wonder ________________
      • I wonder ________________
      • I wonder ________________
    • Questions Stems: What, Why, How, When, Does, How come, what affects, how might, what if
  • Dirty Pocket Club (DPC) – Write names of students as they enter with trash for morning Friendship Circle


  • Start the Circle(attention call, rhythm, clapping, etc.)
    • Check in with students using thumbometer  
      • How did you sleep?
      • How was breakfast?
      • How ready/excited are you for today?
      • Or any other question you like
    • Give announcements
    • Announce Wednesday Community Campfire
      • 2 minute or less skit
      • Approval from teacher- be conservative with approval
      • Appropriate for any audience
      • When and where it will be (Wednesday after dinner at Friendship Circle)
    • Lost and Found
      • The host brings anything left in the Dining Hall to Friendship Circle


  • Song or Activity
    • My Barnacle, Banana Slug Song, Food Chain, Birds of Prey, Five Tree song, animal stretches, Brain dance, Recycle Rap, etc.


  • Observation activity
    • As humans, we are also scientists.  We practice science everyday by making observationand questioning the world around us. 
    • What are some interesting things you noticed about the world yesterday while at IslandWood?
      • Share an example to get kids on track. (I noticed that some of the leaves are changing color, the trees have no more leaves, the leaves are growing back, or anything related to the state of leaves depending on the time of year)
      • Allow students to think, pair, share
        • Ask students to silently think of something they noticed.  They can put their hand on their head when ready.  The idea is just to give some wait time for thinking.
        • Then ask students to talk about what they noticed with people around them.
        • Finally ask for a silent hand to share something they smelled, touched, tasted, or heard.  This is where they are filling in the blanks from the prewritten sentences on the board. One instructor writes on the board while the other facilitates answers with the kids.
        • During pair time- ask instructors to engage with their team


  • Lead into I Wonder
    • Noticing is the first step in science (observations). Next we wonder or form questions about the things we notice.
      • Give some prompts to help with questioning:
        • Recalling prior knowledge: How is this the same of different from…?
        • Making explanation: what caused …?
        • Who, What, Why, where, How, When, Does, How come, what affects, how might, what if
      • Share example to get kids on desired track. (I wonder where all the leaves go.)
      • Allow students to think, pair, share
        • While students are in the pairing phase- walk around and listen so you have an idea what types of answers might be heading your way. If you hear an answer that would help steer the rest of the group in the desired direction, then ask that student if they will share that question with the large group. **This saves time since morning circle is quick.
      • Take 4-5 share outs & write on the board


  • Transfer to the day
    • Ask students to be on the lookout for more evidence for the I wonder statements
    • Remind them that they are using science practices like observing and asking questions


  • Dismissal (team signs, riddles, story of a raindrop, interpretive dance, definitions, etc.)


Wednesday

  • Prewrite on the board
    • The I wonder questions from the previous day
    • I think _____(claim)_______ because _____(evidence)______
    • Evidence
      • Quantity – How many?
      • Quality – What’s the source?
      • Size of Assumption – How much guessing is there?
    • Dirty Pocket Club (DPC)


  • Start the Circle
    • Check in with students using thumbometer  
      • How did you sleep?
      • How was breakfast?
      • How ready/excited are you for today?
      • Or any other question you like
    • Give announcements
    • Announce Wednesday Community Campfire
      • 2 minute or less skit
      • Approval from teacher- be conservative with approval
      • Appropriate for any audience
      • When and where it will be (Wednesday after dinner at Friendship Circle)
    • Lost and Found
      • The host often brings these to FC
  • Song or Activity
    • My Barnacle, Banana Slug Song, Food Chain, Birds of Prey, Five Tree song, animal stretches, Brain dance, Recycle Rap, etc.


  • Claim, Evidence, and Reasoning
    • Yesterday several people wondered…
      • Review the wonder statements from the previous day
    • Introduce the claim and evidence sentence stem on the board (I think __(claim)________ because _(evidence)________) + Reasoning
      • Claim is what you think happened, a declaration
      • Evidence is data, facts, or information from observations, research, or expert opinion
      • Reasoning ties the claim and evidence together logically
    • Give an example- I think the leaves decompose because I have seen worms eating leaves and I know that worms are related to decomposers.


  • Evidence
    • Evidence can be data, facts, and information, and there are 3 measures for good evidence:


Quantity

  • This is how many times something is observed or tested.
  • Example: How many people have felt heat from the sun?  (most kids will likely raise their hands).  Compared to, how many people have felt heat from the moon? Based on the number of people, we can say that most people in this group have experienced heat from the sun.


Quality-

  • What was the source of the information- an expert, a politician, a friend, a YouTube video, a textbook, a field guide, a cartoon about worms?
  • This relates to the source of the evidence and the credibility of that source
  • Example:  I’m going to read you three statements, and you tell me which one has the most quality or is the most credible source. 
    • I read a story book that said hummingbirds are magical creatures that flap their wings 70 times per second. 
    • An ornithologist, a bird expert, told me that a hummingbird’s wings move at 70 beats per second.
    • A friend once told me that a hummingbird’s wings move at 70 beats per second.
  • Ask them to explain why one source is more creditable than another.


Size of Assumption

  • Assumptions is how much do you have to make up for a scenario it to make sense?  The more you make up, the larger the assumption size.  An example might be that if we see an ambulance with their lights on going down the road, we often assume that they are on their way to save someone- that is our assumption but we don’t have proof. 
  • The smaller the size of assumption- the more solid our evidence is
  • Example: Ask kids to put one hand in front of them palm down.   They will move their hand higher as your story has more assumption and down if they think it has low assumption.  Tell a story or stories (your own or this one):
    • First: Let them know that size of assumption gets smaller when you gainmore information for quality sources like experts, observations, and data.
    • One day when walking to class, I noticed a half-eaten apple on the ground outside of the dining hall and I assumed that a person didn’t finish it in their lunch and dropped it on accident. 
    • Then I noticed that nobody leaving the dining hall had apples so I assumed that it had to be from breakfast.
    • I asked the chefs, and they said they gave out apples the previous day to all the students. So I assumed that a student dropped the apple yesterday.
    • Then I noticed that there was a compost bin outside of dining hall so I assumed that the student meant to throw the apple in the compost and missed.
    • As I was walking past the compost bin, a chip monk jumped out with a piece of food in its mouth so I assumed that the chip monk took the apple out of the compost.
    • One of my teachers came over and told me that they have seen chip monks jump out of the compost with partially eaten apples and run away to eat them somewhere else. I then saw the chip monk start to eat the apple.  I now assume that the apple was in the compost from the previous day and that a chip monk jumped out with it.


  • Claim, Evidence, and Reasoning Statement
    • Let’s look at our wonderings and try to form a claim, evidence, and reasoning statement.  If you don’t have enough evidence, form a sentence and tell us what kind of evidence would make the statement stronger.
    • Form statements
      • Re-give your example about the leaves from the previous day.  I think the leaves decompose because I have seen worms eating leaves and I know that worms are related to decomposers which break down dead things.
      • Allow students to pick any wondering that they like, and think about the claim and evidence statement.
      • Allow them to think, pair, and share to form a claim and evidence sentence.
    • Walk around while they are having discussion so you have an idea of what the conversation is like, and you can scope out some students to call on for well-structured statements.
    • Judge the energy of the group to determine how many statements you go through


  • Transfer
    • Point out that they were again doing science practices and it always continues because it is a way of thinking and observing the world.


  • Dismissal
    • Hold up team signs, team riddles, story of a raindrop, interpretive dance, say names in a different language, Team name definitions, etc.