Frequently Asked Questions
Question:
With all of the state expectations for literacy and math, the investigations seem to take up too much instruction time. How do I teach the science kit with the other entire required curriculum?
Answer:
To clarify first off, the science curriculum is as important as the "regular" curriculum. The Science WASL is in place and it is extremely critical that students are involved with inquiry processes and related vocabulary learning from Kindergarten level on up. You have the privilege of setting a solid foundation for scientific process and enthusiasm.
The wonderful components of the FOSS kits have extensions that provide real life practice in reading, writing and math. The journaling and expository writing that is embedded in the investigations make it very teacher friendly to integrate subject areas within the science units. Refer to the Interdisciplinary Extensions in the Teacher Guide for specific ways to integrate language and math. The Science Stories section provides great ideas to enhance before, during, and after reading activities. The Resources section also has extension ideas. Use your class time wisely and you will be able to streamline the curriculum and still meet your objectives.
Question:
Should I try to explain the molecular definition of the states of matter?
Answer:
The Solids and Liquids module introduces young learners to fundamental ideas about matter. The module will not concentrate on precise definitions but rather on descriptive definitions. Your goal should be, through inquiry and questioning, to have students come to definite descriptions of solids and liquids.
Solids should be described as having definite shape, and the shape is unchanging when moved from place to place. Solid materials that are very tiny particles can pour and appear to fill containers to a level. However, powders do not form flat surfaces. They can be made into piles and shaped.
Liquids should be described as having no shape of their own but having constant volume. Liquids poured into containers take the shape of the container and fill it to a level.
Gases have no shape and no constant volume. Since they are invisible and hard to handle tangibly, they are not explored in this module.
Question:
Some of the modules are very messy with lots of "pieces". Do you have any suggestions for transitions and clean up?
Answer:
Before starting the module, you might find it helpful to make a poster listing handling rules specific to the kit you are using. You might also teach a signal to get attention during small group investigations. Everyone will know to look towards you and listen for the next set of directions. I use a song or rap related to our module of study for my signal. This way I am reinforcing content while at the same time getting the class' attention.
When gathering back materials, it is helpful for young learners to clean up each item as you call it out. For example, with the baggie of solid materials, call out "cylinder" and have each child place it in the baggie. Go through each material until the bag is filled. This helps with locating a missing item immediately instead of trying to find it at inventory time.