Teaching Elementary Science November 6, 2012

Agenda ✓  Grade ✓  FA3 Assignment/Taskstream/  FA3 Assignment/Taskstream/ What Is Alive?  Concept Development  Inquiry in the Classroom/Reflection  Safety in the Classroom/Reflection  ID Hazards in the Lab  Upcoming Class Meetings  Experiments with Radish Seeds

Grade ✓ DateAssessmentPossible Points Total Points 8/27In-class science notebook record55 9/4In-class science notebook record510 9/11In-class science notebook record515 9/18In-class science notebook record520 9/25In-class science notebook record525 10/2In-class science notebook record /9In-class science notebook record, reflection science & children “How Children Learn” article /16In-class science notebook record545

Grade ✓ DateAssessmentPossible Points Total Points 9/4- 9/25 At home seed/plant observations550 Through 11/6 BSCS Tasks 1.1 – /2FA /16 FA /30FA /2 Chapter 1 Questions /2 Chapter 2 Questions /9 Chapter 3 Questions /16 Chapter 4 Questions 10440

Grade ✓ DateAssessmentPossible Points Total Points 10/16Chapter 5 Questions /23Chapter 6 Questions /6Chapter 7 questions /27TIMSS STUDY Article review5475 9/11Big Ideas – It’s Alive Beginning Activities5480 Upcoming Assignments: FA4 11/13; FA5 11/27; Science Notebooks Final check 11/27; 3 ring binders 11/27; ALL BSCS Tasks 12/4 (post-test)

WHAT IS “ALIVE?” – Living or Nonliving 1.All living things are composed of cells. The smallest structural unit of an organism that is capable of independently carrying out the following processes. 2.Living organisms use energy that they produce or acquire. They use this energy to carry out energy-requiring activities such as movement, growth, or transport. 3.Living organisms get rid of the waste products of energy use. 4.All living organisms reproduce, either sexually or asexually. 5.Living things inherit traits from the parent organisms. 6.All living things respond to stimuli in their environment. 7.All living things maintain a state of internal balance (homeostasis). 8.Living organisms adapt to their environment and evolve as a species.

NGSSS: Big Idea 14: Organization and Development of Living things Grade 1 SC Make observations of living things and their environment using the five senses. SC Identify the major parts of plants, including stem, roots, leaves, and flowers. SC Differentiate between living and nonliving things. Grade 2 SC Distinguish human body parts (brain, heart, lungs, stomach, muscles and skeleton) and their basis functions. Grade 3 SC Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. SC Investigate and describe how plants respond to stimuli (heat, light, gravity) such as the way plant stems grow toward light and their roots grow downward in response to gravity.

NGSSS: Big Idea 14: Organization and Development of Living things Grade 5 SC.5.L.14.1Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder and sensory organs. SC.5.L.14.2Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support-- some with internal skeletons others with exoskeletons—while some plants have stems for support.

Grade 6 SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of from atoms to molecules and cells to tissues to organs to organ systems to organisms. SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.

REFLECTION  Which of these activities are inquiry?  Answer in your JOURNAL:  1a  1b  1c  2a  2b  2c

Reflections  Answer in your JOURNAL:  1a  1b  1c  2a  2b  2c 1a. Students complete a Moon phase calendar by cutting out photographs of the Moon in different phases, mounting them on a monthly calendar on the proper date, and labeling each of the eight major moon phases 1b. After completing a pre- assessment activity on students’ knowledge of Moon phases, a student asks about the correct order of Moon phases. The teacher challenges students to determine the sequence of phases by observing the Moon and recording their observations for one month. 1c. The teacher begins with the question “Does the Moon rise and set at the same time every night?” Following a brief discussion of the question, the teacher demonstrates the rising and setting of the Moon for several sequential evenings using a computer simulation. The teacher then facilitates a class discussion in which the class concludes that the Moon rises and sets about 50 minutes later each evening. 2a. Students define and describe the El Niño effect by using text and images they find on the internet. 2b. Students go to the library to find newspaper accounts describing the impact of El Niño on the California coast. They then summarize what they find in a two page written report 2c. Students select a location in the U.S. then search the Internet for monthly temperature data of this location for the most recent El Niño year. Students then compare monthly temperature data for the El Niño year to the average temperature data for the past 50 years in order to assess the impact of El Niño on that particular location.  Answers: 1b, 1c, and 2c are inquiry-oriented because they both entail both a research question and data analysis.  1b: The teacher provides the question, “What are the phases of the Moon?” Student answers to the question are based on analysis of their own Moon observations.  1c: An inquiry lesson is incorporated into a teacher-led demonstration. Although the teacher presents the data using a computer simulation, students are involved as a class in analyzing the virtual observations.  2c: challenges students to answer the question, “What is El Niño’s impact on the climate at a given locality?” Students answer that question based on analysis of data collected on the internet.

Elementary Science Safety In your JOURNAL in CLASS NOTES, write five important things that all elementary teachers should remember about safety in the science classroom. At your table, have each person share his/her list.

SCIENCE SAFETY Look at the handout on “What NOT to Do In A Science Laboratory.” The picture displays 36 (numbered) things wrong in this lab. Each person will identify eight things, then jigsaw the observations for the table report. Each of you should have a completed paper to put in your folder.

LESSON PLANNING  What do I want my students to know?  How will I know if they know it?  How am I going to get there?

LESSON PLANNING WORKSHEET Step One: Decide which standards, benchmarks and indicators will be emphasized. New Generation Florida SS: Body of Knowledge, Big Idea, Benchmark(s) Step Two: Determine how you will assess and know if students meet the standards or have any necessary prerequisites for the standards. Pre and post assessments Pre-assessment can be in ENGAGE

LESSON PLANNING WORKSHEET  Step Three: Determine what students will know and be able to do as a result of this lesson. What effective instructional techniques will help students meet the standards? How will the concept be developed?  Lesson Summary  Content outline or Background Info for Teacher  Instructional Procedures -- present as the 5Es  ENGAGE  EXPLORE - Include investigable question; all procedures; and possible questions to guide students  EXPLAIN – Include possible higher order divergent questions you might ask; include your explanation of the concept based on students’ evidence  EXTEND – Include another activity that will have students using the same concept in a different context.

LESSON PLANNING WORKSHEET Step Four: Plan strategies meet the needs of all students. Differentiated Instruction Strategies: Instruction differentiated according to learner needs to help all learners either meet the intent of the specified benchmark(s) or, if the benchmark(s) is/are already met, to advance beyond the specified benchmark(s). Step Five: Think about practical issues and materials needed for instructional planning.  Estimated Time Duration  Materials and Resources Needed  For the teacher:  For the students:  Safety Concerns

LESSON PLANNING WORKSHEET Step Six: Consider ways to integrate the lesson with students’ other courses, home or with technology.  Homework Options and Home Connections  Interdisciplinary Connections  Technology Connections Resources Used or Referenced

Looking Ahead … Future Deadlines