2. We believe in books. Somehow we want to make childhood better, and we believe that a book given at the right moment can work magic in a child's life.
-Ann Schlee

3. Workshop Goals Receive an overview of Picture Book Science
Learn how to integrate picture books and reading strategies into elementary science lessons
Experience the 5E Instructional Model
Participate in Model Lessons
Have some fun 

4. 3 Main Components
Reading Strategies

5. 3 Main Components of PPS
Reading Strategies
The 5E Model

6. 3 Main Components of PPS
Reading Strategies
The 5E Model
Inquiry

7. Next Steps in Arkansas
Review Final NGSS
Begin Adoption Process
Continue to teach the Arkansas Science Curriculum Framework
Become familiar with the Practices and Crosscutting Concepts (suggest and ADE Professional Development)
Begin to incorporate the Practices and Crosscutting Concepts into your curriculum 7 7

8. Common Core Standards for English/language arts and Literacy in History/Social Studies, Science, and Technology (CCSS 2011)
Common Core State Standards for Mathematics
(CCSS 2011)
Arkansas Science Curriculum Frameworks (ADE 2005)

9. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2012) 
Next Generation Science Standards (Achieve 2013)

10. INQUIRY Learners are engaged by scientifically oriented questions.
Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
Learners formulate explanations from evidence to address scientifically oriented questions.
Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.
Learners communicate and justify their proposed explanations.

13. Why Use Children’s Literature?
Lack of Time - Integration is Key
Old Dinosaur Unit
Math & Literacy Standards
Common Core State Standards
Rigorous standards + integration

14. ROLLER COASTERS: K-4

15. AR Curriculum Frameworks
PS.6.K.3 Demonstrate the effects of the force of gravity on objects
PS Investigate the relationship between force and motion
PS Investigate the relationship between force and direction
PS Investigate the realtionship between force and mass

16. Handout

17. A Framework for K-12 Science Education
Core Idea PS2
Motion and Stability: Forces and Interactions
How can one explain and predict interactions between objects and within systems of objects?
PS2.A: FORCES AND MOTION
How can one predict an object’s continued motion, changes in motion, or stability?
PS2.B: TYPES OF INTERACTIONS
What underlying forces explain the variety of interactions observed?

18. Why Read Aloud in Science?
Opportunity to model the strategies of proficient readers
Students’ minds are free to explore the meaning of difficult science concepts when the teacher does the decoding
Fine-tunes students’ observational/listening skills

19. Why Read Aloud in Science?
Being read to is the most influential activity for building the knowledge required for eventual success in reading (Anderson, Heibert, Scott, and Wilkinson 1985).

20. Suggestions Choose science objectives first
Collaborate with a knowledgeable colleague
Choose a variety of books, including fiction/nonfiction pairs

21. Six Key Reading Strategies (Harvey and Goudvis)
Making Connections
Questioning
Visualizing
Inferring
Determining Importance
Synthesizing
Handout

22. Create a Poster
With your team, create a poster that represents your reading strategy
You may want to use pictures, lists, graphic organizers, and/or specific examples

23. 5 E Model of Science Instruction
Handout

24. Why Use Children’s Literature?
Context for Concepts
More Depth of Coverage
Improved Reading and Science Skills
Engaging to Students of All Ages

25. CHEMICAL CHANGE CAFÉ: 3-6

26. AR Curriculum Frameworks
PS Demonstrate multiple ways to classify objects
PS Demonstrate chemical changes in matter
CCSS

27. A FRAMEWORK FOR K-12 SCIENCE EDUCATION
Core Idea PS1 Matter and Its Interactions
How can one explain the structure, properties, and interactions of matter?
PS1.B: CHEMICAL REACTIONS
How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them?

28. Cautions Story line may distract –stay focused on the science content
Be aware of “watered-down” science content
Be aware of misconceptions

31. Outstanding Science Tradebooks K-12
Favorite Children’s Picture Books for
Teaching Science in Grades K-6

32. DOWN THE DRAIN: 3-6

33. AR Curriculum Frameworks
ESS.8.K.2 Identify the uses of land and water
ESS Identify common uses of Earth’s resources
ESS Analyze the impact of using natural resources
ESS.8.4.3Differentiate between renewable and nonrenewable resources
ESS Evaluate the impact of water pollution

34. CCSS A FRAMEWORK FOR K-12 SCIENCE EDUCATION
Core Idea LS2 Ecosystems: Interactions, Energy, and Dynamics
How and why do organisms interact with their environment and what are the effects of these interactions?
LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE
What happens to ecosystems when the environment changes?
Core Idea ESS3 Earth and Human Activity
How do Earth’s surface processes and human activities affect each other?

35. If a child is to keep alive his inborn sense of wonder…he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.
-Rachel Carson 35