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Kindergarten Earth and Space in 3D

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This is an overview of Alief's Kindergarten Earth and Space unit, presented on July 23rd.

This is an overview of Alief's Kindergarten Earth and Space unit, presented on July 23rd.

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  • Have participants go to the Rock Table and use a hand lens to observe rocks. Let them choose a rock and go back to their table. Participants will observe their rock and describe their rock on the worksheet “My Rock Report”. This includes size, color, shape and what it feels like. They will then draw their rock and cut it out. On the rock they will write one rock fact. Students may have gotten this information from a book that was read.
  • Transcript

    • 1. DISCOVERY, DISCOURSE & DEPTH! Vickie Callaway – Cummings Elementary Debbie Mott – Rees Elementary
    • 2. Welcome! During the workshop, please feel free to • Take necessary breaks!• Contribute with the great ideas that you do in your classroom! • Ask questions! We do ask that you • Silence all cell phones. • Keep an open mind. • Stay the entire session.
    • 3. IntroductionsPlease tell us your name, school, and how long you have been teaching kindergarten!
    • 4. What is Discovery, Discourse and Depth all about?It all ties into the 5-E instructional model• Discovery – Engage and Explore• Discourse – Explain• Depth – Elaborate or Extend, and Evaluate
    • 5. The 5-E Instructional ModelThe 5 Es allows students and teachers to experiencecommon activities, to use and build on prior knowledge andexperience, to construct meaning, and to continually assesstheir understanding of a concept. http://enhancinged.wgbh.org/research/eeeee.html
    • 6. ENGAGE 1.Make connections between past and present learning experiences. 2.Focus students thinking on the learning outcomes of current activities. http://enhancinged.wgbh.org/research/eeeee.html
    • 7. EXPLOREThis phase of the 5 Es provides students with acommon base of experiences.1. They identify and develop concepts, processes, and skills.2. Students actively explore their environment or manipulate materials. http://enhancinged.wgbh.org/research/eeeee.html
    • 8. EXPLAIN This phase of the 5 Es helps students explain the concepts they have been exploring. 1. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. Quality questions are a way to help students do this. 2. Provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. http://enhancinged.wgbh.org/research/eeeee.html
    • 9. ELABORATEThis phase of the 5 Es extends studentsconceptual understanding and allows them topractice skills and behaviors.1. Through new experiences, the learners develop deeper and broader understanding of major concepts.2. Obtain more information about areas of interest, and refine their skills. http://enhancinged.wgbh.org/research/eeeee.html
    • 10. EVALUATEThis phase of the 5 Es encourages learners toassess their understanding and abilities and letsteachers evaluate students understanding of keyconcepts and skill development. http://enhancinged.wgbh.org/research/eeeee.html
    • 11. USING SCIENCE NOTEBOOKS IN KINDER Science notebooks can be used to help students develop, practice, and refine their science understanding, while also enhancing reading, writing, mathematics and communications. Use of science notebooks by every student, in every school, every day improves achievement in reading, writing, and science for all students. - Amaral, Garrison, and Klentschy, 2002
    • 12. WHY TEACHERS SHOULD USE SCIENCE NOTEBOOKS• Provides feedback to you regarding the lessons/activities the students are engaging in. A look at student entries provides formative assessment information to help guide your instruction.• Provides insights into students’ thinking, misconceptions, and their procedural and conceptual understanding.• Supports differentiated instruction, allowing students to work at their own level.• Provides evidence of learning.• Provides a record of learning and growth over time.• Engages students in meaningful, purposeful and authentic tasks.• Offers a convenient forum for teachers to provide feedback to students to help them improve their performance or develop deeper understanding. http://seagrant.uaf.edu/marine-ed/curriculum/science- notebooks.html
    • 13. WHY STUDENTS SHOULD USE SCIENCE NOTEBOOKS• Provides a thinking tool.• Assists in organization.• Enhances literacy skills.• Helps make sense of their observations and investigations.• Provides a place to keep vocabulary words.• Replicates how scientists in the field organize and document information and observations.• Helps develop writing skills.• Increases communication skills.• Provides evidence of learning and a record of activities completed.• Helps develop understanding of scientific processes. http://seagrant.uaf.edu/marine-ed/curriculum/science- notebooks.html
    • 14. WHAT KIND OF NOTEBOOKS SHOULD I USE? Any notebook format that you feel would be appropriate for your students is acceptable. The purpose of the notebook is to keep everything organized, so take this in consideration as you pick your notebook • Spiral – one downfall of a spiral is that the pages can easily be torn out. • Composition – these notebooks are much more sturdy than a spiral. • Teacher created – this may allow for you to have separate notebooks for different units of study. They can easily be displayed.
    • 15. HOW SHOULD I SET UP MY NOTEBOOKNotebook setup for kindergarten can be tricky. Science notebookstraditionally contain a table of contents. Some teachers like to use the lastfew pages for vocabulary, this is usually for higher grades.You may want to try a paste in table of contents for your kindergartenersWHAT INFORMATION GOES IN THE NOTEBOOK? The amount and type of information that can be included is up to you and your creativity! The most common type of information that goes in the notebook includes • observations, procedures, ideas, thoughts, questions, explanations, descriptions, drawings, illustrations, etc. • Drawings are very important in kindergarten, especially at the beginning of the school year.
    • 16. WHERE CAN I FIND IDEAS? Kindergarten Blogshttp://www.kindergartenkindergarten.com/2010/07/getting-my-science-notebooks-ready.htmlhttp://www.kindergartenkindergarten.com/science-notebooks/http://aplacecalledkindergarten.blogspot.com/2012/06/science-notebooks-week-monday.htmlWebsiteshttp://www.sciencenotebooks.org/http://seagrant.uaf.edu/marine-ed/curriculum/science-notebooks.htmlhttp://www.cscope.us/docs/conf_pres2010/creating%20the%20K-1%20notebook/creating_the_class_science_notebook_k-1.doc.pdf
    • 17. WHERE CAN I FIND IDEAS? Printed material Campbell, Brian and Fulton, Lori. Science Notebooks, Writing About Inquiry. Portsmouth, NH: Heinemann. 2003. Douglas, R., Klentschy, M., Worth, K. and Binder, W. Linking Science and Literacy in the K-8 Classroom. NSTA. 2006. Fulwiler, Betsy Rupp. Writing in Science. Heinemann. 2007. Klentschy, Michael. Using Science Notebooks in Elementary Classrooms. NSTA. 2008.
    • 18. SETTING UP YOUR SCIENCE NOTEBOOK We will set up a science notebook for this workshop. We will do several hands-on activities relating to Earth science and will be using the notebook just as your students would in the classroom. If you have been using notebooks successfully in your classroom, please share some of your ideas.
    • 19. SETTING UP YOUR NOTEBOOK Safety Contract Notebook Expectations Label The Unit (optional)
    • 20. NATURAL RESOURCES (ROCKS, SOIL, AND WATER)The student knows that the natural world includesearth materials. The student is expected to:K.7A observe, describe, compare, and sort rocks bysize, shape, color, and texture;K .7B observe and describe physical properties ofnatural sources of water, including color and clarity;andK.7C give examples of ways rocks, soil, and waterare useful.
    • 21. EXPLORE - ROCK ACTIVITIES
    • 22. EXPLORE – SOIL According to the TEKS, kindergarten students only need to know how we use soil in our everyday life. However, before they can tell us that, they need to know some things about soil.
    • 23. EXPLORE - WATER K .7B observe and describe physical properties of natural sources of water, including color and clarity;
    • 24. OBJECTS IN THE SKY K.8C observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun
    • 25. WEATHER K.8A observe and describe weather changes from day to day and over seasons
    • 26. PATTERNS IN THE NATURAL WORLD ℗K.8B identify events that have repeating patterns, including seasons of the year and day and night
    • 27. BOOKS - ROCKSLet’s Go Rock Collecting by Roma Gans & HollyKeller· Sylvester and the Magic Pebble by William Steig· Anansi and the Moss Covered Rock by Eric A. Kimmel& Janet Stevens· If You Find a Rock by Peggy Christian· Rocks: Hard, Soft, Smooth, and Rough by Natalie M.Rosinsky· My Ol’ Man by Patricia Polaaco
    • 28. BOOKS - SOIL Dirt: The Scoop on Soil by Natalie M. Rosinsky A Handful of Dirt by Raymond Bial Dirt:Jump into Science by Steven Tomecek
    • 29. BOOKS - WATER Water by Frank Asch Water Everywhere by Christine Taylor- Butler WaterJ Water Everywhere by Mark J.Rauzon Dear Mr. Blueberry by Simon James
    • 30. BOOKS - WEATHER Like a Windy Day By Frank Asch Cloudy with a Chance of Meatballs By Judi Barrett Down Comes the Rain By Franklyn Mansfield Branley Flash, Crash, Rumble and Roll By Franklyn Mansfield Branley What Will the Weather Be? By Lynda DeWitt Feel the Wind By Arthur Dorros Sunshine By Alice Flanagan Wind By Alice Flanagan Clouds By Alice Flanagan Rain By Alice Flanagan Snow By Alice Flanagan Thunder and Lightning By Alice Flanagan Weather Words and What They Mean By Gail Gibbons Learning about Weather By Jo Ellen Moore W is for Wind By Pat Michaels Salamander Rain By Kristin Joy Pratt-Serafini Oh Say Can You Say, Whats the Weather Today? By Tish Rabe You Say, Whats the Weather Today? By Tish Rabe Clouds By Anne Rockwell The Storm Book By Charlotte Zolotow When the Wind Stops By Charlotte Zolotow
    • 31. BOOKS – DAY AND NIGHTCity Night by Eve RiceDark Day, Light Night by Jan CarrGood Morning, Good Night by Michael GrejniecGoodnight Moon by Margaret Wise BrownGrandfather Twilight by Barbara BergerInto the Napping House by Audrey WoodIt Looked Like Spilt Milk by Charles ShawThe Napping House Wakes Up by Audrey WoodNight in the Country by Cynthia RylantOwl Moon by Jane YolenPeteys Bedtime Story by Beverly ClearyShine Sun by Carol GreeneWhat the Sun Sees, What the Moon Sees by Nancy Tafuri
    • 32. BEGINNING OF THE YEAR Setting up the classroom – What is a scientist? http://www.kindergartenkindergarten.com/20 10/07/we-are-all-scientists.html