kristi van hoveln 6-8 th grade science teacher milford grade school [email protected]
TRANSCRIPT
FUSION: Kristi Van Hoveln
6-8th grade science teacherMilford Grade School
[email protected]://vanhovelnscience.wikispaces.com
I am not an expert at Common Core or Next
Generation Science Standards.
I am a science teacher. I am our district’s school
improvement coordinator.
Anticipation Guide http://www.adlit.org/strategy_library/
Before PresentationAgree/Disagree
Statement/QuestionAfter
PresentationAgree/Disagree
1. With the implementation of Common Core, Science teachers are now expected to teach Reading too.
2. The Common Core and Next Generation Science Standards are a curriculum guide.
3. I am using Common Core and the Next Generation Science Standards in my classroom already.
4. Science is a noun.
Read Aloud-Think Aloudhttp://www.esiponline.org/classroom/foundations/reading/readalou
ds.html
Read alouds can be used to introduce lessons
Provide an introduction to new concepts and increase science vocabulary
Invite conversation and generate questions for discussion and investigations
Model scientific thinking Provide content to support
hands-on investigations Model different problem-solving
approaches to science that may support students in their own scientific investigations
Examine the colorful illustrations and photographs; they can tell a story beyond the words on the page
Using a read aloud-think aloud… When students are provided with models and
explanations of the reasoning involved in reading, they are better able to use the modeled strategies on their own.
Typically a science-related read aloud focuses on a science concept, the author's craft or a particular literary feature.
Don't do everything with one read aloud; use a variety of opportunities to revisit a particular focus and limit how much you focus on with any one book.
Inspire questions and investigations by modeling curiosity and question-posing-- let the students in on the 'secret' of how you, the teacher, construct questions.
Explicitly share thinking processes-- thinking aloud is making thinking public. For instance, "When I look at this picture of children playing in the wind, I think of the wind near our school. It always seems strongest to me over near Ms. Foster's room." OR "I wonder what the author means when she says ...." OR "Wait, this seems different than what we read in book X. I wonder how to decide which author to believe."
What’s Inside the Egg?
http://www.iris.edu/hq/files/programs/education_and_outreach/lessons_and_resources/docs/REVEarthStructure/EarthStructure_TeacherGuide.pdf
Heads Together:
Butts Uphttps://www.teachingchannel.org/videos/
facilitating-student-collaboration
Gum Drop GPS StationBuild a gum-drop model of a GPS Monument •1 gum drop for the receiver = GPS Receiver•4 toothpicks (3 legs, one center post) = Monument brace•3 small Playdoh feet = Cement•Small piece of transparency paper = ‘see-through’ Earth’s plate
MS.ESS-EIP.C Use representations of current plate motions, based on data from modern techniques like GPS, to predict future continent locations.
http://wordpress.up.edu/totle/2012/09/11/reading-gps-time-series-plots-powerpoint-presentation-unavco/
Reading GPS Time Series Plots by UNAVCO
MS.PS-FM a. Formulate questions arising from investigating how an observer’s frame of reference and the choice of units influence how the motion and position of an object can be described and communicated to others.
MS.PS-FM b. Communicate observations and information graphically and mathematically to represent how an object’s relative position, velocity, and direction of motion are affected by forces acting on the object.
MS.PS-FM e. Plan and carry out investigations to identify the effect forces have on an object’s shape and orientation.
Year
North
(mm)
East
(mm)
Height
(mm)
2000 0 0
0
2001 1 1
0
2002 2 2
0
2003 3 3
0
2004 4 4
0
2005 5 5
0
Reading GPS Time Series PlotsPart 2: Determine the direction of movement of high-precision GPS Monument ASimilar to a car GPS unit, high-precision GPS data is collected as coordinates such as latitude, longitude, and elevation. To make analysis easier, scientists convert the data into four parts: north, east, vertical elevation, and time.The data in the table show how far GPS Monument A has moved each year. The first column shows the Time in Years. The next three columns show how far the monument moved each year in the North-South, East-West, and the vertical directions. We will make four graphs to study this data.
GPS Monument REYKNorth:
GPS Monument HOFNNorth:
North
East:
East:
East
North
1a. What direction is Monument REYK moving? Your answer: _______________________
1b. What direction is Monument HOFN moving? Your answer: ____________________
2. How did you determine the directions of REYK and HOFN?
Your answer: _______________________________________
3. Are the two monuments moving towards each other, away from each other, or in the same direction?
Your answer: __________________
Graham Cracker Model of Plate Tectonics
MS.PS-FM b. Communicate observations and information graphically and mathematically to represent how an object’s relative position, velocity, and direction of motion are affected by forces acting on the object.
MS.ESS-EIP.C Use representations of current plate motions, based on data from modern techniques like GPS, to predict future continent locations.
http://www.windows2universe.org/teacher_resources/teach_snacktectonics.html
Edible Tectonics MS.ESS-EIP.C Use representations of current plate motions, based on data from modern techniques like GPS, to predict future continent locations.
MS.PS-FM a. Formulate questions arising from investigating how an observer’s frame of reference and the choice of units influence how the motion and position of an object can be described and communicated to others.
MS.PS-FM b. Communicate observations and information graphically and mathematically to represent how an object’s relative position, velocity, and direction of motion are affected by forces acting on the object.
http://www.scec.org/education/k12/eclakit/Edible_Tectonics.pdf or Project Earth Science Geology by NSTA © 1996
Lithosphere
Asthenosphere
Compare and Contrast – The Milky Way Lab or Graham Cracker Lab with your textbook or article
ELA – Science 6-8 Compare and contrast the information gained from experiments, simulations, video , or multimedia sources with that gained from reading a text on the same topic.
Valuable Resources
After researching ________ (informational texts) on________ (content), write a ________ (report or substitute) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from your research. What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)
Literacy Design Collaborative – LDC template tasks are fill-in-the-blank “shells” built off the Common Core standards. They allow teachers to insert the texts to be read, writing to be produced, and content to be addressed. When filled in, template tasks create high-quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, and other subjects. Grades 4-12.http://www.literacydesigncollaborative.org/
Valuable Resources
Common Core Teaching and Learning Strategies by ISBE
K-5 http://www.isbe.net/common_core/pdf/ela-teach-strat-k-5.pdf
6-12 http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdf
Mapping the MeaningThe teacher takes a significant word from an essay/article and places the word in the middle of a graphic organizer. Students provide the teacher with images, emotions or feelings(connotations) as well as definitions (denotations) of the word. The classdiscusses why the author has chosen that specific word and how it changesthe meaning and tone of the article/essay. This shows students how word choice is deliberate and impacts the meaning of the text (Adapted from Stahl. 2005). See this link for a web graphic organizer.
Anticipation Guide http://www.adlit.org/strategy_library/
Before PresentationAgree/Disagree
Statement/QuestionAfter
PresentationAgree/Disagree
1. With the implementation of Common Core, Science teachers are now expected to teach Reading too.
2. The Common Core and Next Generation Science Standards are a curriculum guide.
3. I am using Common Core and the Next Generation Science Standards in my classroom already.
4. Science is a noun.
