DistrictFocused Science Professional Learning

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District-FocusedScienceProfessional Learning

• Quarter 2, 2009-2010
• Grade 1
• Science Content Overview

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Session Goals

• Provide a broad content overview of the major
  Georgia Performance Standards in Quarter 2 units
• Unit 4 Sound
• Unit 5 Light and Shadows
• Unit Magnets
• Discuss the rigor of knowledge and skills
  expected in Quarter 1 units
• Provide opportunities to share ideas and best
  instructional practices in mathematics
  instruction
• Embed interactive technology, differentiation,
  and questioning strategies to increase student
  engagement and manage an interactive learning
  environment

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Session Ground Rules

• Respect the value of each individuals
  contribution
• No sidebars
• Share the air
• Honor time limits
• Participate and take ownership
• Turn cell phones on vibrate close computers
• Parking Lot

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CRCT 2009 Grade 3 Science
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CRCT 2009 Grade 3 Science
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Our Five Focus Areas

• Questioning Strategies
• Learner Engagement
• Differentiation
• Managing an Interactive Learning Environment
• Technology Integration

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Five-E Instructional Model
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Inquiry Continuum
Target for K-12 Classrooms provides balance
between allowing students to explore and
providing focused learning of content
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Location of Resources
THINK CENTRAL Activity Videos
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Location of APS Documents
http//www.atlanta.k12.ga.us Quick Links (left of
website Click APS Resources http//aps.schoolwires
.net/186110121116728653/site/default.asp?1861Nav
NodeID61 Click APS Useful Links Click APS
Instructional Portal http//apskids.org/ Click on
Math and Science Initiative
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Unit 4 SoundStandards S1P1
Students will investigate light and sound.

• Elements
• b. Investigate how vibrations produce sound.
• c. Differentiate between various sounds in terms
  of (pitch)
• high or low and (volume) loud or soft.
• d. Identify emergency sounds and sounds that help
  us stay safe.

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Unit 4 Sound Enduring Understandings

• Recognize there are many kinds of sounds
• Recognize there are many sources of sound
• Understand that sound travels away from the
  source
• Understand that sounds have different pitches
• Understand that the greater distance between you
  and the source of sound, the weaker (lower
  volume) the sound
• Sounds are produced by vibrations
• Sounds are heard when they enter the ear
• Be familiar and recognize emergency sounds

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Unit 4 Sound Essential Questions

• What produces sound?
• How are sounds different?
• How is high and low pitch sound different?
• How are soft and loud sounds alike and different?
  
• How does the size of an instrument affect its
  pitch?
• What are different sources of sounds in nature?
• Why do we have emergency sounds?
• What are the sources of emergency sounds?

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Unit 4 SoundMisconceptions
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Unit 4 SoundConcepts

• There are different types of sounds.
• Sound is caused by vibrations
• High and Low (Pitch) relates to the tone of the
  sound (not the volume).
• Emergency Sound

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Unit 4 SoundVocabulary

• Sound
• Soft
• Loud
• Pitch
• High
• Low
• Volume
• Siren
• Ambulance
• Fire

• Fire alarm
• Tornado
• Police siren

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Unit 4 Sound Tasks

• Use musical instruments to feel how vibrations
  produce sounds when the instruments are plucked,
  tapped, or when you blow into them or over them.
• Make a tape of different school sounds. Play the
  tape and ask classmates to sort the sounds as
  loud or soft and pleasant or harsh. Make a list
  of sounds you like and sounds you do not like.

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Unit 4 Sound Tasks

• Get two pieces of string about the length of your
  arm. Tie each piece of string to a different side
  of the bottom of a coat hanger. Put the strings
  up to your ears so that it touches the area right
  in front of your ears. Have someone tap the
  hanger with a spoon and listen. Move the strings
  away from your ears and listen as someone taps on
  the hanger. Explain how the sounds differ.
• Sit quietly for five minutes. List or draw all of
  the sounds you hear.

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Unit 4 Sound Tasks

• Discuss the difference between sound that is
  pleasant and a sound that bothers you (noise).
  Ask other people including adults what sounds
  they like and what sounds are noises to them to
  see if noise is the same to all people.
• Pluck a rubber band and listen for the sound it
  makes. Carefully stretch the rubber band to
  listen to the changes in sound.
• Pour different amounts of water in some glasses.
  Tap the sides of the glass and listen to the
  different sounds. Put the glasses in order from
  high sounds to low sounds. Draw a picture of the
  glasses and the amounts of water. Explain what
  you found out.

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Unit 4 Sound Tasks

• Make a list of loud sounds and soft sounds.
  Circle the ones that are not pleasant because
  they are too loud.
• Drop items in a box and listen to the sounds.
  Have a partner drop one of the items in the box
  while you have your back turned or your eyes
  shut. See if you can recognize the item by the
  sound it made.

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Unit 4 Sound Tasks

• Discuss the importance of emergency sounds such
  as fire alarms, smoke detectors, and sirens and
  important sounds such as the loudspeaker, an
  alarm clock, or your teacher and parents. Make a
  poster of people and things that make sounds
  illustrating why it is important to listen for
  sounds to stay safe.
• Play a game with your classmates. Have everyone
  close their eyes. The teacher taps someone to say
  hello while everyone listens. Everyone opens
  their eyes and tries to identify the person. The
  person who gets it right gets to tap the next
  person who says hello.

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Unit 4 Sound Tasks

• Hold a ticking clock over a table. See how many
  classmates can hear the ticking. Set the clock on
  the table and check to see who can hear the
  ticking. Have classmates lay their ear on the
  table that the clock is on. Discuss how the
  sounds are different.
• Listen to sounds through sealed bags of air,
  water, or sand/soil. Explain the differences.

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Unit 3 SoundCulminating Task Sound Bingo

• Goal Recognize sounds from emergency vehicles
  and other common sources such as animals. Sounds
  will also be a different pitches and volumes.
• Role Game participant
• Audience First Grade class
• Scenario The class will play Sound BINGO

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Unit 3 SoundCulminating Task Sound Bingo

• Product BINGO Cards
• Materials needed Bingo Cards (see attachment for
  sample card scramble pictures such that
  students will have different cards),
• Bingo Chips numbered 1 - 25, Computer, DVD
  player, IPod, CD Player or other sound producing
  equipment, tracks of various sounds

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Unit 5 MagnetsStandards S1P2
Students will demonstrate effects of magnets on
other magnets and other objects.

• Elements
• a. Demonstrate how magnets attract and repel.
• b. Identify common objects that are attracted to
  a magnet.
• c. Identify objects and materials (air, water,
  wood, paper, your hand, etc.) that do not block
  magnetic force.

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Unit 5 Magnets Enduring Understandings

• Magnets can make some things move (push or pull
  things).
• Magnets attract (pull on) or repel (push) some
  things, but not others.
• Magnets can make some things move (push or pull
  things) through some objects and materials (air,
  water, wood, paper, clothes).

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Unit 5 Magnets Essential Questions

• How are objects that magnets attract different
  from the objects they repel?
• What objects and materials will a magnet attract
  (pull)?
• What objects and materials will a magnet repel
  (push)?
• How can magnets attract metals through objects
  and materials such as air, water, wood, paper,
  and clothes, soft drink can?
• Why do people use magnets?

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Unit 5 Magnets Misconceptions
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Unit 5 Magnets Concepts

• If two magnets are set close to each other, they
  are attracted or repelled.
• Magnets attract (pull on) some metal objects.
• Magnets attract (pull on) some common objects,
  but not others.
• Magnets can attract or repel through some objects
  and materials.
• Magnets are used at home and at school.
• Magnets are used at work
• Storybook characters use magnets to solve
  problems.

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Unit 5 Magnets Vocabulary

• Attract
• Repel
• Magnet
• Metal object
• Common object
• Material
• Aluminum foil
• Giant
• Crushed car
• Sketch

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Unit 5 Magnets Tasks

• S1P2.
• Put two magnets close to each other to observe
  how they react. Try putting the magnets near each
  other in various ways. Explain what you observe.
  If the magnets pull close to each other, they are
  attracted. If they push apart, they repel.
• Put a magnet over a cup of paper clips. Record
  what happens.

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Unit 5 Magnets Tasks

• S1P2.
• Observe, predict, and record objects that can be
  attracted to a magnet. Record your findings in a
  chart.
• Identify materials or objects (air, water, wood,
  paper, your hand, etc.) that do not block the
  magnetic force. Explain why you think the
  magnets force would or would not be blocked by
  the material.

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Unit 5 Magnets Tasks

• S1P2.
• Observe and list common uses for magnets at home
  and at school. Sketch some of the ways people use
  magnets.
• Explore how magnets can be used to make some
  things move without being touched. Create stick
  puppets by attaching magnets to craft sticks or
  other classroom objects. Move the stick figures
  by using another magnet underneath a desk, table,
  or shoebox. Use your stick puppet to tell others
  what you know about magnets.

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Unit 5 Magnets Culminating Task Magnetism Play

• Goal Demonstrate that magnetism can act through
  different materials.
• Role Scientist, writer, storyteller
• Audience First grade classmates or younger
  children in K- or Pre-K.
• Scenario Explore how magnets can be used to make
  some things move without being touched. Create
  stick puppets by attaching magnets to craft
  sticks or other classroom objects. Write a story
  about magnets and use the stick puppet to tell
  the audience about magnets. Move the stick
  figures by using another magnet underneath a
  desk, table, or shoebox.

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Unit 5 Magnets Culminating Task Magnetism Play

• Product Story about magnets written for a stick
  puppet as the main character.
• Standard Rubric for assessing story and its
  explanation of how magnets work.

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Unit 3 Light and Shadows
Standard S1P1 Students will investigate light
and sound.

• Elements
• a. Recognize sources of light.
• b. Explain how shadows are made.

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Unit 3 Light and Shadows Enduring Understandings

• Light has natural and artificial sources
• Sun produces light during the day
• Be familiar with different sources of light at
  night.
• Shadows are produced when a light source is
  blocked
• The importance of light to students life

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Unit 3 Light and ShadowsEssential Questions

• How do we get light?
• How are shadows made?
• How does light impact your life?
• How does the lack of light impact your life?
• Why are the Sun, fire, and light bulb sources of
  light?
• How do weather conditions affect shadows?

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Unit 3 Light and Shadows Misconceptions
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Unit 3 Light and Shadows Concepts

• There are different sources of Light
• Sahdows

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Unit 3 Light and ShadowsTasks

• NASA What changes a shadows size?
  http//ksnn.larc.nasa.gov/k2/videos/s_shadow_H.htm
  l The Science of Light http//www.learner.org/teac
  herslab/science/light/
• Night Light Activity (click on NIGHT
  LIGHTS)http//www.proteacher.com/cgi-bin/outsidesi
  te.cgi?id450externalhttp//www.eduplace.com/rdg
  /gen_act/night/light.htmloriginalhttp//www.prot
  eacher.com/110017.shtmltitleNight20Lights
  http//www.proteacher.com/110017.shtml

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Unit 3 Light and ShadowsTasks

• Shadows activity (Click on SHADOW PLAY)
  http//www.proteacher.com/cgibin/outsidesite.cgi?i
  d14045externalhttp//www.as.utexas.edu/mcdonald
  /scope/poster/shadow.pdforiginalhttp//www.prote
  acher.com/110017.shtmltitleShadow20Play
  http//www.proteacher.com/110017.shtml
  http//www.carearts.org/lessons/investigating_ligh
  t_color.html www.bbc.co.uk/schools/scienceclips/ag
  es/7_8/light_shadows.shtml www.exploratorium.edu/s
  nacks/iconlight.html
• http//www.proteacher.com/cgi-bin/outsidesite.cgi?
  id14045externalhttp//www.as.utexas.edu/mcdonal
  d/scope/poster/shadow.pdforiginalhttp//www.prot
  eacher.com/110017.shtmltitleShadow20Play

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Unit 3 Light and ShadowsVocabulary

• Source
• Light
• Sun
• Fire
• Light
• Bulb
• Reflect
• Refract
• Diffracted

• Candle
• Shadow
• Sunny
• Cloudy
• Block
• Position
• Transparent
• Translucent
• Opaque

Note Teacher use these terms
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Unit 3 Light and ShadowsCulminating Task
Modeling Shadows in Your Neighborhood
Goal To demonstrate understanding of how
shadows are formed, how the shape of shadows
depend on the object, and in what direction the
shadow falls. Role Engineer, recorder, artist
Audience First Grade Classmates
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Unit 3 Light and ShadowsCulminating Task
Modeling Shadows in Your Neighborhood
Scenario Divide students into groups of 3-4.
Each group will make either a 1-D or 3-D model of
the neighborhood around the school. Students are
to build a map (1-D) or model (3-D) of the school
grounds, including the main building, some trees,
street signs, plus other features that may be
specific to the school. The map/model should
show clearly which direction is north, either
with an arrow on a map. The map/model should
include the position of the Sun. The teacher may
wish to provide a flashlight so that students may
mimic sunlight as a demonstration with their 3-D
models.
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Unit 1 Weather Shadow Measurement - Task Yearlong

• Locate shadows.
• Measure the shadow of a permanent object outside
  and see the difference among the shadows season
  by season.
• The measurement should be written on the Monthly
  Weather Chart.

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Model LessonUnit 3 Light

• Me and My Shadow

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Pre-lessonReflective Teacher Questions

• What is the lesson about?
• What prior knowledge do you think the students
  have?
• What unique considerations need to be included
  when planning for this group of students?

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Pre-lessonReflective Teacher Questions

• What manipulatives or tools can be used for
  conceptual modeling?
• What do you already know through pre-assessments
  or other formative assessments about their
  misconceptions and/or error patterns related to
  this concept?
• How do you think they will do?

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Team and Roles
Suggestions Navigator Explorer Scientist Recor
der Timer Materials Manager
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Components of the Science Notebook

• Engage Scenario
• Focus Question
• Prediction/Hypothesis
• Data
• Claims and Evidence
• Conclusion
• Reflection

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Scenario

• The first grade class has been asked to create
  a shadow puppet show for the kindergarten
  students. Before you and your team can begin you
  need to find out about sources of light and how
  shadows are formed.

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Engage What is light?
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Explain Sources of light
A bonfire

• Hot objects give out light.

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The Sun

• Sunset in Venice

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Stars

• Stars and galaxies give out light.

Picture Liverpool Telescope
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Lightning
Wikipedia
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A worm living in dark caves sends out light from
its tail.

• Liquid droplets form a string of shining beads to
  attract insects.

tail of worm
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Insects
Firefly
Glow Worm
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Some other things that give out light

• some fungi
• light sticks
• LEDs
• glow-in-the-dark stickers

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http//www.bbc.co.uk/schools/scienceclips/ages/5_6
/light_dark.shtml
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Light travels from a source to our eyes.
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How do we see light sources?

• Light travels in a straight line from a source to
  our eyes.
• We can see sources in a dark room.

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Can we see in the dark?

• If there is no light
• we cannot see anything!
• Lets try a test
• Put a few small objects into the black bag-----

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How do we see things that are not sources of
light?

• Light bounces off
• and some reaches our eyes.

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Explain

• https//www-k6.thinkcentral.com/content/hsp/scienc
  e/hspscience/ga/gr1/activity_videos_9780153724480_
  /index.html
• Video Look at Shadows 1007

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Components of the Science Notebook

• Engage Scenario
• Focus Question
• Prediction/Hypothesis
• Data
• Claims and Evidence
• Conclusion
• Reflection

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Science Notebook
Record predictions Draw pictures Record
data Record observations Draw conclusions
After students collect data and make claims and
show evidence have a Making Meaning Conference
for each Essential Lab/Tasks, then have them draw
conclusions
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Essential Lab/Tasks
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Essential Lab/Tasks
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Essential Lab/Tasks
Long Term
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What affects the length of a shadow?

• http//ksnn.larc.nasa.gov/k2/s_shadow.html
• Can you make a long shadow?
• Can you make a short shadow?
• Is the shadow always the same shape as the
  object?
• Can you make a shadow that fools us so we cannot
  guess what the object is?
• When is the shadow the longest?
• When is the shadow the shortest?

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My Shadow by Robert Louis Stevenson

• I have a little shadow that goes in and out with
  me,And what can be the use of him is more than I
  can see.He is very, very like me from the heels
  up to the headAnd I see him jump before me,
  when I jump into my bed.

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My Shadow by Robert Louis Stevenson

• The funniest thing about him is the way he likes
  to grow--Not at all like proper children, which
  is always very slowFor he sometimes shoots up
  taller like an india-rubber ball,And he
  sometimes goes so little that there's none of him
  at all.

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What is a shadow?
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Practice Making Hand Shadows
http//video.about.com/familycrafts/How-to-Make-Sh
adow-Puppets.htm
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Where is the light source?

• Look at the shadows in the pictures below.
  Can you work out where the light source is? Drag
  the sun to show where the light is coming from.

A.
B.
C.
D.
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Question How does position of the light source
affect a shadow?
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Comparing Shapes and Shadows

• 1. Choose a two-dimensional (flat) object and use
  your flashlight to produce a shadow.
• 2. Then choose an object that is
  three-dimensional and use your flashlight to
  produce a shadow. Answer the following questions
  in your Science Notebook.
• How are the shadows produced by these objects
  alike?
• How are the shadows produced by these objects
  different?
• 3. Find a three-dimensional object and try to
  create three different shadows from the same
  object. Draw them in your Science Notebook.
• 4. List any questions you still have about
  shadows in your Science Notebook and suggest ways
  that you can answer the question.

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Comparing Shapes and Shadows

• Do shadows change? What happens to your
  shadow when you get close to the light? What
  happens to your shadow when you move away from
  the light?
• Question How does the distance between an
  object and a light source affect the shape of the
  shadow?
• Materials
• Flashlights
• White paper or graph paper, tapeObjects of
  different shapes and sizes (blocks, balls, corks,
  fruit, action figures, etc.)Measuring tapes or
  rulers or mark distances ahead of time
  (optional)

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Apply What you know

• Reflect on
• How light travels
• How a shadow is made
• How the size and position of a shadow can change
• The best material for making shadows

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Scenario

• The first grade class has been asked to create
  a shadow puppet show for the kindergarten
  students. Now that you have completed your
  investigations use your knowledge about sources
  of light and how shadows are formed to create a
  puppet show.

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Elaborate Shadow Puppets

• Predict and then test how varying the distance
  between the puppet and light source changes its
  shadow. Experiment with various light and puppet
  positions.
• Record effects on the shadows.

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Shadow Puppets

• Question How do you use light to create a shadow
  puppet show?
• Materials
• Shoebox, scissors, translucent paper,
  construction paper, popsicle stick, markers, tape
• Now you need a story and puppets.  

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Extension Reading and Writing
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Evaluate
Make a chart like this one. Show details of this
main idea. Scientists test things they want to
learn about.
DRAW CONCLUSIONS How can you work like a
scientist to test your ideas?
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Post-LessonReflective Teacher Questions

• How do you think it went? What did you
  accomplish today?
• Do you think learners got the concept? Explain
  your thinking.
• Did you meet your goals and your student needs?
  Why or why not?

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Post-LessonReflective Teacher Journaling

• Journal Entry
• How will I incorporate these activities in my
  classroom?

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Post-LessonReflective Teacher Questions

• Provide examples of how the 5 categories were
  addressed in the lesson. Categories
• Managing the Interactive Learning Environment
• Learner Engagement
• Differentiated Instruction
• Questioning Strategies
• Technology Integration

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Session Reflection Questions

• 1. Which strategies in this session are you most
  likely to use?
• 2. How would you adapt the strategies in this
  session to suit your needs?
• 3. What else would you like to know?

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Literature Unit 3 Light and Shadows

• Ashe, Frank. Bear Shadow. New York Scholastic,
  1992
• Bulla, Clyde Robert. What makes a shadow?
  Challoner, Jack. Light and Dark, Steck-Vaughn
  Company, 1997
• Kincaid, Doug and Peter Coles. Light and Dark,
  Rourke Publications, 1984
• Nankivell-Aston, Sally and Dorothy Jackson.
  Science Experiments with Light, Franklin Watts -
  Grolier Publishing, 1999
• Stevenson, Robert Louis. My Shadow (poem)

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Video Unit 3 Light and Shadows

• Blue Dragon Shadow Play. Channel 4. 2004,
  www.unitedstreaming.com
• Peep and the Big Wide World Quack and the Very
  Big Rock/Shadow Play - Anywhere Science Activity
  Shadow Puppets. WGBH. 2005. www.unitedstreaming.co
  m
• Science Facts and Fun What's In A Shadow?.
  United Learning. 1995. www.unitedstreaming.com

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Websites Unit 3 Light and Shadows

• NASA What changes a shadows size?
  http//ksnn.larc.nasa.gov/k2/videos/s_shadow_H.htm
  l The Science of Light http//www.learner.org/teac
  herslab/science/light/
• Night Light Activity (click on NIGHT
  LIGHTS)http//www.proteacher.com/cgi-bin/outsidesi
  te.cgi?id450externalhttp//www.eduplace.com/rdg
  /gen_act/night/light.htmloriginalhttp//www.prot
  eacher.com/110017.shtmltitleNight20Lights

94
Websites Unit 3 Light and Shadows

• http//www.proteacher.com/110017.shtml
• Shadows activity (Click on SHADOW
  PLAY)http//www.proteacher.com/cgi-bin/outsidesite
  .cgi?id14045externalhttp//www.as.utexas.edu/mc
  donald/scope/poster/shadow.pdforiginalhttp//www
  .proteacher.com/110017.shtmltitleShadow20Play
  http//www.proteacher.com/110017.shtml
  http//www.carearts.org/lessons/investigating_ligh
  t_color.html www.bbc.co.uk/schools/scienceclips/ag
  es/7_8/light_shadows.shtml

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Websites Unit 3 Light and Shadows

• http//www.proteacher.com/cgi-bin/outsidesite.cgi?
  id14045externalhttp//www.as.utexas.edu/mcdonal
  d/scope/poster/shadow.pdforiginalhttp//www.prot
  eacher.com/110017.shtmltitleShadow20Play

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Literature Unit 4 Sound

• Butzow, Carol M. and John W. Butzow. Science
  Through Childrens Literature An Integrated
  Approach
• Kincaid, Doug and Peter Coles. Quiet and Loud,
  Rourke Publications, 1984
• Levine, Shar and Leslie Johnstone. The Science of
  Sound Music, Sterling Publishing Co., 2000
• Nankivell-Aston, Sally and Dorothy Jackson.
  Science Experiments with Sound, Franklin Watts -
  Grolier Publishing, 1999
• Prokofiev, Peter and the Wolf (recording)
• Showers, Paul. Hear Your Heart, HarperCollins,
  2001
• Wood, Robert W. Sound FUNdamentals FUNtastic
  Science Activities for Kids, McGraw-Hill, 1997

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Websites Unit 4

• http//www.paulysplayhouse.com/paulys_playhouse/la
  b_games/lab_sounds.html
• http//www.sciencekidsathome.com/science_topics/wh
  at_is_sound.html
• http//www.smm.org/sound/nocss/activity/handson.ht
  m

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Resources References

• www.georgiastandards.org - the site for the
  Georgia Performance Standards framework science
  units and resources
• apskids.org
• Carin, A., Bass, J., Contant, T. (2005).
  Methods for teaching science as inquiry. Upper
  Saddle River, NJ Pearson.
• Jarrett, D. (1997). Inquiry strategies for
  science and mathematics learning. Portland,
  Oregon Northwest Regional Educational
  Laboratory.
• National Research Council (NRC). 1996. National
  science education standards. Washington, DC
  National Academy Press.
• National Research Council (NRC). 2000. Inquiry
  and the national science education standards a
  guide for teaching and learning. Washington, DC
  National Academy Press.

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Questions?Contact Information

• Neva Rose
• Mathematics and Science Department
• nrose_at_atlanta.k12.ga.us