1. Incorporating ELA into science labs for grades K-5 By : Heidi Morea and Heather Hayes Brookwood Elementary School Forsyth County,Georgia

2. Table of Contents Guess the Specimen Classification Project -5 th grade Water Pollution lab- 3 rd grade Using Observation recording sheets with inquiry stations-1 st grade Using Science Interactive Journals -2 nd -5 th Using an “I Wonder “ board

3. Guess the specimen project S5L1: Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. a. Demonstrate how animals are sorted into groups (vertebrates and invertebrates) and how vertebrates are sorted into groups ( fish, amphibians, reptiles, birds and mammals).

4. Student directions: 1. You will receive a partner. 2. You and your partner will choose a number out of a bag. 3. This number will correspond to a jar with a science specimen in it. 4.Starting tomorrow you and your partner will go down to the science lab ( at your assigned time) You will get to see your specimen You will begin filling out your graphic organizer You might need to stop by the library to find out additional information to help you. You will begin writing clues that will help someone match your clues to the correct specimen jar. Don't tell anyone your number or what your specimen is.

5. Student Graphic Organizer Research Sheet Group Members: Specimen’s Name______________________________ Specimen Number________________________ Species: Habitat: Warm Blooded or Cold Blooded? ________________________ How do you know? Skin Covering: (Fur, Scales,Feathers) In the box, draw a picture of your specimen List the characteristics of your specimen: 1. 5. 2. 6. 3. 7. 4. 8. Is your specimen a vertebrate or invertebrate? How can you tell? Does your specimen have an exoskeleton or an inner skeleton? How can you tell? What can you tell about how your specimen lived based on your observations? Using the information above, write clues about your specimen: ( You must have at least 10 clues)

6. Justification Sheet Team Members:____________________________ We think our clues describe specimen #__________________________________ We think this because our specimen is ( list all the characteristics of the specimen and the how you could tell) Example: 1. Our specimen is cold blooded. We know this because it has scales.

7. ELA Standards addressed ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

8. Start by showing students examples of “What am I poems”. For example: I'm a powerful stick, I'm a masterful thing. I go "poof" and a flower turns into a ring. I go "zap" and a bunny's a small, yellow bird. I can change anything with just one magic word. Being magic is grand and the crowd loves my work. They say "ooooh" and sigh "aaaaah" and the kids go berserk! It's a wonderful gig and I'll never regret it, but that silly magician takes all of the credit! WHAT AM I? (C) 1998, Arden Davidson

9. Have students guess what is being described in the poems. They can only use the clues provided. Discuss with students what makes a good clue; makes you think, isn’t very obvious, is factual. Have students practice and create their own “What am I Poems” based on something in science ( microscope, lab coat, goggles). Students should share their poems and have their classmates try to guess. During ELA time, students should visit the lab in pairs to observe, discuss, and take notes about their specimen. They should use the internet, library and other resources to collect additional information about their specimen. ( You might want to touch base with your media specialist before hand). In pairs students will create their clues about their specimen using the graphic organizer research sheet to help guide them. Directions for writing

10. Key Question: How is litter found in rivers, lakes, and streams harmful to living things? What can humans do to help? Procedure: 1. Let's look at some types of litter than could end up in rivers, lakes, or streams: plastic bag, water bottle, soda can, fishing line, straw, wrappers, bottle caps, six pack rings. 2. As we test each in the water, write down each of the items in your journal. Next to each item record whether you think that it will sink or float in water. S= sink F= float Let's test. 3. Place a check next to each if you were correct. Let’s discuss: How does the trash get here? How do you think they could they harm living things that live in the water? What type of food sources might these look like to animals? 4. Discuss with your group and record your ideas in your journal: What are some things that people can do to keep this from happening? Let's watch a video to show us more about a common type of litter. The Majestic Plastic Bag The Majestic Plastic Bag 3 rd grade water pollution Lab

11. 1. Choose a task below. 2. As a lab group or with a partner, perform a task to help to teach others in our school what they can do to help keep our waterways free from litter and protect the living things that live there. You may record these in your lab journal, on poster board, or on construction paper. Task 1- Make a poster to teach others about how trash that sinks or floats such as plastic bags can be harmful to turtles, otters, and birds living in or near water. Task 2- Make a brochure to teach how plastic items such as soda can rings or metal cans could harm animals living in or near the water. Task 3- Write a letter to a large plastic company asking them to consider using a different/ less harmful material such as paper in their product. Ask them to consider making plastic bags have a cost to use. Task 4- If you were the plastic bag, write a story about what happened to you in your life cycle. Did you end up harming a habitat or animal, or was there a happy ending for you?

12. 1 st grade Observation Recording sheets d. Differentiate Between various Sound in terms of Pitch ( high and low) and volume (loud or soft). S1P1: Students Will investigate Light and sound. c. Investigate How vibrations produce sound.

14. Using Interactive Science Journals 3 rd grade student- Brookwood Elementary

15. 5 th grade student Brookwood Elementary School

16. Reflection: Today in the lab we used our senses to observe different type of rocks. We used a tool called a hand lens to look more closely at the rocks and we used a ruler to measure their size. We also used other ways to explore them, like touching, feeling their weight in our hands, and deciding how shiny they were. Then our lab group sorted the rocks into groups. We talked about the ways to sort them by as being called a rock’s properties. We made a list of their properties and then sorted them again using a different property. I know now that scientist can use these to decide what kind of rock they found. Science Lab Journal Reflection Writing Anchor- 3 rd grade

17. 4 th grade student Brookwood Elementary School Student examples of Science Lab journal reflection

18. 5 th grade student- Brookwood Elementary

19. Using an “I Wonder” board

20. Thank you! Any questions? hmorea@forsyth.k12.ga.us hhayes@forsyth.k12.ga.us Credits: Majestic Plastic Bag, www.youtube.comwww.youtube.com I Wonder Boards, www.wonderopolis.comwww.wonderopolis.com