Presentation is loading. Please wait.

Presentation is loading. Please wait.

Atlanta Public Schools Mathematics and Science Department District Focused Professional Learning in Mathematics and Science 3rd Nine Weeks 2009 Grade 3.

Similar presentations


Presentation on theme: "Atlanta Public Schools Mathematics and Science Department District Focused Professional Learning in Mathematics and Science 3rd Nine Weeks 2009 Grade 3."— Presentation transcript:

1 Atlanta Public Schools Mathematics and Science Department District Focused Professional Learning in Mathematics and Science 3rd Nine Weeks 2009 Grade 3 Content Overview 0  “We do not inherit the earth from our ancestors, we borrow it from our children.” ~Native American Proverb

2 Mathematics and Science Department Agenda Session Goals and Ground Rules Overview of :  Unit 5: Habitats of Georgia  Unit 6: Interdependence and Pollution Model lesson : Unit 6- Interdependence and Pollution Provide opportunities to share ideas and best instructional practices in science instruction Embed interactive technology, differentiation, and questioning strategies 1

3 Mathematics and Science Department Session Goals Provide a content overview of the Georgia Performance Standards (GPS) Quarter 3 Grade 3: Unit 5: Habitats of Georgia Unit 6: Interdependence –Pollution/Conservation Discuss the rigor of knowledge and skills expected in each GPS unit 2

4 Mathematics and Science Department Session: Ground Rules Respect the value of each individual’s contribution No sidebars Share the air Honor time limits Participate and take ownership No cell phones or checking Parking Lot 3

5 Mathematics and Science Department APS Resources Locations Math & Science Resources SRT-4 Resources 4

6 Mathematics and Science Department CRCT 2009: Grade 3 Science 5 65% 67% 65% 67% 69% 70% Earth SciencePhysical ScienceLife Science

7 Mathematics and Science Department CRCT 2009: Grade 3 Science 6 25% 20% 42% 48% 33% 32% Needs ImprovementMeets CriteriaExceeds

8 Mathematics and Science Department What To Look For Provide examples of how the 5 categories were addressed in the lesson. Categories:  Managing the Learning Environment  Learner Engagement  Differentiated Instruction  Questioning Strategies  Technology Integration 7

9 Mathematics and Science Department There’s More to Teaching Science Read the article on your table. As a table group, locate some of the APS 26 Instructional practices outlined in the poem. Discuss how you can work to make sure that these items are implemented in your labs and other science activities. 8

10 Mathematics and Science Department What do you know about habitats ? Think about the different habitats that you can find in Georgia. On your own or with friends, make a list of five different habitats in Georgia. Now pick one of those five habitats from your list and describe five more habitats contained within that single habitat. (Hint: Think about the habitats of small organisms like reptiles and insects.) 9

11 Mathematics and Science Department Habitats Coastal Piedmont Ocean – underground mtn, fish of deep sea, snail, sea anenome Mountains – cave, gorge, stream, foothills, lake, soil valleys Marsh/Swamp – Forest/Woodlands- trees, dirt, caves, plants 10

12 Mathematics and Science Department Unit 5: Habitats of Georgia Standard S3L1 Elements: a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed. 11 Participants will investigate the habitats of different organisms and the dependence of organisms on their habitat.

13 Mathematics and Science Department Unit 5: Habitats of Georgia Enduring Understandings 1. For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. 2. A habitat provides the optimum conditions for the organism to survive. 3. Different organisms live in different areas in Georgia (mountains, marsh/swamps, coast, Piedmont, Atlantic Ocean). 4. Organisms include all living things such as plants, animals, fungi, and microorganisms. 12

14 Mathematics and Science Department Unit 5: Habitats of Georgia Enduring Understandings 5. Plants have features that allow them to live and thrive in different regions of Georgia. 6. Animals have certain features that allow/help them to live and thrive in different regions. 7. Changes in a habitat force the organisms living there to die, change/adapt, or move. 8. Organisms interact with one another in many ways including providing food to create a habitat. 13

15 Mathematics and Science Department Unit 5: Habitats of Georgia Essential Questions 1.What is a habitat? 2. How are regions in Georgia different? 3. How do the characteristics of the habitat determine the organisms that live there? 4. How are Georgia habitats different from other habitats? 5. How do the features of a plant help it survive in a certain region of Georgia? 6. How do an animal’s features and/or characteristics allow it to live and thrive in its habitat? 7. How do changes in a habitat affect the organisms living there? 14

16 Mathematics and Science Department Unit 5: Habitats of Georgia Essential Questions Habitats: How does a piedmont/swamp/ocean differ from other habitats? What characteristics are found in a piedmont/swamp/ocean? How do these characteristics interrelate to form a piedmont/swamp/ocean? What plants and animals would be found in a piedmont/swamp/ocean habitat? How can a piedmont/swamp/ocean habitat be affected by natural causes and by man? 15

17 Mathematics and Science Department Unit 5: Habitats of Georgia Essential Questions Georgia Habitats: What characteristics make piedmont/swamp/southern Atlantic Ocean unique in Georgia habitats? Why do certain plants and animals survive and grow in Georgia's piedmont/swamp/Atlantic Oceans? How can Georgia’s piedmont/swamp/ocean habitat be affected by natural causes and by man? 16

18 Mathematics and Science Department Unit 5: Habitats of Georgia Misconceptions 17 MisconceptionsProper Conceptions All plants and animals can live in any part of the state. For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Changes in an organism’s habit are sometimes beneficial to it and sometimes harmful. Animals and plants can adapt to changes in a habitat. ???

19 Mathematics and Science Department Unit 5: Habitats of Georgia Concepts Georgia has many different habitats. 18

20 Mathematics and Science Department Unit 5: Habitats of Georgia Vocabulary Habitat Georgia Organism Mountain Marsh/swamp Coast (coastal plains) Piedmont Atlantic Ocean Ridge and Valley Appalachian Plateau 19

21 Mathematics and Science Department Unit 5: Habitats of Georgia Tasks S3L1. Identify green plants, fungi (mushrooms), and animals present on the school grounds and around your home. Make a list of the aspects of their habitat that are necessary for the organisms to survive. Remember to include organisms that live in fresh water or salt water environments if you live near lakes, rivers, or the ocean. Research green plants, fungi (mushrooms) and animals that live in other regions of Georgia. Using informational resources including maps, match animals and plants with their homes (areas in Georgia where they live: mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean). 20

22 Mathematics and Science Department Unit 5: Habitats of Georgia Tasks Contact other third graders in Georgia and share your lists of green plants, fungi (mushrooms) and animals and their habitats that live in your area with them. Ask them to share their lists with you. Compare and contrast the lists to determine similarities and differences. Write an illustrated story telling what you found out about the organisms in your area, such as where they live, what they consume, and what external features the animals or plants have that enable them to live where they do. Use what you know about other areas in Georgia to conclude if the organisms could live in those other habitats. 21

23 Mathematics and Science Department Unit 5: Habitats of Georgia Tasks Identify external features of animals that allow them to live and thrive in different regions (cold, warm, wet, dry, etc.). Explain why certain animals need to live in a certain region due to their life cycles. External features may include but are not limited to  Body covering  Size and relative scale of body parts  Movement  Food gathering 22

24 Mathematics and Science Department Unit 5: Habitats of Georgia Tasks Choose an organism that lives in a place other than Georgia. Do a report about that organism, its needs, its habitat, and why, based on its needs and features, it lives somewhere other than Georgia. For example, penguins do not live in Georgia except in zoos or animal parks. You would find out why penguins are not native to Georgia, what it needs to live, and its habitat. Visit a zoo or botanical garden and find out what accommodations in food, environmental conditions, and habitat the caretakers had to make to keep exotic organisms alive in Georgia. 23

25 Mathematics and Science Department Unit 5: Habitats of Georgia Tasks Identify external features of green plants and fungi (mushrooms) that enable them to live and thrive in different regions of Georgia (mountains, swamps/marshes, coasts, fresh water, Atlantic Ocean, and Piedmont).  Seeds, cones, flowers  Leaf structure (leaf shape, thickness, etc.)  Size  Shape Compile information into a research display of different plants and animals and their external features that help them thrive in different kinds of places. Use maps to show locations. 24

26 Mathematics and Science Department Unit 5: Habitats of Georgia Tasks Choose an organism that has unusual features. Do a report about that organism, its needs, and why, based on its needs and features, it lives in a specific habitat. Produce a display (diorama, multimedia presentation, brochure, etc.) about external features of organisms. For example, you could compile a brochure about beaks or feet of different birds. You could do a presentation about different leaves or fungi. 25

27 Mathematics and Science Department Unit 5: Habitats of Georgia Essential Labs Saving Water  pp (Use with Pages ) Keeping Warm  pp (Use with Pages ) Observe An Environment  pp (Use with Pages ) Plant And Animal Homes  pp (Use with Pages ) Changing The Environment  pp (Use with Pages ) 26

28 Mathematics and Science Department Unit 5: Habitats of Georgia Culminating Tasks: Zoo (Part 1) Goal: To help develop a zoo that will have a sample of the plants and animals from all the habitat regions of Georgia. Role: You are a biologist sent to find out what kinds of plants and animals live in each of the five habitat regions and what adaptations they have to live in those regions. Audience: General Public 27

29 Mathematics and Science Department Unit 5: Habitats of Georgia Culminating Tasks: Zoo (Part 2) Scenario: Build a zoo that will house samples of both plants and animals from the different regions of Georgia. Find out about the plants and animals that live in those regions and the features that they have that allow them to thrive there. Make a list of what you will need to include in your zoo to insure their survival. Product: A drawing of the zoo showing what conditions your area would have to have in order for the plants and animals from that region to survive there. A report on the plants and animals from your region. 28

30 Mathematics and Science Department Unit 5: Habitats of Georgia Culminating Tasks: Exhibit Goal: Your goal is to create an exhibit for the Georgia Wildlife Federation to show the regions of Georgia and the plant and animal life that is indigenous to each habitat. Role: You are part of a team selected by your teacher to create an exhibit for the Georgia Wildlife Expo. Audience: Spectators from all across the state, Judges of Georgia Wildlife Federation Contest 29

31 Mathematics and Science Department Unit 5: Habitats of Georgia Culminating Tasks: Exhibit Scenario: – Your teacher has entered the class in a contest sponsored by the Georgia Wildlife Federation. You are to follow the rules and guidelines of the contest in order to create an exhibit. Rules and Guidelines for the Contest are as follows:  All work must be student created and original.  Information presented must be valid.  There must be visual representations of plants and animals in their habitats Product: The purpose of this project is to show the plant and animal life within each of the habitats of Georgia. 30

32 Mathematics and Science Department Unit 6: Interdependence – Pollution/Conservation Elements: a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b.Identify ways to protect the environment. c.Conservation of resources d.Recycling of materials 31 Participants will recognize the effects of pollution and humans on the environment. Standard: S3L2

33 Mathematics and Science Department Unit 6: Enduring Understandings There are harmful effects of pollution and various ways to protect the environment from pollution. 32 Enduring Understandings

34 Mathematics and Science Department Unit 6: Essential Questions Essential Questions 1. How do I identify distinguish, and correct effects of pollution? 2. What are the effects of pollution on plants and their habitats? 3. What are the effects of pollution on animals and their habitats? 4. How does conservation protect our environment? 5. How does recycling help reduce pollution? 33

35 Mathematics and Science Department Unit 6: Misconceptions 34 MisconceptionsProper Conceptions Pollution comes only from manufacturing processes and machines. Pollution comes from many sources. We can recycle everything. Trash disappears. Some objects are not recyclable. I do not pollute. We don’t have a problem with pollution. Not all trash can be recycled. Pollution is everyone’s problem. Pollution comes from everyone. All water sources are clean and can be used for drinking water. You should not drink water from sources you do not know are safe (lakes, creeks, rivers)

36 Mathematics and Science Department Unit 6: Concepts 1.Pollution changes a living thing’s habitat: water, air, land. 35

37 Mathematics and Science Department Unit 6: Vocabulary Pollution air Pollution land Pollution water Habitats Environment Aerosol ozone layer Littering land Conservation acid Rain water 36

38 Mathematics and Science Department Unit 6: Tasks S3L2. Research other ways to help the environment such as conservation of resources and recycling. Look around your school and home for ways to help conserve resources and recycle products. Make posters to display around the school informing other participants of the need to conserve water and land resources by careful use and recycling. Celebrate Earth Day in April by sharing what you have done to help “save the planet.” 37

39 Mathematics and Science Department Unit 6: Tasks S3L2. Sometimes pollution such as littering changes an organism’s habitat. Anchor a piece of paper on a grassy area on the school ground. Leave the paper for two weeks. Remove the paper and observe the impact the paper had on the grass. Develop a plan to help clean up the area so that the organisms in the area are more likely to survive. Publicize your plan and write letters to encourage others to help with the plan. Test your plan and keep a record of the number of organisms or the condition of the organisms before and after implementing the plan. 38

40 Mathematics and Science Department Unit 6: Essential Labs Mining Resources pp (Use with Pages ) Pollution And Plants pp (Use with Pages ) Taking A Look At Trash pp (Use with Pages ) 39

41 Mathematics and Science Department Unit 6: Culminating Task Goal: Sharing with others the ways you’ve learned to conserve resources to protect our environment Role: You have been hired by the Environmental Protection Agency to design a poster to present to the School Board to use for the county to teach children how to protect the environment. Audience: Your School Board members and the members of the EPA will decide if your poster reflects pollution prevention. 40

42 Mathematics and Science Department Unit 6: Culminating Task Scenario: You must present your poster to the board members and EPA. You must show evidence that you understand conservation, recycling, reusing and reducing waste. Product: You will make posters to display around the school informing other participants of the need to conserve water and land resources by careful use and recycling. 41

43 Mathematics and Science Department Unit 6: Interdependence – Pollution/Conservation -- Literature 1. Just A Dream – Chris Van Allsburg, (Houghton Mifflin Company, 1990) 2. The Giving Tree – Shel Silverstein, (Harper Collins Children’s Books, 1964) 3. The Paper Bag Prince – Colin Thompson 42

44 Mathematics and Science Department 43 Unit 6: Planning Questions 1.What is the lesson about? 2.What do they already know? 3.What about this group? 4.Do you have manipulatives? 5.Did you give a pre-assessment? 7/25/2008

45 Atlanta Public Schools Mathematics and Science Department Model Lesson Unit 6: Interdependence/Pollution Third Grade 44

46 Mathematics and Science Department Engage: Pollution Reflect on the following questions: What is pollution? Why is pollution bad for the environment? How can pollution travel? Why types of things pollute water? What types of things pollute air? 45

47 Mathematics and Science Department Engage: Pollution As you watch the video would you revise your answers:answers 46

48 Mathematics and Science Department Engage: What is pollution? 47

49 Mathematics and Science Department Standard: S3L2 Elements: a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b.Identify ways to protect the environment. c.Conservation of resources d.Recycling of materials Elements: a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b.Identify ways to protect the environment. c.Conservation of resources d.Recycling of materials 48 Students will recognize the effects of pollution and humans on the environment.

50 Mathematics and Science Department Essential Q & Objectives EQ: What are the effects of pollution on plants and their habitats? What are the effects of pollution on animals and their habitats? Objectives: 1.Students will be able to identify types of materials that will or will not mix with water. 2.Students will be able to describe the effects of pollution in water to the environment. 3.Students will be able to identify the ways that pollution travels. 49

51 Mathematics and Science Department Explore: Literature Connection Explores water's journey, how it shapes the earth, and why it is important to keep it clean Grades K-4 50 Follow the Water from Brook to Ocean by Arthur Dorros

52 Mathematics and Science Department Explore: Technology Hotlist: /listquartercc.html Teacher Resources /Water.htmlhttp://www.kiddyhouse.com/Themes/Environ /Water.html r.aspx?cat_id=9http://www.zerofootprintkids.com/kids_teache r.aspx?cat_id=9 51

53 Mathematics and Science Department Explore: Technology Ocean Pollution /webquests/oceans/http://chalk.richmond.edu/education/projects /webquests/oceans/ 52

54 Mathematics and Science Department Unit 5: Habitats of Georgia Additional Websites Georgia Wildlife Federation: Georgia Museum of Natural History Science Box Program: x.asp Georgia Wildlife Web: hp National Wildlife Federation: The New Georgia Encyclopedia website (www.newgeorgiaencyclopedia.org)www.newgeorgiaencyclopedia.org 53

55 Mathematics and Science Department Unit 5: Habitats of Georgia Additional Websites T7&lpg=PT7&dq=what+is+a+habitat&source=web&ots=BiP 2BEbqMv&sig=uJ4b7kVQ7Xati6AY9siV90onHVc&hl=en&sa =X&oi=book_result&resnum=2&ct=result#PPT6,M1http://books.google.com/books?id=ZC8xU3OpgBoC&pg=P T7&lpg=PT7&dq=what+is+a+habitat&source=web&ots=BiP 2BEbqMv&sig=uJ4b7kVQ7Xati6AY9siV90onHVc&hl=en&sa =X&oi=book_result&resnum=2&ct=result#PPT6,M1 54

56 Mathematics and Science Department Explore: Dump & Clump 1.Select timekeeper and scribe for each group of 4 or 5. 2.Brainstorm all the words related to pollution for 2 minutes. The scribe of the group will record them on the index cards provided. 3.Organize the words in a way the group decides. Write a sentence or two to justify your organization. 55

57 Mathematics and Science Department Explore: Bottle Ocean 56

58 Mathematics and Science Department Explain: Video Causes of Water Pollution The way we use water results in pollution which damages the environment. Sewage, chemical waste, and runoff place toxic substances into water sources. Oil spills are especially dangerous to water because they spread very fast and cause severe damage to surrounding ecosystems. 57

59 Mathematics and Science Department Explain: Science Notebook Explain in your own words or draw a picture explaining why additives in water create pollution. Can all additives be physically changed into their primary components? 58

60 Mathematics and Science Department Elaborate: Water Pollution Repeat the Bottle Ocean experiment using different kinds of liquids that are commonly put into our lakes and oceans. See what liquids will and will not mix with water. Find out where pollutants come from, what harm they may cause to life and the water, and how we are trying to avoid this pollution or clean it up. Research a particular ocean, lake or river. Find out how “healthy” the water is. What kinds of pollution concerns are there? They may find out about malformed critters that are linked to pollution. Or there may be evidence that certain plant life or other life is in jeopardy or even becoming extinct because of pollution. 59

61 Atlanta Public Schools Mathematics and Science Department Plastic In the Water

62 Mathematics and Science Department Plastic  Plastic products are everywhere in today's world.  They may be convenient, but they have a large impact on the environment.

63 Mathematics and Science Department Plastic in the Ocean Garbage has been discarded into the oceans for as long as humans have sailed the seven seas or lived on seashores or near waterways flowing into the sea.

64 Mathematics and Science Department Plastic bags kill animals About 100,000 animals such as dolphins, turtles whales, penguins are killed every year due to plastic bags.

65 Mathematics and Science Department 64 Evaluate: Pollution Solutions

66 Mathematics and Science Department Your team will create an imaginary machine that will clean up plastics in the ocean. 65 Evaluate: Pollution Solutions

67 Mathematics and Science Department Evaluate: Pollution Solution GRASP Goal: Understand importance of sharing ways to conserve and protect environment with others Role: You have been hired by EPA to design poster for school board. Audience: Your School Board members and the members of the EPA will decide if your poster reflects pollution prevention 66

68 Mathematics and Science Department Evaluate Standard: You will write a plan and create a poster to explain how to protect your environment using recycling, reducing, reusing, and conservation. Product: You will make posters to display around the school informing other students of the need to conserve water and land resources by careful use and recycling. You will include data to support your information. You will provide organized ideas and present them neatly using colorful visual graphics. Your written information must be accurate based on knowledge gained from the unit study 67

69 Mathematics and Science Department Evaluate: CRCT Practice 68

70 Mathematics and Science Department Debrief How do you think it went?/What did you accomplish today? Do you think participants/participants got the concept? Did you meet your goals and your student/participant needs? Provide examples of how the 5 categories were addressed in the lesson. Categories:  Managing the Learning Environment  Learner Engagement  Differentiated Instruction  Questioning Strategies  Technology Integration 69

71 Mathematics and Science Department Reflection 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 do you need to know? 70

72 Mathematics and Science Department Contact Information 71


Download ppt "Atlanta Public Schools Mathematics and Science Department District Focused Professional Learning in Mathematics and Science 3rd Nine Weeks 2009 Grade 3."

Similar presentations


Ads by Google