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Connecting Literature with the California Science Standards Strategic Science Teaching Grade One – Earth Science 1 SST 1st/Earth Science.

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Presentation on theme: "Connecting Literature with the California Science Standards Strategic Science Teaching Grade One – Earth Science 1 SST 1st/Earth Science."— Presentation transcript:

1 Connecting Literature with the California Science Standards Strategic Science Teaching Grade One – Earth Science 1 SST 1st/Earth Science

2 A model lesson for each grade level: Literature selection Science Standards Literacy Strategy Science Investigation 2 SST 1st/Earth Science

3 http://www.cde.ca.gov/ci/sc/ll/ 3 SST 1st/Earth Science

4 Browse The Elements Of The Lesson Standards Alignment Lesson at a Glance Teacher Background Materials and Advanced Preparation Teacher Tips Common Misconceptions Explicit script for delivering the lesson through the 5E instructional model Teacher Reflection Teacher and Student pages 4 SST 1st/Earth Science

5 The 5E Model of Instruction 5 SST 1st/Earth Science

6 Weather Words and What They Mean by Gail Gibbons Air is All Around You by Franklyn M. Branley Air Throughout the Day Essential Question: What can we observe about matter? Student Outcomes: Students learn that air temperature changes throughout the day. Students record observations and data during an investigation of air temperature during the day. Students experience and practice the “Think Aloud” strategy to link prior knowledge with new information in the reading selection. 6 SST 1st/Earth Science

7 Learning Strategy: Think Aloud Teachers verbalize their own thought processes while reading Weather Words and What They Mean. Students practice by reading Air is All Around You to revisit their understanding about air changing temperature. 7 SST 1st/Earth Science

8 Think Aloud (it takes practice!) The think-aloud strategy is an approach in which teachers verbalize their own thought processes while reading orally to students. It provides an opportunity for students to experience effective reading and problem solving and to transfer these strategies to their independent reading. 8 SST 1st/Earth Science

9 Step outside the classroom and observe the weather. Prompt students to think about how the air feels on their skin. Return to the classroom and ask students to share descriptive words about the air and how it might feel at different times of day. Are there other observations besides how the air feels? The 5E Learning Cycle Engage 9 SST 1st/Earth Science

10 Explore Observing Matter: Do you think the air temperature is the same all day long, or does it change? How can we find out? SST 1st/Earth Science 10

11 Setting up an investigation Use the Air Investigation Chart (Teacher Page 1.0) to record predictions, materials, procedures, class data and conclusions. Guide the students to design an investigation to answer the question. Guide a student discussion about what is needed to conduct the investigation that they design. Review the Explore: Part 1, Day 2 lesson script Teacher Talk: What are the challenges that first graders might have in setting up an investigation? 11 SST 1st/Earth Science

12 In groups, students investigate air temperature changes throughout the day, record and report data. Teacher Talk: discuss strategies for instructing students how to accurately read thermometers. Make and record more observations SST 1st/Earth Science 12 Explore – Part II, Day 3

13 Students review the class recordings on the “Class Air Investigation Chart” and, using complete sentences, summarize what they noticed about the data. Ask students what they think caused the air the get warmer and lead a discussion about the sun’s role in the temperature differences. Discussing Data Explain – Part III, Day 4 13 SST 1st/Earth Science

14 Weather Words and What They Mean, Gail Gibbons Turn to page 6 and find the word TEMPERATURE. Use the “Think Aloud” strategy for pages 6-7. Using the Literature Selection Explain – IV 14 SST 1st/Earth Science

15 Distribute Air is All Around You and have paired students read pages 3-7 with each other. Ask students if there are any new words or phrases that can be added to the “What We Know About Air” chart. Ask students to write or draw two new things they learned about temperature of air throughout the day. Using the Literature Selection Evaluate 15 SST 1st/Earth Science

16 Ask students who have thermometers at home to record the air temperature in the evening and share the data the following day. Link this discussion to the changes they noted during the day. Ask students to think about a cloudy or rainy day and discuss their thoughts about how temperature changes on those days. Repeat this activity on a cloudy or rainy day and compare results to the student discussion. Extending the Learning Elaborate 16 SST 1st/Earth Science

17 Teacher Reflection How does the student work provide evidence that they learned about how and why air temperature changes throughout the day? What instructional strategies used in this lesson promote student understanding? How do you know? How does the literature selection support student understanding of the science concepts? How would you modify instruction to ensure understanding of student outcomes by all students? 17 SST 1st/Earth Science

18 Your presenter will provide local contact information or you may contact your County Office of Education Science Specialist for more information. Bibliography located in the publication: Strategic Science Teaching Grades K-12: A Sampler of Science Lessons Connecting Literature with California Standards, 2002, CDE http://www.ccsesa.org/index/subCommittees.cfm?cid=120 Strategic Science Teaching Provided by CISC-Science Sub-Committee 18 SST 1st/Earth Science


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