1. Integrating Science Across the Cluster Presentation by… Kimberly Fernandez and Rachel Jorgensen Imagine Charter School, North Port Campus CHILD Summit, May 21, 2011

2. More exposure to science content Making corrections across the curriculum More entertaining than typical expository text Less overwhelming Encourages teacher collaboration

3. Writing teachers introduce science vocabulary for upcoming science topics Reading teachers substitute science text/content for expository text/passages within curriculum. Math teachers apply science content to real world applications and content with labs and projects.

4. Benefits for Writing Teachers Provides more practice for expository writing Students are decoding challenging text. Provides a unique opportunity to relate new vocabulary to familiar words. Provides a more entertaining avenue for decoding words using prefixes, suffixes and root words.

5. Writing Standards L.A.3/4/5.1.6.1: Students will use vocabulary that is introduced and taught directly L.A.3/4/5.1.6.2: Students will listen to, read and discuss familiar and conceptually challenging text. L.A.3.4.2.2: Students will write in a variety of informational/expository forms. L.A.5.1.6.7: Students will use meaning of familiar base words and affixes to determine meaning of unfamiliar or complex words.

6. Writing Activity Let’s make a Vocabulary Accordion. - Gives students an opportunity to organize and store new vocabulary words by unit.

7. Benefits for Reading Teachers More exciting content than the average reading series Allows students to make connections between personal experiences and expository text Inspires creative discussion and higher order thinking Content is easily adapted and flexible with reading skills (main idea, cause and effect).

8. Reading Standards LA.3/4/5.1.7.2: The student will identify the author's purpose in text and how an author's perspective influences text. (main idea and details) LA.3/4/5.1.7.3: The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events. (fact and opinion) LA.3.1.7.8: The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources. LA.3/4/5.2.2.3: The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing. (characteristics of non-fiction) LA.5.2.2.4: The student will identify the characteristics of a variety of types of text. (asking questions)

9. Reading Activity Let’s jigsaw Weather and the Water Cycle selection. Create Water Cycle diagram and Weather Trackers.

10. Benefits for Math Teachers Encourages project based learning (weather tracking). Science content encourages “hands-on” math (using data from labs for analysis) Promotes problem solving skills and critical thinking skills.

11. Math Standards MA.3.S.7.1: Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments. MA.4.G.3.3: Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems. MA.4.A.4.2: Describe mathematics relationships using expressions, equations, and visual representations. MA.5.A.4.2: Construct and describe a graph showing continuous data, such as a graph of a quantity that changes over time. MA.5.A.6.4: Compare, order, and graph integers, including integers shown on a number line.

12. Math Activity Let’s create a weather tracking line graph. We will be tracking the high temperatures from two different cities for a one week period.

13. Integrating Science Across the Cluster Kimberly.fernandez@imagineschools.com Rachel.kennedy@imagineschools.com