1. Presented by, Kristin Lilley, M.Ed, M.S. Tracy Baldwin, M.A.T.

2. Introductions
Kristin Lilley: K-5 Science Specialist at Triggs Elementary School
M.Ed in Instructional Design
M.S. in Curriculum and Instruction
1st grade teacher for 4 years before becoming the science specialist at Triggs.
Tracy Baldwin: Learning Strategist/Coordinator at Sheila Tarr Elementary School
G.A.T.E. Specialist for 9 years.
Sheila Tarr ES is transitioning into IB Magnet School, which explores inquiry based learning.

3. What is Picture-Perfect Science Lessons?
Picture-Perfect Science Lessons is published by the National Science Teachers Association (NSTA).
Helps teachers deepen their content knowledge and integrate science and reading in a meaningful way.
Each book contains ready-to-teach lessons and features engaging, science-related books tied to inquiry-based science lessons.
Lessons are organized using the 5Es Instructional Model and reading strategies are embedded throughout.
Lessons connect to new NGSS science standards, as well as correlate with RL, RI, and Writing standards.

4. What are the 5 E’s?

5. Inquiry-Based Learning

6. Do You Know Which Ones Will Grow?
Kindergarten; 3-5 days
Life Science: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
Crosscutting Concepts: Patterns
DCI: LS1.C Organization for Matter and Energy Flow in Organisms

7. Engage
Activate initial understanding with an open sort of the picture cards.
Read Aloud
Closed sort: Sort the cards into “Grows and Does Not Grow”.

8. Explore
Students explore the room to find things that can grow and cannot grow.
Students go outside to find things that can grow and not grow.
Inquiry Probes:
Were there more things that grow indoors or outdoors? Why?
What do these things need to grow?
What else do these things have in common?
How can you tell if something is alive?

9. Explain
Read Aloud:
Throughout read aloud, stop to discuss things we need to grow. List these on an anchor chart while reading with the students.

10. Questioning During Reading: Do plants eat food the way animals do?
How do plants get their food?
Do plants move around the way animals do?
How do plants move?
After Reading:
What do we call things that are not living things?
What were some examples of nonliving things from the book?
What if you found a brown, dried up plant or an insect that was not moving anymore? Is that living or nonliving?
What do plants and animals have in common?
How are plants and animals different?

11. Elaborate
Students are given the opportunity to show their understanding of living and nonliving with a small group.
Take students outside and give them a small space to study.
In their journals, students will draw and list the things in their space that are living and nonliving.
Teacher roams to assist in discourse.
You try!

13. Evaluate Prepare flap books with pictures from magazines.
Students will need to decide if the picture is something that is living or nonliving.
Students will justify their answer in writing.
Hang the flap books around the room and have the class look at each book. Students can monitor their own learning by saying to themselves if the picture is living or nonliving, then opening the book to see if they are correct.

14. Picture-Perfect Science Lessons (and beyond)