Welcome! After you are comfortable… Make a name tag

Welcome! After you are comfortable… Make a name tag
Move a magnet on the capacity matrix to indicate your experience with 3rd grade science

Third Grade Science Training
NC Essential Standards

Glad you’re here! Thank you Code of Cooperation Housekeeping
Agenda and Resources Capacity Matrix review

Road Signs How does your road sign relate to science education or education in general? Be creative!

Today’s Training Introduction Unifying Themes in 3rd Grade Science
- Structure of 3rd Grade Science - Explore Teacher Guides - 5E Learning Cycle - NCES Domains Unifying Themes in 3rd Grade Science Wrap Up

Structure of 3rd Grade Science
Guided Inquiry; Teacher facilitates, students construct Big Idea: Understanding Systems Prior knowledge from K-2 is utilized Transition to upper elementary science Assessment

STC, FOSS, and Tracks STC Changes Plant Growth & Development
Soils (selected lessons during PG&D) FOSS Human Body Tracks Investigating Objects in the Sky Take just a few moments to explore and compare the structure of the manuals with your table group

What Did You Notice? Tracks FOSS STC

The Cycle of Learning Evaluate Engage Expand Explore Explain
Each inquiry-based, hands on science investigation is based on the 5E Learning Cycle. Engaging activities help students connect with what they already know. A focus question or an engaging scenario is introduced, then students are prompted to make a prediction. Students engage in a hands on investigation with a partner or in a small groups during the exploration portion of the learning cycle. This is the time when students record observations or corresponding data in their science notebooks. As the lesson enters the explanation portion of the learning cycle, students are pulled together to discuss their observations or data collection. This segment is usually referred to as a ‘making meaning conference’. During this time, the teacher facilitates conversation, prompts students to share claims and evidence, or introduces new vocabulary or concepts. The making meaning conference draws to a close as students develop new questions for further research. Explain

Learning Cycle Component
Notebook Entries Engage Focus Question Prediction Record class question I think/predict ___ because…” Explore Plan Observation & Data Record materials and procedures Record observations and data Explain (Making Meaning) Share data, group analysis Claims & Evidence Vocabulary & Content Conclusion “I claim ___ because …” Record or paste in notebook “I learned …” Expand Apply Next Steps or New Questions “If ___ then ___” “I wonder …” or “What about…?” Evaluate Formative assessment, quick write, exit ticket, teacher review of entries

Physical Science Domain
Grade Level Force and Motion Matter: Properties & Change Energy: Conservation & Transfer Interactions of Energy & Matter K Animals 2x2* *Relative position Investigating Properties x 1 Balance & Motion Comparing & Measuring 2 Sound Air & Weather; Solids & Liquids 3 Human Body and Objects in the Sky Changes and Soils Changes and Objects in the Sky 4 Magnetism & Electricity Magnetism & Electricity and Earth Materials 5 Motion & Design Motion & Design, Inv. Weather Inv. Weather and Ecosystems

Structure and Functions
Life Science Domain Grade Level Structure and Functions Ecosystems Evolution & Genetics Molecular Biology K Animals 2 x 2 x 1 Organisms 2 Life cycle of Butterflies 3 Human Body Plant Growth & Development 4 Animal Studies 5 Human Body Systems

Earth Systems, Structures & Processes
Earth Science Domain Grade Level Earth in the Universe Earth Systems, Structures & Processes Earth History K x Weather 1 Pebbles, Sand & Silt 2 Air & Weather* *Moon Observations Air & Weather 3 Objects in the Sky Objects in the Sky and Soils 4 Earth Materials and Landforms 5 Inv. Weather

- Tracks Investigating Objects in the Sky - STC Plant Growth & Development/Soils - STC Changes - FOSS Human Body Wrap Up

Objects in the Sky

Misconception Probe Objects in the Sky

Student Misconceptions
In spite of common depiction, the Sun-centered system seriously conflicts with common intuition. When considering the Earth, Sun, or Moon, young children suggest 2-dimensional or non-spherical, 3-dimensional shapes, while older children suggest spheres.

Common words and phrases, such as sunrise and sunset or sundown may lead to incorrect ideas about the day/night cycle. Today’s students are not personally connected to the sky as people in the past were.

Adult Misconceptions Of a sample of university students:
65 % had no knowledge of the phases of the Moon 23 % only fragmentary knowledge of the phases of the Moon 8% had an “alternative eclipse” notion 6 % held the correct notion -Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson More to share.

Earth Science Content Blast
Earth’s orbit Revolves around the Sun in one year’s time (approx.) Earth’s rotation Rotates on its axis every 24 hours Moon phases Eight named phases Same face every night (synchronous rotation) Moon rotates once for every revolution around the Earth Moon goes through phases because of the relative positions of the Earth, Moon, and Sun The reason for the seasons Tilt of the Earth (23.5 degrees) Direct and indirect light

Earth/Moon/Sun Patterns and Cycles
Sun’s daily cycle or length of day - changes over time according to Earth’s shape, rotation and Earth’s tilt Seasonal cycles- sun’s path in the sky changes, angle of incoming sun light and proximity to large bodies of water is connected to daily temperature changes Lunar cycles - affect tidal changes over time Angle of insolation determines heat energy that drives the weather systems and seasons. Large bodies of water heat and cool more slowly than land. This is one of a number of factors that influence our weather and air movement. Think about the differences between the northern and southern hemispheres and in their temperature fluctuations. One of the most obvious cycles is the daily cycle of the sun and moon. In addition, the sun carries through a year-long cycle, an ecliptic orbit. The planet Earth holds its axis fixed as it orbits the sun. Earth’s northern hemisphere is tipped toward the sun in June and away from the sun in December degrees. The Earth’s completely circles the sun in days . The vernal equinox is the place where the sun crosses the celestial equator moving northward and the autumnal equinox is the place where it crosses the equator moving southward. June 22, the sun is farthest north of the equator ( summer solstice. The winter solstice about December 22 is the sun’s farthest point south of the equator. The seasonal temperature depends on the amount of heat we receive from the sun. Earth reaches perihelion, its closest point to the sun about Jan. 3, and it reaches aphelion on its farthest point about July 6.

Earth’s Tilt

Sunlight – energy source for Earth A) Energy in a sunbeam
1) Cannot be measured directly 2) Need to measure the effect energy has on an object’s temperature (a) Calorie (1) The amount of energy needed to raise the temperature of 1 g of water by 1º Celsius B) Sunlight striking the Earth is affected by several factors 1) Latitude and longitude (a) Sunlight strikes the Earth at many angles 2) Seasons (a) Earth’s tilt 3) Time of Day C) Sunlight in the atmosphere 1) Atmosphere absorbs ultraviolet radiation (a) Heats the thermosphere and upper stratosphere (b) Ozone layer 2) Gas and clouds in troposphere also absorb some sunlight energy 3) Clouds reflect light energy back to space and down to Earth’s surface D) Sunlight at Earth’s surface 1) Reflected back to atmosphere 2) Absorbed by the surface II) The atmosphere’s energy sources A) Conduction 1) Movement of heat energy from molecule to molecule (a) Transfers heat from the Earth to the atmosphere B) Convection 1) Movement of heat by warm and cold currents C) Latent heat 1) Energy stored in molecules through evaporation D) Radiation 1) Release and transfer of energy in wavelengths of heat and light E) Greenhouse effect 1) Ability of the atmosphere to let energy in and prevent it from escaping back into space F) Energy budget 1) Sum of all energy gains and losses

Angle affect on area covered by striking sunlight
Angle affect on area covered by striking sunlight. Same amount of light rays, spread over a greater amount of area reduces the direct heating affect on the land.

Vertical Alignment In Kindergarten, students make observations of daily weather to build an understanding of changes and observable weather patterns. In 2nd, students begin making observations of the Moon and recognize its changes follow a pattern. In 5th, students conduct investigating to build an understanding of weather systems and variables that affect weather including such as proximity to the Equator or location in a particular hemisphere.

NC Essential Standards
3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system. 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter. 3.E.2 Compare the structures of the Earth’s surface using models or three-dimensional diagrams.

Clarifying Objectives
3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 3.E.1.2 Recognize the changes in the length or direction of an object’s shadow indicate the apparent changing position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same.

4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.

3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Essential Question for the Unit
How do the Earth, Moon, and Sun move in the sky, and in relation to each other?

Shadow Tracing Work in pairs One partner stands in position
The other will trace around partner’s feet and shadow Record the time

Making the Constellations
Overhead method vs. flashlight method

Unit Resources Misconception Probes
Tracks Investigating Objects in the Sky TG Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content - Additional Online Resources

Plan Ahead! Which source will be used to monitor and verify the current Moon phase? Prepare calendar on chart paper to record Moon phases Large, open paved area in the sun most of the day Check batteries and flashlights! Solicit donations of empty coffee cans and soup cans WCPSS Starlab

Quick Write What resonated with you? What are your next steps?
What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

Plant Growth & Development and Soil

Misconception Probe What’s in Soil? Plants in the Dark and Light

Many children aged don’t believe that a tree is a plant. Some children don’t believe that seeds are living and are classified as plants. Only 4 out of year old students categorized pictures of animals and non-animals as a biologist would . Some children suggest soil is dinosaur manure. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

Vertical Alignment In Kindergarten, students observe, describe, and sort various objects based on their observable properties. In 1st, students observed the properties of various Earth materials to build an understanding of their uses. In 2nd, students conducted investigations to build an understanding of the properties of air, a mixture of gases. They also observe properties of solids and liquids and conduct tests to discover additional properties.

Vertical Alignment In 3rd, students conduct investigations to build an understanding of the properties of soil such a color, texture, and capacity to hold water. In 4th, students conduct investigations to build an understanding of the properties of rocks and minerals such as color, luster, hardness, and streak. They also investigate erosion, weathering, and rapid changes to Earth’s surface.

3.L.2 Understand how plants survive in their environments.

3.L.2.1 Remember the function of the following plant structures as it relates to the survival of plants in their environment: Roots –absorb nutrients Stems –provide support Leaves – synthesize food Flowers – attract pollinators and produce seed for reproduction 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow. 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.

3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support growth and survival of many plants.

What is the life cycle of a plant, and what affects plant growth?
Essential Questions for the Unit What is the life cycle of a plant, and what affects plant growth? What properties can be identified and described in soils?

Kit Inventory Lesson What color is it? Where have you seen it
before OR what does it remind you of? How do you think we will use it in science? Explain a kit inventory. Remind them that this is a researched strategy that works for ESL/ELL students, but is good for all students. Discuss how you do this in your classroom.

Discuss all the logistics of doing Wisconsin Fast Plants with students
Discuss all the logistics of doing Wisconsin Fast Plants with students. Share from your experiences. Use all the pictures in the next slides to do this.

Allow time for teachers to plant and experience this.

Discuss the light system storage and set up at your school.

Discuss the things to remember with the watering system/source

Remind them that this is in their standards and important
Remind them that this is in their standards and important. Discuss how you do this in your classroom.

What does this child know? What would you ask this child?

Share this sample. Ask what does this child know
Share this sample. Ask what does this child know? Remind teachers that the notebook is differentiated instruction at its best.

Imagine that you’re outside playing in the dirt
Imagine that you’re outside playing in the dirt. How would you describe the soil? Engage

What will you find in the soil sample?
Focus Question What will you find in the soil sample? Prediction I think/predict the soil sample will have ___ in it because… Engage

Make careful observations. Record findings. Label drawings.
Explore

What did you find in your soil sample? What surprised you the most?
What did you find out that you didn’t already know? Explain

I claim ___ because … I know ___ because … I learned…
Claims & Evidence I claim ___ because … I know ___ because … Conclusion I learned… Explain

If ___, then ___ What about…? I wonder… Application
Next Steps or New Questions What about…? I wonder… Expand

Were students able to generate a prediction?
Did students use hand lenses correctly? Did students make careful observations? Were observations recorded and labeled? How about claims and evidence statements? Evaluate

Where do dead plants go? How can we find out?
Compost Bags Soil cycle Care of red worms Materials Classroom logistics

Soil: Earth’s Solid Membrane How Much Soil Is There?
Soil: Earth’s Solid Membrane How Much Soil Is There? Pretend that this apple is the planet Earth, round, beautiful, and full of good things. Notice its skin, hugging and protecting the surface. Water covers approximately 75% of the surface. Before we start today. This is a good activity to share with your students to get them to understand the importance of soil and how valuable it is. The three quarters (75%) you just removed represents how much of the earth is covered with water - oceans, lakes, rivers, streams. What is left (25%) represents the dry land. 50% of that dry land is desert, polar, or mountainous regions where it is too hot, too cold or too high to be productive. So cut that dry land quarter in half and toss one piece away. When 50% is removed, this is what is left. (12.5% of the original) Of that 12.5%, 40% is severely limited by terrain, fertility or excessive rainfall. It is too rocky, steep, shallow, poor or too wet to support food production. Cut that 40% portion away. What are you left with? (next slide) You are left with approximately 10% of the apple. Peel the skin from the tiny remaining sliver.

How Much Soil Is There? The remaining 10% (approximately*)- this small fragment of the land area - represents the soil we depend on for the world's food supply. This fragment competes with all other needs - housing, cities, schools, hospitals, shopping centers, land fills, etc. And, sometimes, it doesn't win. *There is difficulty within the scientific community in coming up with an exact figure The remaining 10% (approximately*)- this small fragment of the land area - represents the soil we depend on for the world's food supply. This fragment competes with all other needs - housing, cities, schools, hospitals, shopping centers, land fills, etc., etc. And, sometimes, it doesn't win. *There is difficulty within the scientific community in coming up with an exact figure

Soil Forming Factors Parent Material Climate Topography Biota Time
These five factors work together to create a unique soil profile made of layers called horizons. What do soils do for us? Are soils really different? Why do soils differ? What are some soil properties that affect land use? How is soil formed? Why is soil important? These variables influence the five principal soil-forming factors. The Geologic Factor-the weathered parent material, which may consist of solid bedrock or of loose sediments that have been transported form elsewhere by the action of water, wind, or ice. Chemical and physical characteristics are reflected in the resulting soil. The Climate Factor-temperature and moisture are the climatic variable of greatest significance. High temperatures tend to speed up the chemical weathering. Low temperatures tend to speed up the physical weathering. The Topographic Factor-Slope and drainage relate to both the physical and chemical processes. Physical-erosion washes away soil. Chemical- weathering permeates deeper into the parent material. The Biological Factor-Plants and animals contribute to soil development. Roots and animals work their way into the soil and provide passage ways for water and air. Decaying matter adds to the nutrients and is a vital link between soil and the growing plants. The Chronological Factor-Soil development requires time and depends upon the parent material as well as many characteristics of the environment.

Carolina Clay North Carolina is home to the only continuing pottery tradition in the United States outside the Native American tradition of the Southwest. Noted for this rich tradition from Seagrove to Pisgah, work produced here has earned the attention of collectors, artists, and visitors from around the globe. Additional integration plus important NC connection. In 2006, NC produced $1 billion worth of mineral products = about 5% of our state’s budget. Mineral products had an $11.3 billion economic impact on our state. Crushed stone accounts for 2/3 of all minerals produced and is the primary product. NC produces 65% of all U.S. feldspar. Brick-making clay is mined from red shale of the Triassic age ( mya) Lee and Moore counties, SW of Wake has Triassic sedimentary rock. What items do you use daily that have a geological source? Petroleum, etc.

Unit Resources Misconception Probes STC Plant Growth & Development TG
STC Soils TG Lessons posted to CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content - Additional Online Resources Premium Content - - Log in with: - Password: wakecounty

Plan Ahead! Consider when you will teach each lesson. Remember to accommodate for an appropriate amount of light and temperature for your plants. A grow box can be purchased from Carolina Biological for this purpose. Make sure seeds are still viable. When were they purchased? Seeds can be kept in the refrigerator to promote freshness. Where will you store plants and grow light? Soil sampling on school grounds. Class compost vs. individual compost bag

Changes

Misconception Probe Where Did the Water Come From?

Young children (aged 5-13) regarded rigid materials as solid, any powder as a liquid and any non-rigid material as intermediate between a solid and a liquid. In a child’s view, the exemplary liquid is water, all liquids may be regarded as watery or made of water. As a result, children may be confused when they classify liquids such as honey, paste, or tomato sauce. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

Vertical Alignment In Kindergarten, students observe, describe, and sort various objects based on their properties. In 1st, students observe, describe, and sort Earth materials based on properties such as size, color, and texture. In 2nd, students observe, describe, and sort various objects based on their properties and conduct investigations to build an understanding of basic properties of solids, liquids, and gases.

Vertical Alignment In 3rd, students conduct investigations to build an understanding of change in state such as liquid to solid (freezing) or liquid to gas (evaporation). They also describe soil based on properties such a color, texture, and ability to hold water. In 4th, students conduct investigations to build an understanding of the properties of rocks and minerals. They also explore additional properties such as the ability to conduct electricity or reactions to water. In 5th, students build an understanding of the water cycle and conduct investigations to explore properties of soil and water which lead to phenomena such as land and sea breezes (convection).

2.P.2 Understand properties of solids and liquids and the changes they undergo. 3.P.2 Understand the structure and properties of matter before and after they undergo a change. 3.P.3 Recognize how energy can be transferred from one object to another.

2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling. 2.P.2.2 Compare the amount (volume and weight) of water in a container before and after freezing. 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a closed container.

3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water. 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer.

How can we observe and investigate changes in properties?
Essential Question for the Unit How can we observe and investigate changes in properties?

Thinking About How Things Change
Students will: Access prior knowledge - What things around you change? Examine pictures on change cards and identify stages of matter, chart ideas

Thinking About How Things Change
Questions to Consider: How did the tablet and water change when you mixed them? Did anything surprise you?

Freezing and Melting Student pairs design and implement a method for melting an ice cube in the shortest time possible. Some melt water will be transferred to a petri dish to observe evaporation Be purposeful about having covered and uncovered dishes

Where Did the Water Go? Water can exist as a gas
condensation warm cool Water can exist as a gas Change from liquid to gaseous state

Mixing & Separating Solids
Gravel and salt are observed then mixed together Mixture is separated using a sieve Student directions & modeling

Mixing Solids & Liquids
Properties Before Mixing with Water While Mixed with Water gravel Small pieces, brown, hard toilet tissue White, soft, small pieces White, shredded pieces, clumped together salt White grains disappeared Observe properties of each before and during mixing with water Guide students from disappeared to dissolved

Separating Solid & Liquid Mixtures
Properties Before Mixing with Water While Mixed with Water gravel Small pieces, brown, hard toilet tissue White, soft, small pieces White, shredded pieces, clumped together salt White grains Disappeared Properties When Separated from Water Small pieces, brown, hard White pieces clumped together, stiff ? Prior experience with sieve; introduce filter Gravel and tissue separate easily, but salt passes through filter Place salt & water mixture in petri dish for observation in Lesson 9!

Separating Mixtures of Color
Questions to Consider: How did the black ink change? Green ink? What colors were mixed to make black ink? Did anything surprise you? How might the Art specialist support this investigation? An introduction to chromatography. How can the art specialist support this concept? Color wheel. After this lesson, students could work in a center combining different colors of water. Yellow and blue water make green water. As the unit draws to a close, students will separate a mystery mixture of salt & pepper, observe a chemical reaction between baking soda & vinegar (gas in a bag), and then observe 3 samples of steel wool: dry steel wool, steel wool rinsed in water, and steel wool rinsed in vinegar. The unit wraps up as students write and test a recipe for change using familiar ingredients such as vinegar, baking soda, water, etc.

Unit Resources Misconception Probe STC Changes TG Lessons on CMAPP
Elementary Science Wiki - Concept Storyline - Unpacked Content - Additional Online Resources Premium Content - - Log in with: - Password: wakecounty

Plan Ahead! Accessibility to ice cubes and warm water
Prepare a materials center for students to use in Lessons 15 & 16 Solicit donations of Alka Seltzer tablets, sugar packets, sugar cubes, and coffee filters Consider hosting an ice cream or pancake making learning experience as a culminating activity

Shadow Tracing, part 2 Let’s step outside and conduct another shadow tracing Choose a different color piece of chalk Record time and note similarities/differences

Claims and Evidence Write down at least 2 claims and evidence statements. Remember, these claims must be based on your data. I claim that _________ because ______. I know that _________ because ______.

Human Body

Misconception Probe Is It a System?

Young children only express the static, supporting function of the skeleton. Older children recognized that the skeleton is necessary for movement, but only 20 percent could draw muscles appropriately. Verbal discussion and manual tasks with models revealed better understandings than drawings did. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

Vertical Alignment In Kindergarten, students observe the position and motion of animals to build an understanding of relative position. In 1st, student observe the position and motion of objects to build an understanding of relative position. They also conduct investigations to explore balanced and unbalanced forces as well as pushes and pulls. In 2nd, students conduct investigations to build an understanding that vibrations cause sound.

Vertical Alignment In 4th, students conduct investigations to build an understanding of magnetic force and electricity. In 5th, students conduct investigations to build an understanding of human body systems (circulatory, digestive, muscular, respiratory, skeletal) and their functions necessary for life.

3.L.1 Understand human body systems and how they are essential for life: protection, movement and support. 3.P.1 Understand motion and factors that affect motion.

3.L.1.1 Compare the different functions of the skeletal and muscular systems. 3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.

3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. 3.P.1.3 Explain the effect of Earth’s gravity on the motion of any object on or near the Earth.

How do the bones, joints, and muscles work together?
Essential Questions for the Unit How do the bones, joints, and muscles work together? What is the role of skin?

Investigation 1 Part 1, Counting the Bones Part 2, Mr. Bones Puzzle
Part 3, Owl Pellets

Owl Pellets Student sensitivity to fur
Use spray mister to keep airborne fur to a minimum Virtual owl pellet dissection at

Joints How important are thumbs for doing everyday activities?
What tasks are difficult to do without thumbs? Are all joints in the human skeleton the same? What are the three main types of joints that allow movement?

Team Work Work in pairs (A & B) Partner A: Stiff Thumbs
Partner B: Stiff Fingers Jigsaw: Complete 2 of the 8 tasks

Muscles Leg, thumb, and arm models Muscles, tendons, ligaments

Coordination Tasks Coordination, stimulus, response
Extensions include: Bean bag tossing or juggling Jacks Ball-on-a-string and paddle games Tee ball and kick ball Foot and knee dribbling with hacky sacks or soccer balls Hula hoops – waist, arms, neck Races & Obstacle courses

Unit Resources Misconception Probe FOSS Human Body TG
FOSS Science Stories Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content - Additional Online Resources - Teacher Prep Videos - Online Nonfiction Readers Audio

Plan Ahead! Order owl pellets!
Prepare a model of thumb, leg, and arm in advance Send home parent newsletter Paint Mr. Bones pieces with a wash of watercolor before punching them out. How might the PE specialist support this unit?

Wrap Up - Questions - Reflection - Leave Forms!

Walter Harris Elementary Science CT wharris@wcpss.net
Please be in touch! Walter Harris Elementary Science CT

Welcome! After you are comfortable… Make a name tag

Similar presentations

Presentation on theme: "Welcome! After you are comfortable… Make a name tag"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Welcome! After you are comfortable… Make a name tag

Similar presentations

Presentation on theme: "Welcome! After you are comfortable… Make a name tag"— Presentation transcript:

Similar presentations

About project

Feedback