Welcome!

1. Welcome! After you are comfortable… • Make a name tag • Place a magnet on the capacity maxtrix to indicate your experience with 1st grade science

2. First Grade Science Training NC Essential Standards

3. Glad you’re here! • Thank you • Code of Cooperation • Housekeeping • Agenda, Resources • Capacity Matrix review

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

5. Today’s Training • Introduction - Structure of 1st Grade Science - Explore Teacher Guides - 5E Learning Cycle - NCES Domains • Unifying Themes in 1st Grade Science • Wrap Up

6. Structure of 1st Grade Science • Guided inquiry; teacher facilitates, students construct • Students observe, investigate, and record using real tools • Prior knowledge from kindergarten is utilized • Basis for science at upper elementary

7. FOSS and STC FOSS kits: • Pebbles Sand and Silt • Balance and Motion STC kits: • Organisms • Comparing & Measuring Take just a few moments to explore and compare the manuals at your tables

8. Venn Diagram

9. The Cycle of Learning Engage Evaluate Expand Explore Explain

11. Physical Science Domain

12. Life Science Domain

13. Earth Science Domain

14. Today’s Training • Introduction • Unifying Themes in 1st Grade Science- FOSS Pebbles, Sand, and Silt - FOSS Balance & Motion - STC Organisms - STC Comparing & Measuring • Wrap Up

15. Pebbles, Sand, and Silt

16. Is it a Rock? • Which things on the list could be rocks? • How do you decide if something is a rock? • jagged boulder - smooth boulder • small stone - large stone • pebble - piece of gravel • piece of sand - dust from two stones rubbed together

17. Student Misconceptions • Specimens were only rocks if they were large, heavy, and jagged. Smaller fragments were described as stones. • Children believed that rocks are made of only one material, but they applied the word intuitively to mineral samples as well. • Children classified rock specimens as crystal rocks when they were attractive in appearance. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

18. Misconceptions Continued • Children thought that soil was as old as the Earth. They thought that soil is the precursor of rock and that it changes to rock in the sequence: soil—clay—rock. Some children suggested that soil is dinosaur manure. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

19. Essential Question for Unit: • What are the properties of Earth materials?

20. NC Essential Standard 1.E.1 Understand the physical properties of Earth materials that make them useful in different ways.

21. Clarifying Objectives 1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils, and water that make them useful in different ways. 1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants.

22. Before and After • In Grade K, students observe that objects can be described and sorted by their properties and use vocabulary associated with the properties of materials • In Grade 2, students observe the properties of solids & liquids. • In Grade 3, students observe the properties of soils and how they absorb water and identify the basic components of soil (sand, clay, humus)

23. Before and After • In Grade 4, students describe the properties of rocks and minerals, classify rocks and rock-forming minerals, and recognize the chemical composition of minerals • In Grade 5, students learn about the wearing away and movement of rock and soil in erosion, identify and analyze forces that cause change in landforms over time (water & ice, wind, gravity)

25. Plan Ahead! • Copy and send the Parent Letter home • Mix the mixture for sorting rocks • Prepare rock sets for Investigation 1, parts 1 & 3 • Sandpaper will need to be cut into smaller sizes for investigations • Newspaper is helpful when working with the materials on desks • Consider inviting the Art specialist to assist with some lessons

26. Investigation 1: First Rocks Focus Question: • How do the rocks look?

27. Doing Investigation 1 With Your Table Group: • Read the Background Information pgs. 4-5 • Utilize the materials on your table to experience Investigation 1, part 1: Three Rocks Questions to Consider: • Was there one rock that made dust easier than the others? • Does the dust look the same on the white and black paper?

28. Investigation 1 What contributed to your learning in this investigation? How will you guide this with your students? • Introducing a Rock Collection • Utilizing the FOSS Stories K-2 Audio Stories are available online at www.fossweb.com • Science Notebook Samples www.sciencenotebooks.org • Use of Focus Questions on Elem. Science Wiki

29. Investigation 2: River Rocks Focus Questions: • What type of earth materials do you see? • How can you sort the rocks by size? • What is sand? What is silt? • Is there a material smaller than silt?

30. Investigating River Rocks With Your Table Group: • Read the Background Information pgs. 4-5 • Utilize the materials on your table and on the materials table to experience Investigation 2, part 1: Screening River Rocks Questions to Consider: • Were there any rocks that did not pass through any of the screens? • What happened to the sand and water when you shook the vial?

31. The Cycle of Learning Engage Evaluate Expand Explore Explain

32. Engage

33. Explore

34. Explain

35. Expand

38. Assessing Investigation 2 Bottle Drawing Sheet: • A student put river rock mixture into a bottle with some water and shook it up. This is what it looked like after it settled for a day. *Students label the layers and write/dictate a sentence about the picture.

39. Investigation 3: Using Rocks • Part 1: Rocks in Use • Part 2: Looking at Sandpaper • Part 3: Sand Sculptures • Part 4: Clay Beads • Part 5: Making Bricks (a great outdoor activity!)

40. Investigation 4: Soil Explorations • Part 1: Homemade Soil • Part 2: Soil Search • Part 3: Studying Local Soil

41. Think About It! • How will students get the materials? • How will you guide students and avoid misconceptions? • How can you use word walls/banks to scaffold student learning? • How will students record their learning? • How will you assess student content knowledge in this lesson?

42. Reflection Jot down: • Something that resonated with you. • a big idea you are taking away. • next steps when you get back to school. • new ideas to try or questions to ponder.

43. Today’s Training • Introduction • Unifying Themes in 1st Grade Science- FOSS Pebbles, Sand, and Silt - FOSS Balance & Motion - STC Organisms - STC Comparing & Measuring • Wrap Up

44. Balance and Motion

45. Rolling Marbles • With which friend do you most agree?

46. Student Misconceptions • Students believe that if an object is pushed with constant force this produces constant motion. • Additionally, they believe if the pushing force ceases there is “force” in the moving object which keeps it going, but gradually gets “used up” until the object stops. • Students regard the state of rest as fundamentally different from the state of motion.

47. Essential question for Unit: • How do objects move or stay balanced?

48. NC Essential Standard 1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.

49. Clarifying Objectives 1.P.1.1 Explain the importance of a push or pull to changing the motion of an object. 1.P.1.2 Explain how some forces (pushes & pulls) can be used to make things move without touching them, such as magnets. 1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.

50. Before and After In Grade K, students: Observe and describe properties of different kinds of objects and how they are used. They also study relative position and the movement of organisms. In Grade 2, students: Investigate and describe how moving air interacts with objects. Observe the force of air pressure pushing on objects. Describe how different kinds of joints allow movement and compare this to the movement of mechanical devices. In grade 3, students: