3 rd Grade AIMS Training

1. 3rd Grade AIMS Training Sally Creel, Science Supervisor

2. Agenda for Today 8:30 - Start 3:30 – Stop 1 2 3 4 5 10:00 - Break 11:15-12:15 - Lunch 1:45 - Break

3. The Powerful Orange Procedure: • This exercise illustrates the importance of first hand experience in science • Powerful way to advocate for time to engage in hands-on learning Groups each receive an orange Each group records what they observe about the orange using their five senses Each group reports out the number they generated in four minutes

5. orange

6. How well do you know your GPS? People with “Big Idea Cards” – Arrange yourselves in the order in which your curriculum is taught. People with GPS Standards – Find your partners with the same standard. Then locate your “Big Idea.”

7. Find Yourself a “Tree Partner”

8. Get To Know Your Resource • Each participant will be receiving a CD with 30 AIMS activities • The activities were selected from the Georgia Earth, Life, & Physical Science AIMS books • You may post the CDs on your “S” drive at school • You will receive your CDs at the end of next week.

9. 5E Model of Student Learning The 5E model has been around for 20+ years. This approach to the teaching/learning cycle is respectful of the time necessary to master new content. This model could describe a single lesson/day or a unit/weeks.

10. A Special Plot EQ: What lives in one small plot on the school playground? Materials: golf tees or wire hanger , yarn, clip boards, hand lenses, chart paper Procedure: • Will be going outside • Observing plants, animals, & soils • Select a place to study & mark it • Observe & Map it • Sketch plants & animals (in the spot where you first observed them) • Take note of nonliving & dead materials • Use your hand lens to observe the soil Safety Note: Walk the campus and select an area to study ahead of time. Look for hazards.

11. Good Looking EQ: What evidence of plant & animal life can be found around the school grounds? PROCEDURE: Discussion: • Generate a class discussion of what kinds of evidence could show that something alive has been in a certain place. • Walk the school grounds and look for: • Plant life or Evidence of Plant life • Animal life or Evidence of Animal life • What were some of the evidences of life that you found? Where were some particularly good places for clues? • What clues were most surprising to you? • Where would you like to look for clues next? Why? • When your class left the playground, what clues did you leave that would show you have been there? The goal is to find a variety of clues & living things, not necessarily to be able to ID what they find.

12. A Special Plot EQ: What lives in one small plot on the school playground? Discussion: • What were some of the evidences of life that you found? Where were some particularly good places to look for clues? • Were there any animals that were found by all or most groups? Were there any that were seen only in one or two places? • What did you observe about the soil in your plot? Do you thin it is good soil for plants? Explain your answer. Extension: • Visit the plots again in a few days, weeks, or throughout the year. Copy original maps to compare or add to over time. • Extend the grid lines to accommodate coordinate labels.

13. GA Habitats Scramble EQ: What are the plants & animals that belong in each habitat? • Provide students with images from various GA Habitats • Read rubber band books about each GA Habitat. • As you read, sort the images into the various Habitats. • http://museum.nhm.uga.edu/index.php?page=content/education/habitats/habitats • http://www.uga.edu/gardenclub/m2s/index.html

14. Hot Stuff EQ: How can heat be produced? Materials: hand sanitizer, hair dryer, lamp, candle, matches, block wood, sand paper, wire hanger Procedure: • Construct rubber band book • The Heat is On • Students will rotate through 6 stations • Exploration 1: hand sanitizer • Exploration 2: hair dryer & electrical outlet • Exploration 3: desk lamp & electrical outlet • Exploration 4: candle, match, foil • Exploration 5: block of wood, sandpaper • Exploration 6: wire hanger Safety Note: Point out the safety precautions at each station prior to beginning.

15. Cartons ‘n’ Cotton EQ: How can we slow down the loss of heat? HEAT • Day 1 – Prepare Cartons • Carton 1 – Outside covered with cotton • Carton 2 – Inside covered with cotton • Carton 3 – Plain carton – No cotton • Day 2 – Test & Record data every 6 min.

16. Cartons ‘n’ Cotton EQ: How can we slow down the loss of heat? • What question were we trying to answer? • How did we make a fair test? • What happened to the temperature of the water in each jar? • Which jar retained the most heat? • What are sources of hot water in our homes? Why is it important to insulate these sources?

17. Magnets Stations • What is Attracted to a Magnet? • EQ: What will attract a magnet? • Fish & Clips • How many “fish” can you catch?

18. All Sorts of Rocks A second line of text can go here. Here is the description of the table. You may change or delete this text as you wish. This chart is compatible with PowerPoint 97 to 2007. Here is a placeholder for more text and description of the chart. Changing this text will not interfere with the formatting of this template.

19. Rocks & Minerals A second line of text can go here. Here is the description of the table. You may change or delete this text as you wish. This table is compatible with PowerPoint 97 to 2007.

20. What Makes Soil? A Second Line of text may go here Here is the description of the chart. You may change or delete this text as you wish. This chart is compatible with PowerPoint 97 to 2007. Here is a placeholder for more text and description of the chart. Changing this text will not interfere with the formatting of this template.

21. Some Are Sedimentary

22. Picture Page Layout Here is a place holder for the text. The earth flower on this page can be removed. Picture from PresenterMedia.com