3rd Grade AIMS TrainingSally Creel, Science Supervisor

Agenda for Today

1234

8:30 - Start

10:00 - Break

11:15-12:15 - Lunch

1:45 - Break

5 3:30 – Stop

The Powerful Orange•This exercise illustrates the importance of first hand experience in science

•Powerful way to advocate for time to engage in hands-on learning

1. Groups each receive an orange

2. Each group records what they observe about the orange using their five senses

3. Each group reports out the number they generated in four minutes

Procedure:

orange

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.”

Find Yourself a “Tree Partner”

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.

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.

5E Model of Student Learning

Engage

Your “Hook” activity

Explore

Provide children

with time to

investigate

ExplainResearch,

read, figure out together

what happened and why

Evaluate

Assess student learning either

summatively or

formatively

ExtendThe

learning for those who are

ready and REMEDIA

TE for those who

aren’t

A Special Plot

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

EQ: What lives in one small plot on the school playground?

Materials: golf tees or wire

hanger , yarn, clip boards, hand lenses, chart paper

Safety Note: Walk the

campus and select an area to study ahead of time. Look for hazards.

PROCEDURE: • 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?

DISCUSSION:

Good Looking EQ: What evidence of plant & animal life can be found around the school grounds?

The goal is to find a variety

of clues & living things,

not necessarily to be able to ID

what they find.

A Special Plot

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.

EQ: What lives in one small plot on the school playground?

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.

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

Hot Stuff

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

EQ: How can heat be produced? Materials: hand

sanitizer, hair dryer, lamp,

candle, matches, block

wood, sand paper, wire

hanger

Safety Note:Point out the

safety precautions at each station

prior to beginning.

Cartons ‘n’ CottonEQ: How can we slow down the loss of 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.

• 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?

Cartons ‘n’ CottonEQ: How can we slow down the loss of heat?

What is Attracted to a Magnet?• EQ: What will attract a magnet?

Magnets Stations

Fish & Clips • How many “fish” can you catch?

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.

All Sorts of RocksA second line of text can go here.

Geographic Region

Q1 Q2 Q3 Q4

United States 1254 1254 1254 1254Europe and Asia

324 324 324 324

Australia 32 32 32 32South America 2 2 2 2Canada 1 1 1 1Mexico 1 1 1 1TOTALS 1614 1614 1614 1614

Quarter North America

Asia Europe Australia

Q1 2009 123 34 45 10

Q2 2009 134 35 44 12

Q3 2009 150 45 50 14

Q4 2009 201 55 60 18

Q1 2010 175 44 47 13

Q2 2010 180 48 52 14

Q3 2010 204 55 60 16

Q4 2010 250 62 70 20

Rocks & Minerals A second line of text can go here.

Quarter North America

Asia Europe Australia

Q1 2009 123 34 45 10

Q2 2009 134 35 44 12

Q3 2009 150 45 50 14

Q4 2009 201 55 60 18

Q1 2010 175 44 47 13

Q2 2010 180 48 52 14

Q3 2010 204 55 60 16

Q4 2010 250 62 70 20

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.

Category 1

Category 2

Category 3

Category 4

4.3

2.5

3.5

4.5

2.4

4.4

1.8

2.82 2

3

5

Chart TitleSeries 1 Series 2 Series 3Here 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.

What Makes Soil? A Second Line of text may go here

Some Are Sedimentary

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