atlanta public schools mathematics and science department district focused professional learning in...

Atlanta Public Schools Mathematics and Science Department

District Focused Professional Learning in Mathematics and Science

3rd Nine Weeks 2009

Grade 3

Content Overview

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“We do not inherit the earth from our ancestors, we borrow it from our children.” ~Native American

Proverb

Mathematics and Science Department

Agenda

• Session Goals and Ground Rules

• Overview of : Unit 5: Habitats of Georgia Unit 6: Interdependence and Pollution

• Model lesson : Unit 6- Interdependence and Pollution

• Provide opportunities to share ideas and best instructional practices in science instruction

• Embed interactive technology, differentiation, and questioning strategies

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Session Goals

• Provide a content overview of the Georgia Performance Standards (GPS) Quarter 3 Grade 3:

• Unit 5: Habitats of Georgia

• Unit 6: Interdependence

–Pollution/Conservation

• Discuss the rigor of knowledge and skills expected in each GPS unit

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Session: Ground Rules

• Respect the value of each individual’s contribution

• No sidebars

• Share the air

• Honor time limits

• Participate and take ownership

• No cell phones or checking e-mail

• Parking Lot

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APS Resources Locations

• Math & Science Resources

• SRT-4 Resources

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CRCT 2009: Grade 3 Science

6

65%

67%

65%

67%

69%

70%

Earth Science Physical Science Life Science


CRCT 2009: Grade 3 Science

Students in Each Performance Level

0

10

20

30

40

50

60

1 2 3

Per

cen

t

APS

Georgia

7

25%20%

42%

48%

33% 32%

Needs Improvement Meets Criteria Exceeds


What To Look For

• Provide examples of how the 5 categories were addressed in the lesson. Categories: Managing the Learning Environment Learner Engagement Differentiated Instruction Questioning Strategies Technology Integration

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There’s More to Teaching Science

• Read the article on your table.

• As a table group, locate some of the APS 26 Instructional practices outlined in the poem.

• Discuss how you can work to make sure that these items are implemented in your labs and other science activities.

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What do you know about habitats?

• Think about the different habitats that you can find in Georgia.

• On your own or with friends, make a list of five different habitats in Georgia.

• Now pick one of those five habitats from your list and describe five more habitats contained within that single habitat. (Hint: Think about the habitats of small organisms like reptiles and insects.)

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Habitats

• Coastal

• Piedmont

• Ocean – underground mtn, fish of deep sea, snail, sea anenome

• Mountains – cave, gorge, stream, foothills, lake, soil valleys

• Marsh/Swamp –

• Forest/Woodlands- trees, dirt, caves, plants

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Unit 5: Habitats of GeorgiaStandard S3L1

Elements:

a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.

b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.

c. Identify features of animals that allow them to live and thrive in different regions of Georgia.

d. Explain what will happen to an organism if the habitat is changed.

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Participants will investigate the habitats of different organisms and the dependence of organisms on their habitat.


Unit 5: Habitats of Georgia Enduring Understandings

1. For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

2. A habitat provides the optimum conditions for the organism to survive.

3. Different organisms live in different areas in Georgia (mountains, marsh/swamps, coast, Piedmont, Atlantic Ocean).

4. Organisms include all living things such as plants, animals, fungi, and microorganisms.

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Unit 5: Habitats of Georgia Enduring Understandings

5. Plants have features that allow them to live and thrive in different regions of Georgia.

6. Animals have certain features that allow/help them to live and thrive in different regions.

7. Changes in a habitat force the organisms living there to die, change/adapt, or move.

8. Organisms interact with one another in many ways including providing food to create a habitat.

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Unit 5: Habitats of Georgia Essential Questions

1.What is a habitat?

2. How are regions in Georgia different?

3. How do the characteristics of the habitat determine the organisms that live there?

4. How are Georgia habitats different from other habitats?

5. How do the features of a plant help it survive in a certain region of Georgia?

6. How do an animal’s features and/or characteristics allow it to live and thrive in its habitat?

7. How do changes in a habitat affect the organisms living there?

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Habitats: How does a piedmont/swamp/ocean differ from other habitats? What characteristics are found in a piedmont/swamp/ocean? How do these characteristics interrelate to form a piedmont/swamp/ocean? What plants and animals would be found in a piedmont/swamp/ocean habitat? How can a piedmont/swamp/ocean habitat be affected by natural causes and by man?

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Georgia Habitats:

What characteristics make piedmont/swamp/southern Atlantic Ocean unique in Georgia habitats?

Why do certain plants and animals survive and grow in Georgia's piedmont/swamp/Atlantic Oceans?

How can Georgia’s piedmont/swamp/ocean habitat be affected by natural causes and by man?

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Unit 5: Habitats of Georgia Misconceptions

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Misconceptions Proper Conceptions

All plants and animals can live in any part of the state.

For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Changes in an organism’s habit are sometimes beneficial to it and sometimes harmful.

Animals and plants can adapt to changes in a habitat.

???


Unit 5: Habitats of GeorgiaVocabulary

• Habitat

• Georgia • Organism • Mountain • Marsh/swamp

• Coast (coastal plains)

• Piedmont

• Atlantic Ocean

• Ridge and Valley

• Appalachian Plateau

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Unit 5: Habitats of GeorgiaTasks

S3L1.

• Identify green plants, fungi (mushrooms), and animals present on the school grounds and around your home. Make a list of the aspects of their habitat that are necessary for the organisms to survive. Remember to include organisms that live in fresh water or salt water environments if you live near lakes, rivers, or the ocean.

• Research green plants, fungi (mushrooms) and animals that live in other regions of Georgia. Using informational resources including maps, match animals and plants with their homes (areas in Georgia where they live: mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean).

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Unit 5: Habitats of Georgia Tasks

• Contact other third graders in Georgia and share your lists of green plants, fungi (mushrooms) and animals and their habitats that live in your area with them. Ask them to share their lists with you. Compare and contrast the lists to determine similarities and differences.

• Write an illustrated story telling what you found out about the organisms in your area, such as where they live, what they consume, and what external features the animals or plants have that enable them to live where they do. Use what you know about other areas in Georgia to conclude if the organisms could live in those other habitats.

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• Identify external features of animals that allow them to live and thrive in different regions (cold, warm, wet, dry, etc.). Explain why certain animals need to live in a certain region due to their life cycles. External features may include but are not limited to Body covering Size and relative scale of body parts Movement Food gathering

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• Choose an organism that lives in a place other than Georgia. Do a report about that organism, its needs, its habitat, and why, based on its needs and features, it lives somewhere other than Georgia. For example, penguins do not live in Georgia except in zoos or animal parks. You would find out why penguins are not native to Georgia, what it needs to live, and its habitat.

• Visit a zoo or botanical garden and find out what accommodations in food, environmental conditions, and habitat the caretakers had to make to keep exotic organisms alive in Georgia.

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• Identify external features of green plants and fungi (mushrooms) that enable them to live and thrive in different regions of Georgia (mountains, swamps/marshes, coasts, fresh water, Atlantic Ocean, and Piedmont). Seeds, cones, flowers Leaf structure (leaf shape, thickness, etc.) Size Shape

• Compile information into a research display of different plants and animals and their external features that help them thrive in different kinds of places. Use maps to show locations.

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• Choose an organism that has unusual features. Do a report about that organism, its needs, and why, based on its needs and features, it lives in a specific habitat.

• Produce a display (diorama, multimedia presentation, brochure, etc.) about external features of organisms. For example, you could compile a brochure about beaks or feet of different birds. You could do a presentation about different leaves or fungi.

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Unit 5: Habitats of GeorgiaEssential Labs

• Saving Water pp. 70-72 (Use with Pages 230-231)

• Keeping Warm pp. 73-75 (Use with Pages 244-245)

• Observe An Environment pp. 76-77 (Use with Pages 264-265)

• Plant And Animal Homes pp. 79-81 (Use with Pages 276-277)

• Changing The Environment pp.82-84 (Use with Pages 292-293)

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Unit 5: Habitats of Georgia Culminating Tasks: Zoo (Part 1)

Goal: To help develop a zoo that will have a sample of the plants and animals from all the habitat regions of Georgia.

Role: You are a biologist sent to find out what kinds of plants and animals live in each of the five habitat regions and what adaptations they have to live in those regions.

Audience: General Public

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Unit 5: Habitats of GeorgiaCulminating Tasks: Zoo (Part 2)

Scenario: Build a zoo that will house samples of both plants and animals from the different regions of Georgia. Find out about the plants and animals that live in those regions and the features that they have that allow them to thrive there. Make a list of what you will need to include in your zoo to insure their survival.

Product: A drawing of the zoo showing what conditions your area would have to have in order for the plants and animals from that region to survive there. A report on the plants and animals from your region.

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Unit 5: Habitats of Georgia Culminating Tasks: Exhibit

Goal: Your goal is to create an exhibit for the Georgia Wildlife Federation to show the regions of Georgia and the plant and animal life that is indigenous to each habitat.

Role: You are part of a team selected by your teacher to create an exhibit for the Georgia Wildlife Expo.

Audience: Spectators from all across the state, Judges of Georgia Wildlife Federation Contest

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Unit 5: Habitats of GeorgiaCulminating Tasks: Exhibit

• Scenario: – Your teacher has entered the class in a contest sponsored by the Georgia Wildlife Federation. You are to follow the rules and guidelines of the contest in order to create an exhibit. Rules and Guidelines for the Contest are as follows: All work must be student created and original. Information presented must be valid. There must be visual representations of plants and

animals in their habitats

• Product: The purpose of this project is to show the plant and animal life within each of the habitats of Georgia.

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Unit 6: Interdependence – Pollution/Conservation

Elements:

a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.

b. Identify ways to protect the environment.

c. Conservation of resources

d. Recycling of materials

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Participants will recognize the effects of pollution and humans on the environment.

Standard: S3L2


Unit 6: Enduring Understandings

• There are harmful effects of pollution and various ways to protect the environment from pollution.

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Enduring Understandings


Unit 6: Essential Questions

Essential Questions1. How do I identify distinguish, and correct effects

of pollution?

2. What are the effects of pollution on plants and their habitats?

3. What are the effects of pollution on animals and their habitats?

4. How does conservation protect our environment?

5. How does recycling help reduce pollution?

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Unit 6: Misconceptions

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Misconceptions Proper Conceptions

Pollution comes only from manufacturing processes and machines.

Pollution comes from many sources.

We can recycle everything. Trash disappears.

Some objects are not recyclable.

I do not pollute. We don’t have a problem with pollution.

Not all trash can be recycled. Pollution is everyone’s problem. Pollution comes from everyone.

All water sources are clean and can be used for drinking water.

You should not drink water from sources you do not know are safe (lakes, creeks, rivers)


Unit 6: Vocabulary

• Pollution air• Pollution land • Pollution water • Habitats • Environment • Aerosol ozone layer• Littering land • Conservation acid• Rain water

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Unit 6: Tasks

S3L2.

• Research other ways to help the environment such as conservation of resources and recycling. Look around your school and home for ways to help conserve resources and recycle products. Make posters to display around the school informing other participants of the need to conserve water and land resources by careful use and recycling. Celebrate Earth Day in April by sharing what you have done to help “save the planet.”

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Unit 6: Tasks

S3L2. • Sometimes pollution such as littering changes an

organism’s habitat. Anchor a piece of paper on a grassy area on the school ground. Leave the paper for two weeks. Remove the paper and observe the impact the paper had on the grass. Develop a plan to help clean up the area so that the organisms in the area are more likely to survive. Publicize your plan and write letters to encourage others to help with the plan. Test your plan and keep a record of the number of organisms or the condition of the organisms before and after implementing the plan.

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Unit 6: Essential Labs

• Mining Resources • pp. 85-87 (Use with Pages 312-313)

• Pollution And Plants• pp. 88-90 (Use with Pages 324-325)

• Taking A Look At Trash • pp. 91-93 (Use with Pages 338-339)

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Unit 6: Culminating Task

Goal: Sharing with others the ways you’ve learned to conserve resources to protect our environment

Role: You have been hired by the Environmental Protection Agency to design a poster to present to the School Board to use for the county to teach children how to protect the environment.

Audience: Your School Board members and the members of the EPA will decide if your poster reflects pollution prevention.

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Unit 6: Culminating Task

Scenario: You must present your poster to the board members and EPA. You must show evidence that you understand conservation, recycling, reusing and reducing waste.

Product: You will make posters to display around the school informing other participants of the need to conserve water and land resources by careful use and recycling.

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Unit 6: Interdependence – Pollution/Conservation -- Literature

1. Just A Dream – Chris Van Allsburg, (Houghton Mifflin Company, 1990)

2. The Giving Tree – Shel Silverstein, (Harper Collins Children’s Books, 1964)

3. The Paper Bag Prince – Colin Thompson

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Mathematics and Science Department 44

Unit 6: Planning Questions

1. What is the lesson about?

2. What do they already know?

3. What about this group?

4. Do you have manipulatives?

5. Did you give a pre-assessment?

7/25/2008

Atlanta Public Schools Mathematics and Science Department

Model Lesson

Unit 6: Interdependence/Pollution

Third Grade

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Engage: Pollution

Reflect on the following questions:

• What is pollution?

• Why is pollution bad for the environment?

• How can pollution travel?

• Why types of things pollute water?

• What types of things pollute air?

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Engage: PollutionAs you watch the video would you revise your

answers:

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Engage: What is pollution?

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Standard: S3L2

Elements:





Elements:





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Students will recognize the effects of pollution and humans on the environment.


Essential Q & Objectives

EQ: What are the effects of pollution on plants and their habitats? What are the effects of pollution on animals and their habitats?

Objectives:1. Students will be able to identify types of

materials that will or will not mix with water.

2. Students will be able to describe the effects of pollution in water to the environment.

3. Students will be able to identify the ways that pollution travels.

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Explore: Literature Connection

Explores water's journey, how it shapes the earth, and why it is important to keep it clean

• Grades K-4

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Follow the Water from Brook to Oceanby Arthur Dorros


Explore: Technology

Hotlist:

http://www.kn.att.com/wired/fil/pages/listquartercc.html

Teacher Resources• http://www.kiddyhouse.com/Themes/Enviro

n/Water.html

• http://www.zerofootprintkids.com/kids_teacher.aspx?cat_id=9

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Explore: Technology

Ocean Pollution

• http://chalk.richmond.edu/education/projects/webquests/oceans/

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Unit 5: Habitats of GeorgiaAdditional Websites

• Georgia Wildlife Federation: http://www.gwf.org

• Georgia Museum of Natural History Science Box Program: http://museum.nhm.uga.edu/htmldocs/scienceboxes/scibox.asp

• Georgia Wildlife Web: http://naturalhistory.uga.edu/~GMNH/gawildlife/index.php

• National Wildlife Federation: http://www.nwf.org/schoolyard

• http://www.uga.edu/gardenclub/m2s/

• The New Georgia Encyclopedia website (www.newgeorgiaencyclopedia.org)

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Unit 5: Habitats of GeorgiaAdditional Websites

• http://www.nwf.org/schoolyard/

• http://books.google.com/books?id=ZC8xU3OpgBoC&pg=PT7&lpg=PT7&dq=what+is+a+habitat&source=web&ots=BiP2BEbqMv&sig=uJ4b7kVQ7Xati6AY9siV90onHVc&hl=en&sa=X&oi=book_result&resnum=2&ct=result#PPT6,M1

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Explore: Dump & Clump

1. Select timekeeper and scribe for each group of 4 or 5.

2. Brainstorm all the words related to pollution for 2 minutes. The scribe of the group will record them on the index cards provided.

3. Organize the words in a way the group decides. Write a sentence or two to justify your organization.

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Explore: Bottle Ocean

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Explain: Video Causes of Water Pollution• The way we use water results in pollution which damages the

environment. Sewage, chemical waste, and runoff place toxic substances into water sources. Oil spills are especially dangerous to water because they spread very fast and cause severe damage to surrounding ecosystems.

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Explain: Science Notebook

• Explain in your own words or draw a picture explaining why additives in water create pollution. Can all additives be physically changed into their primary components?

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Elaborate: Water Pollution • Repeat the Bottle Ocean experiment using different kinds

of liquids that are commonly put into our lakes and oceans. See what liquids will and will not mix with water.

• Find out where pollutants come from, what harm they may cause to life and the water, and how we are trying to avoid this pollution or clean it up.

• Research a particular ocean, lake or river. Find out how “healthy” the water is. What kinds of pollution concerns are there? They may find out about malformed critters that are linked to pollution. Or there may be evidence that certain plant life or other life is in jeopardy or even becoming extinct because of pollution.

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Mathematics and Science Department 65

Evaluate: Pollution Solutions


Your team will create an imaginary machine that will clean up plastics in the ocean.

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Evaluate: Pollution Solutions


Evaluate: Pollution Solution

GRASPGoal: Understand importance of sharing ways to

conserve and protect environment with others

Role: You have been hired by EPA to design poster for school board.

Audience: Your School Board members and the members of the EPA will decide if your poster reflects pollution prevention

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Evaluate

Standard: You will write a plan and create a poster to explain how to protect your environment using recycling, reducing, reusing, and conservation.

Product: You will make posters to display around the school informing other students of the need to conserve water and land resources by careful use and recycling. You will include data to support your information. You will provide organized ideas and present them neatly using colorful visual graphics. Your written information must be accurate based on knowledge gained from the unit study

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Evaluate: CRCT Practice

• http://www.classmarker.com

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Reflection

1.Which strategies in this session are you most likely to use?

2.How would you adapt the strategies in this session to suit your needs?

3.What else do you need to know?

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Contact Information

[email protected]

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