Des Moines Public Schools Summer Professional Development Sessions

Des Moines Public Schools

Summer Professional Development Sessions

5th Grade

June 17th-18th

Agenda for the Two Days Together…

Day 1:

I. Welcome and Introductions

II. Elementary Literacy Instructional Framework

III. Comprehension Instruction: Whole Group & Small Group

Day 2:

IV. Grammar and Writing Instruction

V. Word Study Instruction

VI. Fluency Instruction

VII. Health / Science & Social Studies

VIII.Wrap-Up and Course Credit

BUT FIRST… A PEP TALK

http://www.youtube.com/watch?v=l-gQLqv9f4o

INTRODUCTIONS!

Let’s get to know each other!!

Get Up and Move

• Photo Scavenger Hunt

• Using your phone or other device find someone who has a picture matching one of the choices on the list

• Initial the paper and find someone else!

• 10 minutes to complete

BALANCING OUR PRIORITIES

Journeys, The Common Core Standards and Data Teams

Implement the Data Teams process using

district assessment and design instruction

without core materials

Use assessments from the Journeys

Materials and implement a

modified Data Teams Cycle

Become familiar with what works for kids in the Journeys

Materials

Goal: Implement the CC Standards with teacher created assessment to use during the Data Teams process. Deepen our Data Teams process

by using student data around the standards to plan for instruction using Journeys as a starting point.

Work to create CFAs aligned to the CC

Standards to build a deeper understanding of

these standards

Deepening our Understanding…

The Common Core Ate My Baby and Other Urban Legends by Timothy Shanahan. (Educational Leadership – January 2013)

As you’re reading… 2 ideas that clarified something for

you

? 1 idea that brings up a question

Goals for Moving Forward with Data Teams

• Ensure that teams have assessments that support instructional decision making in both literacy & math.

– “This teacher-created assessment may consist of entirely original items, or of items available through sources like online databases and ancillary materials, or of a combination of original and non-original items. However, it's critical that the team agrees that the items on the assessment accurately measure the "unwrapped" standards.” ~ Peery, pg. 22

• Implement a data analysis process to ensure that we are modifying instructional practices based on student needs.

CURRICULUM GUIDES2013 – 2014

Based on your feedback…Our goals for the 2013-2014 Literacy Guides

• Simplicity

• Connected to and supportive of the Data Teams process (Focusing our Instruction)

• Refine the alignment with the Journeys materials & further support the instruction of the CC Standards

• Provide additional clarity on Writing

• Articulate the Speaking & Listening standards


• Simplicity






• Simplicity






• Simplicity





Frequently Asked Questions

1. Why can’t the district provide the “team I Can statements”?

2. If consistency is our goal, why aren’t we providing common assessments for each unit?

Question #1: Why can’t the district provide the “team I Can

statements”?

The purpose of the “team I Can statements”:

– Build a deeper understanding of the grade-level standards

– Promote teacher conversation regarding what this standard looks like through instruction and assessment

– Team and teacher ownership of the “I Can” statements, common formative assessments, and instructional practices

Question #2: If consistency is our goal, why aren’t we providing

common assessments?

The Purpose of team created CFAs:– To drive daily instruction in the classroom

(…it's critical that the team agrees that the items on the assessment accurately measure the standards ~ Peery)

– Team and teacher ownership of what we want our students to know and be able to do regarding the ICC standards

The purpose of our CFAs is not to compare schools or student progress. (**The Balanced Assessment System)

LITERACY DATA TEAMS

MODEL

Grade 4 Unit 5

Step #1: Focusing our Instruction

Literature Standards Informational StandardsLiterature 2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. I can determine the theme of a story, drama, or poem. I can list details from the story, drama, or poem to defend the

theme I determined. I can create my own summary using the theme of the story, drama,

or poem and the details to support it.

Informational 3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. I can explain important events or ideas in a text and support my

explanation with details from the text. I can explain important events or ideas in a text and what caused

them to occur. I can explain procedures from a text and identify signal words that

supported my understanding. I can explain the relationship of ideas in a text by examining how

they are alike and different. (BUILDING CAPACITY FOR GRADE 5 INFORMATIONAL 3)

Literature 9: Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures. I can identify patterns of events that help me determine the themes

and topics in stories, myths, and traditional literature. I can explain similarities and differences in themes, topics, and

patterns of events among stories, myths, and traditional literature from different cultures.

Literature 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. I can use details from the story to explain what the text says

explicitly. I can draw inferences from the story using what the text says

combined with my own thinking. I can explain details and provide examples from the text to support

the inferences I made.

Informational 5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. I can identify signal words or features for different text structures. I can identify the structure used to organize a text. I can identify text or graphic features and their purpose. (REVIEW

from GRADE 3 INFORMATIONAL 5)

Focusing our Instruction1. I can use the details explicitly stated in the story and inferences I

have made to determine the theme of the story.2. I can create my own summary using the theme of the story and

details to support it.3. I can identify patterns of events and explain similarities and

differences in themes in stories from different cultures.

1. I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast)

2. I can identify the text structure using signal words and text features in the text.

Goal for Step #1: Focusing our Instruction

Promote teacher conversation & understanding of the grade-level standards:

– What does the standard expect of students?– How do the different standards fit together?– What does this standard look like at previous

or future grade levels?

Great resource to promote this conversation:

Step #2: Create the Pre/Post Common Formative Assessment

Goals for Step 2: Create the Pre/Post Common Formative Assessment

• Assessment items directly aligned to prioritized I Can Statements.

• Assessment items are designed to highlight the strengths and needs of students.

• Assessment passages are grade level text.

• Assessment length is reasonable.

Resources to Support:

– Journeys passages (practice book, projectable, unit assessments)

– Read Works Website– District provided options

Step #3: Set the SMART Goal

The percentage of students scoring proficient or higher on our prioritized I Can Statements will increase from ________% to ________% measured by the posttest administered on ___________________________.

Step #4: Identify Strengths and Needs

Strengths• Identifying the text structure• Identifying signal words that helped them

know the text structure.

Needs/Implications

• Explaining cause/effect relationships• THEME and identifying supporting details

Goals for Step #4: Identify Strengths and Needs

• The group analyzes the pre-assessment data to determine student strengths and areas of need, in reference to the team “I Can” statements.

• Direct analysis of student work is necessary to complete this step.

Step #5: Planning for Instruction

Lesson GenrePrioritized I Can Statements (*

focus)Whole Group Considerations

21 Literature

I can use the details explicitly stated in the story and inferences I have made to determine the theme of the story. ** I can create my own summary using the theme of the story and details to support it. ** I can identify patterns of events and explain similarities and differences in themes in stories from different cultures.

** DEFINE THEME/LESSON FOR STUDENTSUse the handouts from Bobbi (In server folder)Student-friendly Themes Poster (from last year)Teacher Read Aloud: Questions 1, 3, 4Question 4: What is the theme of this text? What details support this theme? Introduce Comprehension: Use Practice Book pg. 241 (Tues.). Use projectable 21.2 (Wed.) Main Selection: (Thursday)Theme Graphic Organizer (In server folder)** “Let’s track how the author worked toward building a theme. Deepening Comprehension: (Friday) Use the Guided Practice to have students “track” the development of theme on pg. 541-545.

22 Informational

I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast) I can identify the text structure using signal words and text features in the text.

Text Structure Anchor Chart: Teacher Read Aloud: All of the questions – identifying the cause and the effect. Projectable 22.2: (t-93)(Tuesday) Stick with Cause/Effect Flow Chart. Add a box: identify signal words (as a result, which, because). Practice substituting other signal words in the text to “test” whether they are true signal words. Add another effect box: women got the right to vote. Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages summary so students know what the main events are in the story (T95). Read pages 562-563 (t96- t97) and complete projectable 22.3a. Read pages 565 (t99) –first 3 paragraphs (stop at the #4) complete the cause & effect on t98. (Thursday) –continue to 567-569 (t101-103) complete the projectable 22.3b –use explicit details from the story. CAT—(Thursday) Complete practice book pg. 253 (t93) Elizabeth Cady Stanton

Goals for Step #5: Planning for Instruction

• The group determines implications for whole group and small group instruction based on the team “I Can” statements and the pre-assessment student data.

• Specific materials for use, teacher actions and student actions are articulated.

• The group reviews the available materials within Journeys and determines what modifications to instruction and teacher language are necessary to accomplish our team “I Can” statements.

Resources to Support:

– JOURNEYS– The Common Core Book

Reading Literature Standards Journeys Lessons 1, 3, and 5

Reading Informational Standards Journeys Lessons 2 and 4

Literature 2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. I can use details and character’s actions to determine the theme of a text. (story,

drama or poem) I can explain the relationship between the character’s actions and the theme of the

story or drama. I can create my own summary based on details in the text, actions of the characters,

and/or how the speaker in a poem reflects upon a topic.

Informational 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. I can quote accurately from a text when explaining information the author gave

me explicitly. I can quote accurately from a text when explaining an inference I made while

reading.

Literature 3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (, how characters interact). e.g.I can use details from the text to describe a character, setting, or event in a story. I can compare and contrast two or more characters, settings, and events in a story

or drama. I can describe how these similarities and differences contribute to how the story

unfolds. (BUILDING CAPACITY FOR GRADE 6 LITERATURE 3)

Informational 7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. I can use multiple sources of information to locate and answer a question

efficiently.

Focusing our Instruction

I can create my own summary based on details in the text, actions of the characters, and/or how the speaker in a poem reflects upon a topic. I can compare and contrast two or more characters, settings, and events in a story or drama. I can use details to explain the relationship between character’s actions, the setting, and events in a story to help me determine the theme.

I can use multiple sources of information to locate and answer a question efficiently. I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text or answering questions about the text.

** Standards listed in bold indicate mastery and the final time this standard will be included in a unit study.** Underlined words indicate academic vocabulary for instruction.

Data Team Example

Discussion:

1. How do you see this working at your building? With your grade level team?

2. If you have already engaged in this process at your building, share out your experience with your table.

DESIGNING THE INSTRUCTIONAL DAY

Handout

Designing the Instructional Day

The Purpose of this Document:– Time allotments across content areas– Instructional components of each

content area– Starting point for grade-level

conversations about the distribution of the instructional day

5th Grade Example Schedule• 8:45-9:45 Small group reading

• 9:45-10:15 Fluency (building wide structure).

• 10:15-10:45 Comprehension/Vocab

• 10:45-11:45 Math core

• 11:45-12:30 Lunch/Recess

• 12:30-12:40 Read aloud

• 12:40-1:25 Specials

• 1:25-1:40 Word work

• 1:40-2:40 Writing and Integrated Studies

• 2:40-3:10 Math intervention/CGI

Example Schedule

Discussion:

1. What have you found that works at your building or individual classroom?

ENJOY YOUR

LUNCH!

COMPREHENSION INSTRUCTION

Whole Group & Small Group

Effective Comprehension Instruction

• Effective comprehension instruction is explicit or direct. (Gradual release of responsibility)

• Builds background knowledge

• Teachers need to read and prepare for the text ahead of time

• Introduce and interact with new vocabulary

• Opportunities to engage in a variety of complex texts and genres

• Opportunities to read and reread a variety of text to deepen our understanding

• Opportunities to write in response to our reading

• To think deeply and talk about complex questions

CLOSE Reading Overview

Close reading includes:• Using short passages and excerpts • Diving right into the text with limited prereading

activities• Focusing on the text itself• Reading with a pencil• Rereading with a purpose• Noticing things that are confusing• Discussing the text with others

• Think-pair Share or Turn and Talk frequently• Small groups with whole class

• Responding to text-dependent questions


• Video clip

http://www.youtube.com/watch?v=5w9v6-zUg3Y

http://www.youtube.com/watch?v=JhGI5zdjpvc








• Read Article by Doug Fisher & Nancy Frey about close reading in elementary schools

• Interacting with the Text

* 3 connections you make while reading? 2 questions you have! 1 point that sticks in your mind


• Text-Dependent Questions–Teachers need to be prepared with a bank of questions to drive discussion to meet the end goal–Teacher provides opportunities for students to respond with writing (Write to Learn)–Evidence for questions must come from the text–Encourages understanding beyond basic recall–Journeys has a great bank of questions to start discussions, however, you may need to add to some of them or prioritize the questions that you need

Example Lesson

• http://elementaryliteracy.dmschools.org/icc-standards.html

http://elementaryliteracy.dmschools.org/icc-standards.html



Example of CLOSE Reading

• Close Reading at Hillis–What we did–What we learned and would change–Things to consider

• Time of year• Who needs extra support

• What have you tried? Share at your tables.

Journeys and CLOSE Reading

• Our text dependent questions from Tucket’s Travels Unit 5, Lesson 21

1. Why do you think the author begins the story in this way? Use text details to support your answer. (drawing conclusions)

2. Use details from the text to explain what you know about Francis. (character,T22)

3. Use details from the text to tell why you think Francis lies to Lottie about the dust cloud. (character,T26)

4. Bookmark: I can explain the relationship between the characters’ actions and the theme of the story or drama.

Journeys and CLOSE Reading

• Whole Group Discussion Questions 1. Summarizing lesson with pictures from the

text.2. How did your knowledge of text structure

help you better understand this story?

Using Technology and Think Central to Support Comprehension Instruction

• CUTEE Resources–Location & use–Home page, curriculum resources, elementary literacy guide, hover over grade 5, teacher created support materials

• Think Central–Online readers–Manuals –Workbook

Collaborative Discussion Time

Options:

1. Work on focused “I Cans”

2. Create questions for a story in Unit 1 of Journeys

3. View Think Central and CUTEE resources

WELCOME TO DAY 2!

GRAMMAR & WRITING INSTRUCTION

Effective Grammar and Writing Instruction

• Being a Writer–This will be our primary resource for writing instruction

• 5th grade Units–The Writing Community & The Writing Process–Letter Writing Supplement–Persuasive Nonfiction–Personal Narrative–Expository Nonfiction–Functional Writing & Poetry


• Grammar–Journeys will be our primary resource for grammar instruction–Use Kagan strategies and engagement strategies to make grammar more fun and interactive.

• Side note: this is a link to a great website for collaborative group/team work to help build your classroom community.

• http://fisherandfrey.com/_admin/_filemanager/File/First_20_Days.pdf

http://fisherandfrey.com/_admin/_filemanager/File/First_20_Days.pdf

http://fisherandfrey.com/_admin/_filemanager/File/First_20_Days.pdf


• Writing (Being a Writer)– Getting Ready to Write (Lesson Focus)– Writing time– Sharing & Reflecting

*Goal is to have students writing everyday

Lesson Demonstration

• Integration of Being a Writer and the Grammar lessons–Unit 1 Lesson1: Complete Sentences with subjects and predicates.

Using Technology and Think Central to support Writing & Grammar Instruction

• Grammar Snap

• Write SMART?–How can we incorporate pieces of Write SMART into our writing instruction?–Unit 3: Persuasive examples

WORD STUDY INSTRUCTION

Phonemic Awareness, Phonics, Spelling and Vocabulary

Effective Word Study Instruction

• Word Study Manual & Teacher’s Manual provide explicit instruction for Phonics and Vocabulary

• Provide practice in a connected text

• Frequent repetition

• Explicit instruction of patterns in language

• Frequent opportunities for practice

• Make it fun!


• Share Lesson 1sequence–Model the Sort–Repeat the Sort–Word Hunt–Blind Writing Sort–Extra support for students who struggle (formatively assess based on the blind word sort)

Effective Vocabulary Instruction

• Develop consciousness – appreciate words

• Activate background knowledge

• Variety of activities with words

• Word structure (affixes, base words and roots) provide clues to meaning

• When necessary, explain meaning & give examples of how they are used

MAKE A POINT OF USING THE WORDS OFTEN


• Share Lesson 1sequence–Introduce Vocabulary from Anthology–Introduce Target Vocabulary Ending in –ing–Riddles–Prefix -inter–Write about an adventure–Root webThese are quick, ready to go lessons/activities. Often we picked the three best.• Vocabulary Strategies in the After Reading section

are also good activities. These are often connected to the Vocabulary assessments.

Vocabulary Template

Words I am familiar with________________

___________________________________

Words that are NEW to me: _____________

___________________________________

I am most familiar with the word _________ because I know that ____________________

__________________________________.

Using Technology and Think Central to Support Word Study Instruction

• CUTEE–Word study support links–https://skydrive.live.com/view.aspx?resid=9BD8C71D47D87224!1613&app=Word&authkey=!

AJbZawx3a1VVt1M–Vocabulary support links

• Curriculum Resources Page–http://elementaryliteracy.dmschools.org/

• Teacher created resources

https://skydrive.live.com/view.aspx?resid=9BD8C71D47D87224!1613&app=Word&authkey=!AJbZawx3a1VVt1M




http://elementaryliteracy.dmschools.org/

FLUENCY INSTRUCTION

Effective Fluency Instruction

• Fluency–Instruction of fluency should include modeling fluent reading and having students engage in repeated oral reading with an instructional focus.

Engaging Students in Fluency Instruction

• Activities for Repeated Oral Fluency Practice–Student-adult reading – One-on-one with an adult who provides a model of fluent reading, helps with word recognition, and offers feedback.–Choral reading – reading aloud simultaneously in a group–Partner reading – reading aloud with a more fluent partner (or with a partner of equal ability)–Readers’ theatre – the rehearsing and performing before an audience of a dialogue-rich script derived from a book.

Collaborative Discussion Time

Options:

• Think Central

• CUTEE

• Write SMART

• Work on Word Study

ENJOY YOUR

LUNCH!

Des Moines Public Schools

injury

sleep body image

alcohol bullying

relationships

asthma

tobacco

drugs

dental

physical activity

Childhood obesity

Why do we need to teach health?

injury

sleep body image

alcohol bullying

relationships

asthma

tobacco

drugs

dental

physical activity...is just the tip of the iceberg of health risks impacting kids.

Childhood obesity...

Hea

WHY???HealthTeacher.com / Nonfiction Readers

• Organization• Integration• Accuracy of Information

HealthTeacher Overview

Website

Walk-through

Curriculum Lesson Guides

Lesson Playtime

Time to Bookmark Lessons

HealthTeacher.com Overview

Works on iPads!

Log In

Log In to HeathTeacher.com -- Set all passwords as dmpshealth

Home – Can always come back to home by clicking on the “home” icon.

home

Toggle

Search

Health in the News

Resources

Navigation and Other Resources Available on the Home Page

Lessons

To Find and Bookmark a Lesson… 1) click on lessons button

2) Click on Scope & Sequence, 3) click on Topic and Grade, 4) click on lesson

Bookmark Lesson by Clicking on the Pink Ribbon – It Will Change to a Checkmark

Bookmark

The lesson is now bookmarked on my home page!

Send Health Home – Can Copy and Paste into a Parent Newsletter or Email.

Another way we can connect with parents…home.healthteacher.com

“New” Lesson Example: Start on the Interactive Video Required parts of the lessons are listed on the curriculum guides, additional parts are optional.

Start here

“Classic” Lesson Example: Will Use the Lesson Overview and the Teaching Steps

After You Teach Each Lesson – PLEASE Click on the “I Taught This” Button!

I Taught This

So You Will Earn a GOLD STAR! …and for accountability!

Healthteacher.comhttp://staging.gonoodle.com/

Click on 8am: See Run With Us

http://staging.gonoodle.com/

http://staging.gonoodle.com/

http://www.GoNoodle.com/

http://www.healthteacher.com/

Time to Activate Your

Account. Enjoy!

SOCIAL STUDIES

K-5 Implementation PlanAmber M. Graeber

Social Studies Curriculum Coordinator

Advanced Placement Coordinator

• David Johns, the former Social Studies Curriculum Coordinator, facilitated a K-5 adoption in 2006 to select materials

• Since 2006-2007, curriculum guides have been tied to the adopted materials

The Past

The Present

• We are required to have implementation of the Iowa Core

• Iowa Core in the Social Studies is grade-banded: K-2 and 3-5

• Standards are divided into the following categories: behavioral sciences, economics, geography, history and political science

K-2 Social

StudiesStandar

ds

3-5 Social

StudiesStandar

ds

2013-2014

EACH SIX-WEEK LITERACY UNIT IS CONNECTED TO EITHER

SCIENCE OR SOCIAL STUDIES

The Future

Elementary Social Studies: Goals

• Knowledge of behavioral sciences, economics, geography, history, and political science is fundamental to students’ ability to understand the world we live in.

• Inquiry, interpersonal relations, and critical reasoning skills include the ability to gather, interpret and analyze information, to engage in respectful and productive civic discourse, and to draw conclusions consistent with one’s own values and beliefs.

• Respect for the values of a diverse and democratic society motivates students to safeguard their own rights and the rights of others and to fulfill their responsibilities as citizens in a democracy.

• A commitment to civic participation is the result of social studies education that includes opportunities for students to understand and experience their own power to make a positive difference through service to their communities and the world.

• Standards are grouped into “clusters” and “topics”

• Think of a “cluster” as an umbrella

• Think of “topics” as falling underneath the umbrella

The Future

WRONG UMBRELLA

THIS KIND OF UMBRELLA . . .

CLUSTERTOPIC

TOPIC

TOPIC

SOCIAL STUDIES EXAMPLE

CLUSTER: HISTORY

TOPIC: HISTORICAL CHANGE

TOPIC: CHRONOLOGY AND CONSEQUENCE TOPIC:

HISTORICAL ANALYSIS

Social Studies: Standards

• This document is a reference tool only

• The unit guides do not require the use of this tool, unless you want additional clarification or support

• The goal is for you to understand the organization of standards used to create the unit guides

120 minutes/week

. . . for Science OR Social Studies

Unit Guides

Social Studies

Unit Guide Structure

Each unit guide includes the following support structures:

– A unit theme

– “I Can” statements organized by topicThese are what students are expected to know and be able to do as a result of your instruction

- Suggested Pacing by Week

- Suggested Resources

A YEAR OF EXPERIMENTATION2013-2014

• We will collect instructional ideas from teachers over the course of the year to share with each other

SOCIAL STUDIES ALIVE!30-Day Free Trial

• Go to www.teachtci.com to set up a free trial.

• You can share the username and password information with team members

• You can save materials to your desktop for use later in the school year

FINAL UNIT GUIDES WILL BE AVAILABLE BEFORE JUNE 24

CONTACT INFORMATION

[email protected]

Maternity Leave . . . .TBD

mailto:[email protected]

QUESTIONS?

DMPS Elementary Science

5th Grade

Foss Kit Realignment

Past Alignment

• Environments

• Food & Nutrition

• Mixtures & Solutions

• Variables

New Alignment

•Human Body (Investigations 1-4)

•Food & Nutrition (Investigations 1-4)

•Earth Materials (Investigations 1-4)

*Unused kits should be kept in buildings

Resources For Teachers

• Science website: http://science.dmschools.org

• Wiki sharing site: www.dmpsscience.wikispaces.com

• Science Building budget for materials/ordering instructions (live organisms from Trans-Mississippi)

• Foss Web

• Defined STEM

• www.nextgenscience.org

• Building science leaders

http://science.dmschools.org/

http://www.dmpsscience.wikispaces.com/

http://www.nextgenscience.org/

Sample Guide FormatLiteracy

Unit Theme Iowa Core Standard

K-2 I Can Statements Materials/ Resources Project Ideas Vocabulary

needed 2 The 5 Senses Understand

and apply knowledge of basic human body structures (human body parts and their functions)

I can identify the 5 senses and the associated body part. I can use my 5 senses to make observations of an object or situation.

I can use tools such as rulers, and magnifiers to extend my senses and my abilities to gather information.

Delta Education Body and Senses Discovery Kit http://www.delta-education.com/productdetail.aspx?Collection=N&prodID=3406&menuID= Order non-fiction books from Heartland AEA http://media1.aea11.k12.ia.us/display/041/wwk770?kw=the+senses&au=P&submit=1 Video resources: 5 senses song: https://www.youtube.com/watch?v=lvBXWMvOGOk More ideas: http://www.littlegiraffes.com/fivesenses.html More Lesson Plan ideas for each sense: http://www.squidoo.com/how-to-teach-the-5-senses-to-kids

Delta Education Body and Senses Discovery Kit http://www.delta-education.com/productdetail.aspx?Collection=N&prodID=3406&menuID= Supplemental Project Ideas Let’s Make Sensory Books! http://www.scholastic.com/teachers/lesson-plan/let%E2%80%99s-make-sensory-books Create Exploratory Centers such as: Touch Center Touch and feel bags - Have 12 bags filled with different items. The students put their hands into the bags and draw what they think are in the bags. Create a sheet with 12 boxes for recording drawings. Sound Center Sound Matching- Use dark colored film canisters and put objects into them. On the bottoms of the canisters put colored dots with letters on them. Make two full sets so that a group of 4 could play in teams of two. The canisters are in pairs with matching objects inside and matching letters on the bottom. The children take turns choosing one container and then shaking the rest to find the one that matches. Then their partner takes a turn. They confirm the match via the letters on the bottom. Guess that Sound – Use opaque containers to make “mystery containers”. Each container contains an object that is unknown to the students. The students shake and then draw a picture of what they think is in the container. Smell/Taste Center What’s That Smell??- Make up containers Styrofoam cups covered with aluminum foil with different smells. Poke holes in the top of the foil so students can smell but not see the contents. (Be aware of any allergies that may be present in your class). Have enough sets for each group of students to share. We do this as a whole class activity - guessing smells, etc. My Jelly-Belly tastes like. . . - Using jelly-belly beans; have the students hold their nose and chew on a jelly bean. You have a sugar sensation but no taste. After they chew for about 20 seconds I tell them to let go of their nose and they get a blast of flavor. Discuss the role of our nose with taste.

Taste, touch, smell, sight, hear, sense, observe, predict, nose, eyes, ears, tongue, skin

Things to Consider

• The guides are outlines for a 6 week unit of instruction. 120 minutes/week. (may be divided up in a variety of ways)

• Students should have a part in guiding the learning. Let them suggest things they would like to explore surrounding the topic and feel free to design your own investigations based on their questions.

• Incorporate writing and reading in science lessons (journaling, data collection, analysis skills, processing, etc.)

• Science process skills are the MOST important (unwritten) lesson!

Ongoing PD for 13-14

• August video overview for all staff

• PLC meetings as needed

• Elementary T & L meetings as needed for leadership teams

• Science PD opportunities summer 2014

• Collaboration with middle school science teachers

Tell me what you would like/need for PD

Last but not least. . .

Science should be fun!

Contact Info

Kim O’Donnell

Science Curriculum Coordinator

[email protected]

Office extension: 242-7335

WRAP-UP

Registering for CreditActivity Name: Literacy PLC 2013-Grade 4

1. To register for this course and paying with a credit card, please go online to www.aea11.k12.ia.us. Under the "Home" area, click on Professional Development, and then to the right, click on "Professional Development Catalog”.

2. On the catalog search page, scroll down to Or Enter an Activity Number and enter the activity number: SG090917371401

3. On the Activity Detail page, under “Fee Option” choose:o $25.00 - License renewal credit is desiredo $.00- No credit is desiredo $100.00- Drake Graduate Credit

You MUST have attended the full 2 days to be eligible for credit.

You MUST register by June 17th.

Exit Slip

• Please use the notecards on your table to complete one of the following stems…–Next summer I would like…–I am excited about…–I really enjoyed…–Something I did not enjoy…

Documents

Des Moines Public Schools Summer Professional Development Sessions