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NSDL Brown Bag SeriesBeyond Penguins & Polar Bears: Integrating Science & Literacy in the Elementary Classroom
January 22, 2009
6:30pm - 7:45 pm Eastern
Brought to you by the National Science Digital Library Resource Center
in partnership with Ohio State University and Stafford County Public Schools
For audio, dial our free conference number: 866.740.1260 Code: 4972943
NSDL Brown Bag SeriesBeyond Penguins & Polar Bears: Integrating Science & Literacy in the Elementary Classroom
January 22, 2009Today’s moderator:Robert PayoNSDL Education & Outreach Specialist
Welcome! Today’s session will be recordedMute: *6 Unmute: *7
Welcome! Today’s session will be recordedMute: *6 Unmute: *7
For audio: dial conference number 866.740.1260 Code: 4972943
Let’s find out more about you:Introduce yourself and let us know why you chose to join us tonight
Today’s NSDL Expert
Jessica Fries-Gaither, Beyond Penguins and Polar Bears Project Director and Elementary Resource Specialist, Ohio State University
http://beyondpenguins.nsdl.org
For audio: dial conference number 866.740.1260 Code: 4972943
Overview of Presentation
1. Teaching About Rocks and Minerals2. Integrating Science and Literacy
For audio: dial conference number 866.740.1260 Code: 4972943
http://beyondpenguins.nsdl.org
Today’s presentation: Featuring material related to Issue 6: Rocks and Minerals (September 2008)
Resource list for Stafford County webinars can be found at http://www.diigo.com/list/nsdlworkshops/staffordcounty
http://beyondpenguins.nsdl.org/
Classification
A research-based strategy for helping students identify similarities and differences.
“Classifying involves organizing elements into groups based on their similarities. One of the critical elements of classifying is identifying the rules that govern class or category membership.”
- Marzano, Pickering, and Pollock. 2001. Classroom Instruction that Works.
Teaching rocks and minerals naturally provides opportunities for teacher and student-directed
classification activities.
Misconception Alert!Students often use nonscientific language (pebble, rock, stone) and attend to irrelevant properties (color, shape, size, weight) when classifying rocks.
Help students view rocks through the lens of a geologist by:o linking characteristics to rock type and formationo keep descriptive writing assignments separate from science activitieso brainstorming a list of relevant and irrelevant properties for
classificationo Examining a wide variety of specimenso Reading about geology and inviting a geologist to speak to the class
Learn more at:
Sampling, Observing, and Describing
Rock Huntershttp://www.sciencenetlinks.com/lessons.cfm?DocID=365Students collect rocks, make a variety of observations (color, size, texture, weight), and measure using nonstandard units (paper clip chains).
Using Children's Natural Curiosity to Lead to Descriptive Writinghttp://readwritethink.org/lessons/lesson_view.asp?id=52 Students make a class book. Each student draws a rock on the back of a sheet of paper. On the front, they write three clues that describe the rock.
Minerals
Minerals – the Building Blocks of Rockshttp://geologyonline.museum.state.il.us/tools/lessons/0.3/lesson.htmlUsing cookies as rocks, this lesson demonstrates how minerals serve as the building blocks of rocks.
Exploring Mineralshttp://www.coreknowledge.org/CK/resrcs/lessons/07_4_RocksandMinerals.pdf Students investigate the hardness and luster of various minerals.
Let’s pause for questions from the audience….
Press *7 to unmute your phone
Press *6 to mute it again
Types of Rocks
Rock Hounds with Rockyhttp://www.fi.edu/fellows/payton/rocks/index2.htmlA web-based, interactive site for students to learn about sedimentary, igneous, and metamorphic rocks.
Find more books at:
Modeling sedimentary and igneous rock
Making Sedimentary Rockshttp://www.windows.ucar.edu/tour/link=/teacher_resources/teach_makerock.htmlStudents make a model of sedimentary rock layers to understand how rocks form layers and represent ancient environments.
Igneous Rockshttp://www.learnnc.org/lp/pages/3688Study Your Rocks and Eat Them Too!Model the formation of extrusive and intrusive igneous rocks by cooking pancakes on low and high heat. Students can link the air holes formed to pumice and basalt.
Modeling metamorphic rocks:
Sandstone
Shale
Slate
See “Changing Rocks” in : http://www.coreknowledge.org/CK/resrcs/lessons/07_4_RocksandMinerals.pdf
The Rock Cycle
Students can createa flip book to illustrate the various processes of the rock cycle.
Learn more about the rock cycle:
Let’s pause for questions from the audience….
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Share your thoughts
What do you find most challenging when teaching rocks and minerals to your students? How have you found success in teaching it effectively?
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Antarctic Rock Box
United States Polar Rock Repositoryhttp://bprc.osu.edu/education/rr/rock_box/
Share your thoughts
Share with the group how you integrate science and literacy. How do you get your students excited to read about science?
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Reader of the Rocks
Find these at:
Determining Importance
Good readers…
Differentiate between main ideas and interesting details
…when they read nonfiction text.
Learn more and download templates for grades 2-5:
Geology Poetry
More titles from our Rocks and Minerals Virtual Bookshelf
Find more books at:
Interested in learning more?
Beyond Penguins Web Seminar Series: Arctic and Antarctic BirdsApril 21, 2009 6:30pm - 8:00pm
August 2008, Issue 5 http://beyondpenguins.nsdl.org
Beyond Penguins and Polar Bears Bloghttp://expertvoices.nsdl.org
Beyond Penguins and Polar Bears PodcastsJanuary 2009, Issue 10
THANK YOU!
http://beyondpenguins.nsdl.org
Jessica Fries-Gaither [email protected]
Resource list for tonight’s presentation:http://www.diigo.com/list/nsdlworkshops/staffordcounty
National Science Digital Library Resource Center
Kaye Howe, Executive DirectorSusan Van Gundy, Deputy Director
NSDL Brown Bag Moderators:Eileen McIlvain, Communications ManagerRobert Payo, Education and Outreach Specialist
THANK YOU!
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