DISCOVERY, DISCOURSE & DEPTH!

KindergartenEarth and Space

Vickie Callaway – Cummings ElementaryDebbie Mott – Rees Elementary

Welcome!

During the workshop, please feel free to

• Take necessary breaks!• Contribute with the great ideas that

you do in your classroom!• Ask questions!

We do ask that you • Silence all cell phones.• Keep an open mind.

• Stay the entire session.

Introductions

Please tell us your name, school, and how long you have been teaching kindergarten!

What is Discovery, Discourse and Depth all about?

It all ties into the 5-E instructional model• Discovery – Engage and Explore• Discourse – Explain• Depth – Elaborate or Extend, and Evaluate

The 5-E Instructional Model

The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.

http://enhancinged.wgbh.org/research/eeeee.html

ENGAGE

1.Make connections between past and present learning experiences.

2.Focus students' thinking on the learning outcomes of current activities.

http://enhancinged.wgbh.org/research/eeeee.html

EXPLORE

This phase of the 5 E's provides students with a common base of experiences.

1. They identify and develop concepts, processes, and skills.

2. Students actively explore their environment or manipulate materials.

http://enhancinged.wgbh.org/research/eeeee.html

EXPLAIN

This phase of the 5 E's helps students explain the concepts they have been exploring.

1. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. Quality questions are a way to help students do this.2. Provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors.

http://enhancinged.wgbh.org/research/eeeee.html

ELABORATE

This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors.

1. Through new experiences, the learners develop deeper and broader understanding of major concepts.

2. Obtain more information about areas of interest, and refine their skills.

http://enhancinged.wgbh.org/research/eeeee.html

EVALUATE

This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development.

http://enhancinged.wgbh.org/research/eeeee.html

USING SCIENCE NOTEBOOKS IN KINDER

Science notebooks can be used to help students develop, practice, and refine their science understanding, while also enhancing reading, writing, mathematics and communications.

Use of science notebooks by every student, in every school, every day improves achievement in reading, writing, and science for all students.- Amaral, Garrison, and Klentschy, 2002

WHY TEACHERS SHOULD USE SCIENCE NOTEBOOKS

• Provides feedback to you regarding the lessons/activities the students are engaging in. A look at student entries provides formative assessment information to help guide your instruction.

• Provides insights into students’ thinking, misconceptions, and their procedural and conceptual understanding.

• Supports differentiated instruction, allowing students to work at their own level.

• Provides evidence of learning.• Provides a record of learning and growth over time.• Engages students in meaningful, purposeful and authentic

tasks.• Offers a convenient forum for teachers to provide feedback to

students to help them improve their performance or develop deeper understanding.

http://seagrant.uaf.edu/marine-ed/curriculum/science-notebooks.html

WHY STUDENTS SHOULD USE SCIENCE NOTEBOOKS

• Provides a thinking tool.• Assists in organization.• Enhances literacy skills.• Helps make sense of their observations and

investigations.• Provides a place to keep vocabulary words.• Replicates how scientists in the field organize and

document information and observations.• Helps develop writing skills.• Increases communication skills.• Provides evidence of learning and a record of

activities completed.• Helps develop understanding of scientific

processes. http://seagrant.uaf.edu/marine-ed/curriculum/science-notebooks.html

WHAT KIND OF NOTEBOOKS SHOULD I USE?

Any notebook format that you feel would be appropriate for your students is acceptable. The purpose of the notebook is to keep everything organized, so take this in consideration as you pick your notebook• Spiral – one downfall of a spiral is that

the pages can easily be torn out.• Composition – these notebooks are

much more sturdy than a spiral.• Teacher created – this may allow for you

to have separate notebooks for different units of study. They can easily be displayed.

HOW SHOULD I SET UP MY NOTEBOOK

Notebook setup for kindergarten can be tricky. Science notebooks traditionally contain a table of contents. Some teachers like to use the last few pages for vocabulary, this is usually for higher grades.You may want to try a paste in table of contents for your kindergarteners

WHAT INFORMATION GOES IN THE NOTEBOOK?

The amount and type of information that can be included is up to you and your creativity! The most common type of information that goes in the notebook includes• observations, procedures, ideas, thoughts, questions,

explanations, descriptions, drawings, illustrations, etc.• Drawings are very important in kindergarten, especially at the

beginning of the school year.

http://www.kindergartenkindergarten.com/2010/07/getting-my-science-notebooks-ready.html

http://www.kindergartenkindergarten.com/science-notebooks/

http://aplacecalledkindergarten.blogspot.com/2012/06/science-notebooks-week-monday.html

Kindergarten Blogs

Websites

http://www.sciencenotebooks.org/

http://seagrant.uaf.edu/marine-ed/curriculum/science-notebooks.html

http://www.cscope.us/docs/conf_pres2010/creating%20the%20K-1%20notebook/creating_the_class_science_notebook_k-1.doc.pdf

WHERE CAN I FIND IDEAS?

WHERE CAN I FIND IDEAS?Printed material

Campbell, Brian and Fulton, Lori. Science Notebooks, Writing About Inquiry. Portsmouth, NH: Heinemann. 2003.

Douglas, R., Klentschy, M., Worth, K. and Binder, W. Linking Science and Literacy in the K-8 Classroom. NSTA. 2006.

Fulwiler, Betsy Rupp. Writing in Science. Heinemann. 2007.

Klentschy, Michael. Using Science Notebooks in Elementary Classrooms. NSTA. 2008.

We will set up a science notebook for this workshop. We will do several hands-on activities relating to Earth science and will be using the notebook just as your students would in the classroom. If you have been using notebooks successfully in your classroom, please share some of your ideas.

SETTING UP YOUR SCIENCE NOTEBOOK

SETTING UP YOUR NOTEBOOK

Safety Contract Notebook Expectations Label The Unit (optional)

NATURAL RESOURCES (ROCKS, SOIL, AND WATER)

The student knows that the natural world includes earth materials. The student is expected to: K.7A observe, describe, compare, and sort rocks by size, shape, color, and texture; K .7B observe and describe physical properties of natural sources of water, including color and clarity; and K.7C give examples of ways rocks, soil, and water are useful.

EXPLORE - ROCK ACTIVITIES

EXPLORE – SOIL

According to the TEKS, kindergarten students only need to know how we use soil in our everyday life. However, before they can tell us that, they need to know some things about soil.

EXPLORE - WATER

K .7B observe and describe physical properties of natural sources of water, including color and clarity;

OBJECTS IN THE SKY

K.8C observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun

WEATHER

K.8A observe and describe weather changes from day to day and over seasons

PATTERNS IN THE NATURAL WORLD

℗K.8B identify events that have repeating patterns, including seasons of the year and day and night

BOOKS - ROCKS

Let’s Go Rock Collecting by Roma Gans & HollyKeller· Sylvester and the Magic Pebble by William Steig· Anansi and the Moss Covered Rock by Eric A. Kimmel& Janet Stevens· If You Find a Rock by Peggy Christian· Rocks: Hard, Soft, Smooth, and Rough by Natalie M.Rosinsky· My Ol’ Man by Patricia Polaaco

BOOKS - SOIL

Dirt: The Scoop on Soil by Natalie M. RosinskyA Handful of Dirt by Raymond BialDirt:Jump into Science by Steven Tomecek

BOOKS - WATERWater by Frank AschWater Everywhere by Christine Taylor- ButlerWaterJ Water Everywhere by Mark J.RauzonDear Mr. Blueberry by Simon James

BOOKS - WEATHER

Like a Windy Day By Frank AschCloudy with a Chance of Meatballs By Judi BarrettDown Comes the Rain By Franklyn Mansfield BranleyFlash, Crash, Rumble and Roll By Franklyn Mansfield BranleyWhat Will the Weather Be? By Lynda DeWittFeel the Wind By Arthur DorrosSunshine By Alice FlanaganWind By Alice FlanaganClouds By Alice FlanaganRain By Alice FlanaganSnow By Alice FlanaganThunder and Lightning By Alice FlanaganWeather Words and What They Mean By Gail GibbonsLearning about Weather By Jo Ellen MooreW is for Wind By Pat MichaelsSalamander Rain By Kristin Joy Pratt-SerafiniOh Say Can You Say, What's the Weather Today? By Tish RabeYou Say, What's the Weather Today? By Tish RabeClouds By Anne RockwellThe Storm Book By Charlotte ZolotowWhen the Wind Stops By Charlotte Zolotow

BOOKS – DAY AND NIGHT

City Night by Eve RiceDark Day, Light Night by Jan CarrGood Morning, Good Night by Michael GrejniecGoodnight Moon by Margaret Wise BrownGrandfather Twilight by Barbara BergerInto the Napping House by Audrey WoodIt Looked Like Spilt Milk by Charles ShawThe Napping House Wakes Up by Audrey WoodNight in the Country by Cynthia RylantOwl Moon by Jane YolenPetey's Bedtime Story by Beverly ClearyShine Sun by Carol GreeneWhat the Sun Sees, What the Moon Sees by Nancy Tafuri

BEGINNING OF THE YEAR

Setting up the classroom – What is a scientist? http://www.kindergartenkindergarten.com/2010/07/we-are-all-scientists.html