Elementary Science Content & Pacing
Professional Development
Name ______
August 12, 2014
Super Scientist Lab Safety Rules
o Stand up if needed when performing experiments
o Follow given instructions from your teacher
o Wear closed-toe shoes
o Tie long hair
o No consuming, touching, or smelling dangerous chemicals
o Inform your teacher if accidents occur
o Avoid equipment/apparatus cluttered in your area
o Keep your bags or other belongings away from your feet
o Wear safety equipment such as goggles while experimenting
o Clean up after using materials
/ Online Teacher Resources
http://science.dadeschools.net/
Click on Elementary Page
Professional Development tab
Instructional Resources tab
Competitions tab
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www.dadeschools.net
Employee Portal
Learning Village
or
Apps/Services/Sites
Check out:
Discovery Education
NBC Learn
Gizmos
Edmodo
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Interactive Sites for Science:
http://interactivesites.weebly.com/science.html
Scholastic Study Jams
http://studyjams.scholastic.com/studyjams/jams/science/
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Bring Your Own Device (BYOD)
Power My Learning Grade 5 – Play Lists
www.powermylearning.org
Students can Join
Dr. Lightburn’s Class: Teacher Code: 2788
Author’s Page
Draw yourself as a scientist.
Write and illustrate yourself participating in your favorite part of science.
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What is Matter? / What Should be in the Science Journal?
{Check this list before you hand in your journal to be graded}
o Write in your own words what you are learning.
o Use science terms and vocabulary.
o Record observations and make predictions from lab work.
o Write your own questions and explore ways to find answers.
o Use different ways to express yourself, such as drawing or writing poetry.
o Use your curiosity to think of questions and explore the world around you.
o Connect science to your everyday life!
o Stay focused on science. Journals are not appropriate for writing personal thoughts about your classmates, creative drawings, or any other information NOT related to science.
Properties of Matter
CER: Getting Started
First think about:
Ø What is a possible claim?
Ø Where can you find your evidence?
Ø Where can you find science and other
words to help you write?
Ø What science words will you
want to include? / Use your resources:
Ø Science notebook
Ø Observations from hands-on activities and videos
Ø Reading passages
Ø Your textbook
Ø Classroom charts, word walls and bulletin boards
Show Your Evidence/Reasoning
Sentence Starters:
• According to the text…
• On page ___, it said …
• The author wrote…
• For instance…
• From the reading, I know that…
• Based on what I read…
• The graphic showed…
• For example… / Writing Words:
• “Uncertainty” words: usually, generally, suggests, indicates
• Sequencing words: first, second, third
• Therefore
• Because
• If… Then…
• However
magnifying glasss
Practicing Science:Teacher Reflection / Data: School Supplies Observations Table
Properties
Object
When can the Claims Evidence and Reasoning (CER) strategy be used during your science lesson?
Claim-Evidence-Reasoning (CER)
Claims are the statements that answer your original question.
• The claim must be accurate, specific, and answer the question.
• The claim is usually one sentence in length.
The evidence is all the scientific data that supports your claim.
• This data helps to answer the question or problem that the students are examining.
• It can come from a variety of sources such as: lab investigation, textbook, reading selections, videos, news reports, class notes, etc.
• It should include both qualitative and quantitative data.
• It is important to have numerous pieces of evidence in order to prove your claim.
Reasoning is the explanation that connects your claim to the evidence that supports it or why you think your claim (answer to the question) is correct.
• It is the justification that shows why the data is relevant and should be used to support the claim as evidence.
• It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary.
• This explanation acts as a conclusion.
• If evidence is from an experiment, it can be the “conclusion” of the lab.
It is usually several sentences in length.
What are my Object’s Properties?
Observation / Measurement / Sense / Tool
/ Reflect and Rethink
Being part of a scientist is recording
things you experience
Date / I observed… / I tried… / I learned…