Interactive Word Walls: An Incredible Tool for Science

Interactive Word Walls: More Than Just

Reading the Writing on the Walls

• Word walls are really popular in elementary classrooms.

The key learning concepts are clearly labeled

and organized to support learning.

• The students “enjoy drawing, writing, and bringing

items from home to contribute” to the wall.

Student participation in creating and maintaining interactive

word walls is crucial.

• We ask students to supply the items (realia) and assign finding objects or examples for the wall as homework. Students can prepare labels, write definitions, create illustrations,

and suggest relevant connections and patterns. The connections that they make are insightful and often surprising. “Ooh!

Students with interactive word wall in class achieved higher scores on the application section of the test.

Journal of Adolescent & Adult Literacy 52(5)

February 2009

doi:10.1598/JAAL.52.5.4

© 2009 International Reading Association

(pp. 398–408)

Process Skills Primer - 3rd Grade

3.1A Safety

Fast Facts

Student safety always comes first. The science classroom and outdoor areas, including the schoolyard habitat, present unique challenges in maintaining a safe working environment. Even though students have been taught safety rules and the use of safety equipment since kindergarten, reviewing safety procedures with each classroom, laboratory, or field investigation remains a teacher priority. Students should keep a copy of school or class safety rules, and sign a safety contract promising their responsible behavior. Students need clear instructions on how to act in an emergency or in an unsafe situation. When in doubt, students should always ask a teacher for instructions.

According to the TEA Texas Safety Standards, each student must contribute to the safety of others and help maintain an atmosphere of safe learning by following these specific safety practices:

1. Read, understand, and sign the class safety contract.

2. Wear the appropriate protective equipment such as goggles and laboratory aprons. Wear splash-proof safety goggles until all chemicals have been returned, glassware cleaned, and equipment properly stored.

3. Know where the exits are located and the proper procedures to be followed in an emergency.

4. Be alert during the laboratory time. Watch for potential problems and report unsafe situations immediately.

5. Do not work alone in the laboratory.

6. Do not attempt unauthorized activities. Work only on authorized activities that are related to the investigation.

7. If a chemical spill occurs, report it immediately and follow the instructions of the teacher. Move quickly from the site. Wash off splashed chemicals from skin or clothing for 15 minutes using large amounts of water from the safety shower or eyewash.

8. Tie back long hair to keep it away from chemicals, open flames or equipment. Tie back or remove articles of clothing or jewelry that could touch chemicals or flames during investigations.

9. Wear shoes that enclose the feet, no sandals or open-toe shoes.

10. Never eat or drink anything while in the laboratory.

11. Locate safety equipment, such as the eyewash station, and know how to use it correctly.

12. Keep your area clean. Clean up the area at the end of the class. Dispose of biological and chemical waste properly.

13. Do not enter preparatory or equipment storage rooms or chemical storerooms.

14. Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory.

Teachers should review student expectations that are specific to outdoor areas, such as the schoolyard habitat; however, the student responsibilities outlined in the safety contract are still applicable during outdoor investigations. Check for possible schoolyard hazards such as potholes or uneven ground, outdoor water areas, sprinkler heads, playground equipment, and unsafe plants or structures. Alert students to these hazards and inform them of safe practices to follow should they encounter any unsafe area. Additional supervision when students investigate or explore the schoolyard habitat is always beneficial.

3.1A Safety Assessment Answers

1. Answers will vary, but should include: safety rules, safety of self, safety of others, proper use of equipment, proper protection (goggles, gloves, lab aprons), knowledge of safety equipment and its location.
2. Answers will vary, but should include: goggles and gloves, outdoor clothing appropriate to weather conditions (hat, sunglasses, sunscreen, jacket, boots), and hand sanitizer.

Downloa

Unit 1 - Earth and Space: Setting up the Science Classroom (Safety, Tools, and Experimental Design) -[1 week]-

Formation of Soil -[1 week]-

Earth’s Forces -[2 weeks]-

Earth’s Landforms -[1 week]-

Resources -[1 week]-

Weather -[2 weeks]-

• 3.1Knowledge and SkillsScientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices.

  • TEKS14 > 3rd Grade > 3.1 > 3.1A

    3.1AStudent ExpectationDemonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat.

    
    

  • TEKS14 > 3rd Grade > 3.1 > 3.1B

    3.1BStudent ExpectationMake informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.

    
    

• TEKS14 > 3rd Grade > 3.2

  3.2Knowledge and SkillsScientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations.

  
  

• TEKS14 > 3rd Grade > 3.3

  3.3Knowledge and SkillsScientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.

  
  

• TEKS14 > 3rd Grade > 3.4

  3.4Knowledge and SkillsScientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry.

Standards Correlations

Texas Essential Knowledge and Skills (TEKS)

Science

3.7A Explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains. (Supporting Standard.)

Prior Grade(s): Science Connection

1.7A Observe, compare, describe, and sort components of soil by size, texture, and color.

Reading/English Language Arts

3.2AB Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.

3.4B Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs.

3.13ABD Identify the details or facts that support the main idea; draw conclusions from the facts presented in text and support those assertions with textual evidence; use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

3.15A Follow and explain a set of written multi-step directions.

3.20C Write responses to literary or expository texts that demonstrate an understanding of the text.

English Language Proficiency Standards (ELPS)

1A
Use prior knowledge and experiences to understand meanings in English.

1E
Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.

2C
Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

3DE
Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency AND share information in cooperative interactions.

ELPS Strategy

Soil

For beginner and intermediate ELLs, have the materials translated to their native language as a reference for them to use during the activity. Prior to the students completing the activity on properties of soil, verbally say the words and have the students repeat the words.

This TEKS is very difficult for students to fully understand. Use the academic vocabulary as much as possible, and make sure the students are using the vocabulary correctly and often.

Students will complete the following sentence in their journal and present it to the class during their investigation or after it has been completed. The students should only read what they have written.

Beginner/Intermediate:

In _______(soil type), I observed ____.
When I added water to the same soil, it turned _______.
Have the students complete the sentence stems for every type of soil they investigate.

Advanced/Advanced High:

In _______(soil type), I observed ____.
The soil ____(soil type) has the characteristics ____.

When I added water to the same soil, it turned _______.
Have the students complete the sentence stems for every type of soil they investigate.

I can/will: Set up a functional and organized scientific notebook for use in my 3rd grade science classroom.

ELPS:

ENGAGE:

Ask students what are some different ways to keep organized. Have a discussion about different ways to record thinking and stay organized. Explain that notebooks are a great way to record thinking, and a great resource for studuying for a test

EXPLORE:
Show studentshttp://www.aliefisd.net/site_res_view_template.aspx?id=2afbd2c4-c6b6-4186-9bd9-ab5ffc63780a&userGroupId=afc4f2fe-da02-4ab7-9dcc-831e3e4b6fcf&userGroupType=G, exploring different ways to set up and organize notebooks.

EXPLAIN:
Explain that we will be using composition journals for our science notebooks. They will get to cut out pictures of things that interest them and scientific pictures from magazine for homework. Bring in pictures and decorate the notebook the following day.

EXTEND/EVALUATE:
Number the pages in the notebook and explain that staying on the same page as the teacher is very important

Day 2,3

I can/will: demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat
ELPS:

ENGAGE:

Discuss what it means to the students to be safe. Relate conversation to science classroom safety.

EXPLORE: Project the basic safety rules on screen, pass out shrunk student copies so that students may glue them into the front of their science notebooks, and "laminate" it in.

EXPLAIN:
Have students write out why being safe is important, and creat a personalized "power promise" for the students to write on index cards and glue in notebook.

EXTEND/EVALUATE: Glue in STAAR chart measurement guides in back of notebook cover, and also tape in an envelope to use as a "pocket". Notebook is ready to use at this point.

Closure/Evaluation:

Day 4

3.4A Tools
The student is expected to collect, record, and analyze information
using tools, including microscopes, cameras, computers, hand
lenses, metric rulers, Celsius thermometers, wind vanes, rain
gauges, pan balances, graduated cylinders, beakers, magnets,
collecting nets, notebooks, sound recorders, and Sun, Earth, and
Moon system models; timing devices, including clocks and
stopwatches; and materials to support observation of habitats of
organisms such as terrariums and aquariums.
ELPS:

ENGAGE:

EXPLORE: Go thru pictures and decribe what each tool does. Have students give examples of when they might use the tool, and how to do it safely.

EXPLAIN:Have students create a bridge map of how to use the tools

RF: Is used to

Example: Goggles are used to protect eyes as beakers are used to measure liquids as balances are used to measure mass....

EXTEND/EVALUATE: Wrap up and review of the weeks procedures and rules, and review how to use the scientific notebooks

TEKS:

3.7A explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains

ELPS:(5F) I will write using a variety of sentences frames and selected vocabulary about how soil is formed by weathering rock and the decomposition of plant and animal remains

Sentence Stems
Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

VOCABULARY:soil (suelo/tierra), weathering (degradación), decompose (descomposición), remains (restos), rock (roca)

Sentence Stems

Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

ENGAGE:

STEMscopes/Earth and Space/Formation of Soil/Engage In this Engage activity, students will examine and describe different types of soil.

Soil Concept Cartoon Using this formative assessment, teacher elicits students’ ideas about soil.

Vocabulary Introduction

Essential Questions
What is weathering?
What are the components of soil?

Key Concepts
Weathering is the process that breaks down Earth’s rocks into smaller and smaller pieces over time.
Soils are formed by the weathering of rock and the decomposition of animal and plant remains.

Day 3

TEKS:

3.7A explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains

ELPS:(5F) I will write using a variety of sentences frames and selected vocabulary about how soil is formed by weathering rock and the decomposition of plant and animal remains

Sentence Stems
Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

VOCABULARY:soil (suelo/tierra), weathering (degradación), decompose (descomposición), remains (restos), rock (roca)

Sentence Stems

Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

EXPLORE:

STEMscopes/Earth and Space/Formation of Soil/Explore In this Explore activity, students will break down rocks in various ways to understand how soil is formed.

Focus Questions:

What is weathering? How does it help form soil? What are some things commonly found in samples of soil?

Essential Questions
What is weathering?
What are the components of soil?

Key Concepts
Weathering is the process that breaks down Earth’s rocks into smaller and smaller pieces over time.
Soils are formed by the weathering of rock and the decomposition of animal and plant remains.

Day 4

TEKS:

3.7A explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains

ELPS:(5F) I will write using a variety of sentences frames and selected vocabulary about how soil is formed by weathering rock and the decomposition of plant and animal remains

Sentence Stems
Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

VOCABULARY:soil (suelo/tierra), weathering (degradación), decompose (descomposición), remains (restos), rock (roca)

Sentence Stems

Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

EXPLAIN:

STEMscopes/Earth and Space/Formation of Soil/Explain/Question Prompts

EduSmart/Soil Formation/What is soil made of?

STEMscopes/Earth and Space/Formation of Soil/Explain/ STEMscopedia

Essential Questions
What is weathering?
What are the components of soil?

Key Concepts
Weathering is the process that breaks down Earth’s rocks into smaller and smaller pieces over time.
Soils are formed by the weathering of rock and the decomposition of animal and plant remains.

Day 5

TEKS: 3.7A explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains

ELPS:(5F) I will write using a variety of sentences frames and selected vocabulary about how soil is formed by weathering rock and the decomposition of plant and animal remains

Sentence Stems
Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

VOCABULARY:soil (suelo/tierra), weathering (degradación), decompose (descomposición), remains (restos), rock (roca)

Sentence Stems

Soil is formed of...
Weathering is ...
Weathering is caused by _____ and this causes…
The layers of the soil are ...

GENERALIZATION:

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

ELABORATE and EVALUATE:

STEMscopes/ Earth and Space/Formation of Soil /Evaluate/ Post-Assessment

Technology Connection:

STEMscopes/Earth and Space/Formation of Soil /Elaborate/Web Surfing Science

Students search the provided internet resources for information on soil formation and types of soil and write in their journals.

PROMTP: WRITE about what the soil is made up of. What will happen to the remains of these plants when they die?

Essential Questions
What is weathering?
What are the components of soil?

Key Concepts
Weathering is the process that breaks down Earth’s rocks into smaller and smaller pieces over time.
Soils are formed by the weathering of rock and the decomposition of animal and plant remains.

TEKS:

℗ 3.7B investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides 3.7C identify and compare different landforms, including mountains, hills, valleys, and plains
℗ 3.3C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials

ELPS:(2G) I will describe general meaning, main points, and details of a rapid changes in Earth's surface.

_____ can cause rapid changes on Earth’s surface, such as _____
In a volcanic eruption I an find...
Earthquakes happen because...
A landslide happens because...

VOCABULARY: landforms (accidentes geográficos), landslide (deslizamiento de tierra), rapid change (cambio rápido), volcanic eruption (erupción volcánica), earthquake (terremoto), plate (placa), magma (magma), lava (lava).

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

ENGAGE:
STEMscopes/ Earth and Space/Earth's Forces/Engage/ Starters/Forces in the News

Who Am I?
Provide to pairs of students one index card that says “Earthquake,“ “Volcano,” OR “Landslide.” One partner views the card (and keeps what is on the card a secret) and the other partner tries to guess which of Earth’s forces his/her partner has in hand. The catch? The partner with the card must phrase the statements as descriptive sentences, such as, “I can make the Earth’s surface move.” The partner can then guess, “Are you an earthquake?” You may wish to model the game first, then give student pairs shuffled stacks of cards to continue the game.

Rapid Changes Power Point
Show students before and after pictures and guide them as they discuss the observable changes in the pictures.

Vocabulary Introduction

Essential Questions

What forces can cause rapid changes to the Earth’s surface?
How do rapid changes transform the Earth’s surface?

Key Science Concepts

• The Earth's surface can change rapidly.
• Volcanic eruptions and earthquakes can cause rapid changes on Earth’s surface, such as creating new land, making cracks in the crust, or changing landforms.
• Landslides can cause rapid change to Earth’s surface such as rocks and debris falling from a rock face.

Day 2

TEKS:

℗ 3.7B investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides 3.7C identify and compare different landforms, including mountains, hills, valleys, and plains
℗ 3.3C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials

ELPS:(2G) I will describe general meaning, main points, and details of a rapid changes in Earth's surface.

_____ can cause rapid changes on Earth’s surface, such as _____
In a volcanic eruption I an find...
Earthquakes happen because...
A landslide happens because...

VOCABULARY: landforms (accidentes geográficos), landslide (deslizamiento de tierra), rapid change (cambio rápido), volcanic eruption (erupción volcánica), earthquake (terremoto), plate (placa), magma (magma), lava (lava).

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

EXPLORE: Earthquake Model Lesson (Teacher demo or in groups)
Focus Question: How do Earthquakes change the land?

Essential Questions

What forces can cause rapid changes to the Earth’s surface?
How do rapid changes transform the Earth’s surface?

Key Science Concepts

• The Earth's surface can change rapidly.
• Volcanic eruptions and earthquakes can cause rapid changes on Earth’s surface, such as creating new land, making cracks in the crust, or changing landforms.
• Landslides can cause rapid change to Earth’s surface such as rocks and debris falling from a rock face.

Day3

TEKS:

℗ 3.7B investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides 3.7C identify and compare different landforms, including mountains, hills, valleys, and plains
℗ 3.3C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials

ELPS:(2G) I will describe general meaning, main points, and details of a rapid changes in Earth's surface.

_____ can cause rapid changes on Earth’s surface, such as _____
In a volcanic eruption I an find...
Earthquakes happen because...
A landslide happens because...

VOCABULARY: landforms (accidentes geográficos), landslide (deslizamiento de tierra), rapid change (cambio rápido), volcanic eruption (erupción volcánica), earthquake (terremoto), plate (placa), magma (magma), lava (lava).

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

EXPLORE:
STEMscopes/Earth and Space/Earth’s Forces/Explore During this explore activity; students create models of landforms (volcanoes and landslides) and describe the forces that created them.

(To be done in two different days)
Focus Questions:
How does an erupting volcano affect the earth’s surface? How do landslides change the land?

Essential Questions

What forces can cause rapid changes to the Earth’s surface?
How do rapid changes transform the Earth’s surface?

Key Science Concepts

• The Earth's surface can change rapidly.
• Volcanic eruptions and earthquakes can cause rapid changes on Earth’s surface, such as creating new land, making cracks in the crust, or changing landforms.
• Landslides can cause rapid change to Earth’s surface such as rocks and debris falling from a rock fac

Day 4

TEKS:

℗ 3.℗ 3.7B investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides 3.7C identify and compare different landforms, including mountains, hills, valleys, and plains
℗ 3.3C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials

ELPS:(2G) I will describe general meaning, main points, and details of a rapid changes in Earth's surface.

_____ can cause rapid changes on Earth’s surface, such as _____
In a volcanic eruption I an find...
Earthquakes happen because...
A landslide happens because...

VOCABULARY: landforms (accidentes geográficos), landslide (deslizamiento de tierra), rapid change (cambio rápido), volcanic eruption (erupción volcánica), earthquake (terremoto), plate (placa), magma (magma), lava (lava).

CORE LESSON ( Engagement, Exploration, Explanation, Extension, and Evaluation)

EXPLAIN:
STEMscopes/Earth and Space/Earth’s Forces/ Explain/Question Prompts

STEMscopes/Earth and Space/Earth’s Forces/ Explain/STEMscopedia

Essential Questions

What forces can cause rapid changes to the Earth’s surface?
How do rapid changes transform the Earth’s surface?

Key Science Concepts

• The Earth's surface can change rapidly.
• Volcanic eruptions and earthquakes can cause rapid changes on Earth’s surface, such as creating new land, making cracks in the crust, or changing landforms.
• Landslides can cause rapid change to Earth’s surface such as rocks and debris falling from a rock face.