Come fly with me/Teacher Workshop Material/CFWM Overview

Teacher workshop

Agenda : Correlating Science Standards with Come Fly with Me Activities

Have groups present assigned lessons from last week

• Discuss: General reactions/concerns
• Format preferences (as in book, as on the web, other)

Do we need: Group size Time Type of Act Concepts Skills Resources

Explain: How activity notebooks are set up:

• ABC order, Black = Primary, Blue = Intermediate, Green = Middle School
• Standards sheet in pocket of divider, activity by grade level

Purpose of notebooks:

• Each grade level's record of activities and their related benchmarks
• The master copy from which we will add benchmarks to activities on the web

Explain Pilots and Navigators Activity...Compare to Bingo game

• Review Directions for Pilots (Bingo Caller) and Navigators (Bingo Players)
• Assign: Pilots and Navigators
• 4 activities (Bingo Cards) per navigator

Model role of pilot for Big Idea 1

Have groups work on for 20 minutes

• Discuss Options for identifying science standards for remaining activities
• Work in pairs, total grade level groups, individually
• Start with the benchmarks or start with the CFWM Activity (note what the N,L,P,E stand for in the benchmarks)
• Go over Planning by the Numbers table .pdf

Directions for Pilots

1. As an overview to each set of grade level standards: • Read aloud to the group the topic of the 1st Big Idea on the Science Standards sheet. • Read aloud the 1st few words of each Benchmark.

2. Allow 3-4 minutes for the navigators to skim their activities.

3. Again, read aloud each benchmark and allow time for navigators to determine if their activities apply.

4. Record in pencil in the margin beside the benchmark, the numbers of the related activities as the navigators tell them to you.

Directions for Navigators

1. As an overview, listen as the pilot reads the Big Idea and the 1st few words of each benchmark for that idea.

2. Take 3-4 minutes to skim 4 activities assigned to you: • Read the objectives for each activity. • Review the Concepts & Skills for each activity. • Check the drawings for each activity.

3. As the pilot re-reads the benchmark, determine which of your assigned activities addresses that benchmark and record, in pencil, that benchmark number at the top of the activity sheet.

4. Tell the pilot the number of your related activity so he/she can record it on the standards sheet.

Overview

The units are designed to be covered in the following time frames for each grade:

• K - Two weeks
• 1 - Three weeks
• 2 - Three weeks
• 3 - Four weeks
• 4 - Four weeks
• 5 - Four weeks
• 6 - Four weeks

The specific concepts and process skills are detailed in each lesson throughout the Guide. The following is a synopsis of the important concepts and process skills found at each grade level.

Synopsis

Level K - OVER THE RAINBOW

Concepts and processes emphasized in this unit: color, shape, texture, sound, size, quantity, position, object.

The unit for kindergarten offers a wide variety of activities and experiences which emphasize process skills development. Most of the activities are designed to explore "What Flies?" Children learn to observe, discriminate, and describe, using objects and organisms in the classroom and outdoors. These experiences help them develop language and participation skills and contribute to their growing understanding of science process skills including observing, ordering, classifying, collecting and recording data using pictographs, measuring with non-standard units, inferring, and space/time relationships.

Level 1 - WAY UP HIGH

Concepts and processes emphasized in this unit: Force, wind, gravity, properties of air, systems, variables, evidence.

The children handle, observe and describe objects that fly. They learn that flying things are affected by the forces of wind and gravity and learn to describe evidence of these forces acting on objects.

Students learn that objects can change and they learn that there are ways to recognize evidence of change. Observation and comparison lead to the concept of inference and prediction. As the children investigate the properties of various flying things they realize that most are systems of things working together to create something that can fly.

Level 2 - ABOVE THE CHIMNEY TOPS

Concepts and processes emphasized in this unit: interaction, sub systems, motion, evidence of interaction, energy and energy transfer.

The concept of energy transfer to create motion, as well as the concept that related objects or parts comprise the sub system of a system, are introduced. Students examine a variety of flying things including hot air balloons, paper and rubberband airplanes. The students investigations of the parts of systems leads to the ability to develop operational definitions. The airport and its working as a system is explored.

Level 3 - BIRDS FLY - WHY CAN'T I?

Concepts and processes emphasized in this unit: Lift, drag, thrust, action-reaction, variables gravity, and control of variables.

Travel within the atmosphere is explored and students are introduced to the theory of flight including Bernoulli's principle. The concept of power for aircraft is introduced through activities dealing with propellers, jets and rockets. The effects of weather as a force which acts on aircraft are explored and the effects of the control surfaces

Level 4 - SOMEDAY I'LL WISH UPON A STAR

Concepts and processes emphasized in this unit: relative position, motion, polar coordinates, relative grids and coordinates, solar system.

The concepts are used on an aircraft are further investigated. Ideas and techniques developed in this unit are related to of astronomy and space science. The concepts of coordinates to explore Landsat satellite photographs as well as false-color imagery. Students see that reference to different objects and coordinate systems leads to different descriptions of position and motion. Children also learn to use a variety of models to describe both the position and the motion of objects in the solar system and on earth.

Level 5 - WHERE THE CLOUDS ARE FAR BEHIND

Concepts and processes emphasized in this unit: exploration, evidence, inference, interpreting data, weightlessness, orbit, atmospheric pressure, magnetic field.

The primary focus of this unit is an inquiry into the needs of humans flying in space especially related to their physical environment. Children's investigations into the findings of solar system exploration by astronauts and robot satellites are used to foster an understanding of the temporariness of scientific information and the role of accurate observation and interpretation of data in inquiry.

Level 6 - DREAMS THAT YOU DARE TO DREAM.

Concepts and processes emphasized in this unit: Reduced gravity, waste management, heat, relativity, hyper speed, futurizing, scientific theory, hypothesizing.

The children explore the needs of humans living in space and form their own theories as to the future of space travel, space stations and the colonization of the other planets. Investigation of the Space Shuttle flights leads to a better understanding of the benefits of space exploration and the role of problem solving in scientific investigation.

Big Ideas in Science

Big Idea 1: The Practice of Science

• A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

• B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

• C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

• D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Big Idea 2: The Characteristics of Scientific of Knowledge

• A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

• B: Scientific knowledge is durable and robust, but open to change.

• C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.

Big Idea 3: The Role of Theories, Laws, Hypothesis, and Models

• The terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.

Big Idea 4: Science and Society

• As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.

Big Idea 5: Earth in Space and Time

• The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.

Big Idea 6: Earth Structures

• The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.

Big Idea 7: Earth Systems and Patterns

• The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.

Big Idea 8: Properties of Matter

• A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.

• B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.

• C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction.

• D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.

Big Idea 9: Changes in Matter

• A. Matter can undergo a variety of changes.

• B. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter.

• C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.

Big Idea 10: Forms of Energy

• A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.

• B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.

• C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.

D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields.

E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.

Big Idea 11: Energy Transfer and Transformations

• A. Waves involve a transfer of energy without a transfer of matter.

• B. Water and sound waves transfer energy through a material.

• C. Light waves can travel through a vacuum and through matter.

• D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.

Big Idea 12: Motions of Objects

• A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies.

• B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.

• C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position.

• D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory.

• E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.

Big Idea 13: Forces and Changes in Motion

• A. Cells have characteristic structures and functions that make them distinctive.

• B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis.

• C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere.

• D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function

Big Idea 14: Organization and Development of Living Organisms

• A. The scientific theory of evolution is the fundamental concept underlying all of biology.

• B. The scientific theory of evolution is supported by multiple forms of scientific evidence.

• C. Organisms are classified based on their evolutionary history.

• D. Natural selection is a primary mechanism leading to evolutionary change

Big Idea 15: Diversity and Evolution of Living Organisms

• A. The scientific theory of evolution is the organizing principle of life science.

• B. The scientific theory of evolution is supported by multiple forms of evidence.

• C. Natural Selection is a primary mechanism leading to change over time in organisms.

Big Idea 16: Heredity and Reproduction

• A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA.

• B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals.

• C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms.

• D. Reproduction is characteristic of living things and is essential for the survival of species.

Big Idea 17: Interdependence

• A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment.

• B. Energy and nutrients move within and between biotic and antibiotic components of ecosystems via physical, chemical and biological processes.

• C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.

Big Idea 18: Matter and Energy Transformations

• A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life.

• B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).

• C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes.

• D. The unique chemical properties of carbon and water make life on Earth possible.