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Monica Kimbrough, Britton's Neck Elementary, Marion County

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Monica Kimbrough, Britton's Neck Elementary, Marion County

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Here is a pictures of the teachers at work.

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Monica Kimbrough, Principal, Britton's Neck Elementary        I presented the information from our last session to our ELA and science teachers.  We compared the Inquiry-Based Literacy Standards with the Science and Engineering Practices Standards, discussing commonalities among them and how the two could support one another.  Then I had teachers read part of Ch. 1 of the book we were given.  I shared information on the crosscutting concepts, and we discussed ways that ELA and science could support one another.  The PowerPoint used is attached.  

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Monica Kimbrough, Principal, Britton's Neck Elementary        I presented the information from our last session to our ELA and science teachers.  We compared the Inquiry-Based Literacy Standards with the Science and Engineering Practices Standards, discussing commonalities among them and how the two could support one another.  Then I had teachers read part of Ch. 1 of the book we were given.  I shared information on the crosscutting concepts, and we discussed ways that ELA and science could support one another.  The PowerPoint used is attached.  

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Waymon Edmonds, 4th Grade, Britton's Neck Elementary

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Waymon Edmonds, 4th Grade, Britton's Neck Elementary

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NIce job! I like that you used the tablets for students to research individual hurricanes. I think that is a good way for them to learn more about the subject matter and really see some of the destruction that comes with these storms. The internet has some great uses in the classroom.

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Christen Bucy, 4th grade, Gordon Elementary                    We have been studying severe weather (hurricanes, tornadoes, and thunderstorms). Working in groups, I assigned each group a "famous hurricane" Each group was asked to research their hurricane, using their tablets, and present them to the class. It was very interesting to hear all the different facts. I even learned some new things!

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Christen Bucy, 4th grade, Gordon Elementary                    We have been studying severe weather (hurricanes, tornadoes, and thunderstorms). Working in groups, I assigned each group a "famous hurricane" Each group was asked to research their hurricane, using their tablets, and present them to the class. It was very interesting to hear all the different facts. I even learned some new things!

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I tried to re-enact our experience with 10th grade Biology students and I filmed the activity. I am sure you don't want to see the hour lesson! Students were engaged and really tried to make things "fit." It was eye-opening to me to see the very different "lens" they use to make selections.

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Taffy Rowell, Marion High School, Marion County School District

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Taffy Rowell, Marion High School, Marion County School District

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Models: I had students pair up and create 25 Bohr models of the first 25 elements.  Student did not know what elements they had initially.  They were give a plate, 3 different colored beads and several circular items to use for making orbitals.  They decided the colors of subatomic particles.  Once each model was created they had to take a picture of each and create a powerpoint.  They also had to fill in a chart for each element including how many of each subatomic particle, valence electrons, atomic mass, and energy levels.  Student enjoyed the activity.  Surprisingly, there wasn't any complaint on counting beads.

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I can upload the whole lesson if anyone is interested.

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Andrea Summey, East Clarendon Middle, Clarendon 3

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Andrea Summey, East Clarendon Middle, Clarendon 3

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Cause and Effect in Experiments - I know this is supposed to be student centered but this TEACHER learned too! The Science Hall Walk was a revisit to what the 6th graders should have learned in elementary about experiments and variables but with a twist! I have never taught experiments as as CAUSE AND EFFECT RELATIONSHIP. My own brain had not related a hypothesis to a cause and effect statement or to the MIV being the cause and the DRV being the effect. After this introductory SEP unit we will continue to embed them throughout the year. The common language introduced here will be the foundation for many connections in the content. Next will be the cause and effect of organisms responding to stimuli!

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The students have been analyzing the interdependence of biotic and abiotic factors within a variety of ecosystems. The students were placed in groups and asked to create a food web with organisms relative to a specific ecosystem. After the web was created the students were asked to explain the system and the possible effects of given scenarios such as limited plant growth or population endangerment.

Janice Dargan
Gordon Elementary
5th grade

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Students rotated around the room to look at and infer characteristics about organisms based on their fossils. They recorded observations and predictions in their science notebooks. They did a very nice job of pulling out common characteristics (patterns) with certain animals. Some student talk I heard centered around sharp teeth for consumers, long arms for animals of flight, and also noticing the commonalities between ocean animals.

Cody Knight
Britton's Neck Elementary
Third Grade

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Students focused on the 3 types of severe weather; Hurricanes, tornadoes, and thunderstorms. We reviewed a PowerPoint presentation and took notes.  Emphasis was on looking for and understanding the patterns found in these severe weather conditions.  Afterward we made tornadoes in a bottle, then wrote about the patterns we saw in our mini-tornadoes and in the PP presentation.
Waymon Edmonds
Britton's Neck Elementary
4th Grade Science

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Keep this student focused. Call or email if you need me.