Science Pacing and Content

Science Pacing and Content Kindergarten Sebastian Oddone District Science Supervisor Division of Mathematics, Science, and Advanced Academic Programs

Goals for Day 1 Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities Become familiar with the Pacing Guide Be able to implement hands-on activities according to required benchmarks Enhance questioning strategies

Norms Participate actively Ask questions Learn by doing Set your own learning into action

The Foundation of Science:Teaching the Nature of Science (NOS) and Making Sense of Science: Do you think that you have what it takes to be a scientist, to be an investigator? I will prove to you that you are an investigator, and we know that every scientist must be an investigator How do you know which cookie you like best?

Are all “observations” actually observations? How can we differentiate between observations and inferences? 5

How are observations and inferences different from each other? Observations describe what is readily discernable by the senses. They tend not to create controversy among different observers because the evidence of their senses agree. Example: There is a book on the table. Inferences attempt an explanation of some phenomenon or describe something not readily discernable by the senses. Example: Sam left his book on the table. 6

Are observations more important in science than inferences? NO! Observations and inferences are both fundamental elements of science. All scientific knowledge is based on observation and inference. Humans are naturally inclined to create explanations for the observations that we make, so students often need help thinking about differences between what can be perceived (observations) and their interpretations (inferences). 7

Observations and Inferences The emphasis on distinguishing between observations and inferences is not meant to keep students from making inferences. Inferences are also critical to the process of science. The point is to help students recognize that inferences based on scientific observations and other forms of data are influenced by background experiences, prior knowledge, creativity, etc. This is why scientists find it helpful to discuss their inferences with others, particularly those with different backgrounds. 8

Instructional Strategies In the past, it was assumed that students would learn NOS just by doing science Students learn about observations by making observations and learn about scientific theory in the course of studying specific theories Research in science education disputes this idea Students need to be encouraged to explicitly reflect on NOS ideas. 9 9

Connecting Instructional strategies, Content, and Standards Examine the Year at a Glance and the new Pacing Guides Identify important content represented within main benchmarks

http://curriculum_materials.dadeschools.net/pacing_guides

Unwrapping the Benchmarks Prerequisite Skills What knowledge, understanding, or reasoning will you require to achieve this benchmark? Vocabulary What vocabulary needs to be understood to achieve this benchmark? Achievement Criteria What performance skills or products will you require to demonstrate achievement of this benchmark? Extending Learning How will you differentiate instruction to extend the learning of the standard? How will you assess achievement? What test or performance will give you data about student progress toward achievement of this benchmark?

Group Activity: Unwrapping the Benchmarks What are the priority activities for topic 2? What are the specific instructional strategies? Develop learning goals related to that content Select activities and instructional strategies consistent with the learning goals How can “depth of knowledge” be achieved for this topic? 13

Enhancing Content Knowledge: Unwrapping the Benchmarks and Implementing NOS Lab Activity: Smooth or Rough After performing the lab, using the Unpacking Benchmarks Worksheet to discuss the following: How will you teach the labs? Describe methodology and questioning strategies. Design questions that will address the objective of the lab and enhance the instruction of the content as prescribed in the pacing guide, including NOS. Constraints/limitations. What do you expect your students to find challenging about these ideas? Modifications. What misconceptions might students hold about NOS and the specific content of each lab? 14

Effective Science Learning Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate) Use Explicit-Reflective Inquiry Think-Pair-Share Differentiated Instruction (Centers) Cooperative Learning Utilize Graphic Organizers

Enhanced Questioning How do we make student thinking explicit during scientific inquiry? 16

Science Teaching Strategies Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate) Use Inquiry (Directed, Guided and Full) Think-Pair-Share Differentiated Instruction (Centers) Cooperative Learning Utilize Graphic Organizers

Resources Technology (http://it.dadeschools.net/) Pearson (Scott Foresman) Gizmos Riverdeep Podcasts CPALMS 18

Links District Science Website http://science.dadeschools.net Department of Instructional Technology http://it.dadeschools.net/ Gizmos http://www.explorelearning.com Florida Department of Education http://www.fldoe.org/ Florida Standards and Course Descriptions http://www.floridastandards.org/ 19

Explicit Scientific Inquiry Lab Activity: Light or Heavy – Soft or Hard Complete the Unpacking Benchmarks Worksheet Design lesson addressing Pacing Guide topic content and objectives. Design questions that will address the objectives of the pacing guide and enhance the instruction of the topic content. 20

Explicit Scientific Inquiry Lab Activity: Light or Heavy – Soft or Hard Discuss lab activity: Questioning strategies before, during, and after activity. Benefits, constraints, limitations, modifications. 21

Reflections and Feedback 3 Things I Observed 2 Things I Learned 1 Thing That I will do differently Question(s) I still have Complete additional feedback questionnaire 22

Science Pacing and Content