Division of Mathematics, Science and Advanced Academic Programs

1. Division of Mathematics, Science and Advanced Academic Programs Science Pacing and Content Grade 3 Millard E. Lightburn, Ph.D. District Science Supervisor m.lightburn@dadeschools.net

2. Introduction • Welcome Remarks • Unity Builder • Construct name tent: Front: First Name Back: School, Grade Level, and Teaching experience • Please share information on tent and something exciting that happened in your classroom last year.

3. AGENDA • Norms • Outcome • Qualitative and Quantitative observations • Unwrapping Benchmarks • Constructivism strategies • Implementing the Pacing Guides • Effective Science Learning strategies • Inquiry Based Laboratory (IBL)

4. NORM • Participate actively • Ask questions • Learn by doing • Set your own learning into action

5. Outcome • Become familiar with the benchmarks in the Pacing Guide • Be able to implement laboratories associated with the Pacing Guide • Have better understanding of 5 E Model

6. Qualitative vs Quantitative • Can you distinguish between a Quantitative and a Qualitative observation? • Activity worksheet

7. Qualitative vs Quantitative Observations • In our Hands-on laboratory activities for today you will make qualitative and quantitative observations. • Qualitative Observations: Use senses to observe results. (sight, smell, touch, taste, hear) • Quantitative Observations: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers

8. Connecting Instructional strategies, Content, and Standards • Design of this session 1- Examine Standards & benchmarks 2- Narrow the focus to benchmarks of particular interest 3- Identify important content represented within these benchmarks 4- Develop learning goals related to that content 5- Select activities and instructional strategies consistent with the learning goals

11. 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?

12. Unwrapping the BenchmarksWhat?Why? How? What Practicing Science SC.2.N.1.1 Observing & Measuring Matter SC.2.P.8.1 SC.2.N.1.5 Why How

13. Lab 1: Practice Investigating and Experimenting • BIG IDEA 1: The Practice of Science • Topic 1: Engaging in Inquiry • SC.3.N.1.1 Raise questions about the natural world and investigate them • Source: Scott Foresman Activity Book p.25

14. DISCUSSION • Using the Unpacking Benchmarks Worksheet, discuss: • How will you teach the labs? Describe methodology and questioning strategies. • Constraints/limitations. What do you expect your students to find challenging about these ideas? • Modifications. Do you anticipate any modification to the lab/activity?

15. Writing a Lab Report • Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a scientist investigated. It is made up of the following parts. • Title 8. Data • Benchmark 9. Data Analysis • Problem Statement 10. Results/Discussion (Research question) 11. Conclusion 4. Hypothesis 5. Materials 6. Procedures (summarize) 7. Variable/Control

16. Power Writing and The Art of Scientific Conclusions • The objective of the Power Writing Model is to challenge students to write quality reports and enhance inquiry in science through writing. • The Power Writing Model Conclusion answers seven basic questions that serve as a model for students to improve their performance in the “Florida Writes” test.

17. Seven Questions in Power Writing (Conclusion) • What was investigated? (Describe the problem statement) • Was the hypothesis supported by the data? • What were the major findings? • How did your findings compare with other researchers?

18. Seven Questions in Power Writing (Conclusion) (continued) 5. What possible explanations can you offer for your findings? 6. What recommendations do you have for further study and for improving the experiment? 7. What are some possible applications of the experiment?

19. Science Process Skills • 1. Observe • 2. Classify • 3. Estimate/Measure • 4. Infer • 5. Predict • 6. Make/use Model • 7. Hypothesis • 8. Collect data • 9.Interpret data • 10. Investigate and Experiment • 11. Communicate

27. Lab 2: Practicing Observing • BIG IDEA 1: The Practice of Science • Topic 2: Engage in Inquiry • SC.3.N.1.6 Infer based on observation • Source: Scott Foresman Activity Book p. 1

28. DISCUSSION • Using the Unpacking Benchmarks Worksheet, discuss: • How will you teach the labs? Describe methodology and questioning strategies. • Constraints/limitations. What do you expect your students to find challenging about these ideas? • Modifications. Do you anticipate any modification to the lab/activity?

29. Constructivism Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.

30. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge.

31. The Five E Model The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. • Engage: Stimulate involvement • Explore: Involve student in activity • Explain: Put abstract experience in communicable form • Elaborate: Expand on concepts learned • Evaluate: To determine if student attained understanding of concepts and knowlege

32. Effective Science Learning • Effective science learning enable students to: • Engage in quantitative and qualitative observations; • Investigate thoughtful questions; • Make logical predictions; • Design and conduct experiments; • Collect and organize data; • Explore possible conclusions; • Make well-reasoned, data based decisions

33. 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

34. Probing Student Learning How do we make student thinking explicit during scientific inquiry? • Jigsaw Activity: Assessment • Group 1: Informative Questioning Cycle and Setting and Aligning Goals. • Group 2: Eliciting Student Responses + Fig 1 • Group 3: Recognizing Student Responses + Fig 2 • Group 4: Acting on Student Responses + Fig 3

35. Lab 3: Making and Using Models • BIG IDEA 3: The roles of theories, laws, hypothesis, and models. • Topic II: Working like a scientist • SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. • Source: Scott Foresman Activity Book p. 15

36. DISCUSSION • Using the Unpacking Benchmarks Worksheet, discuss: • How will you teach the labs? Describe methodology and questioning strategies. • Constraints/limitations. What do you expect your students to find challenging about these ideas? • Modifications. Do you anticipate any modification to the lab/activity?

37. Differentiated Instruction (DI) In Science • Here is a sample of DI in a Grade 5 Science • How many centers can you identify in this video?

38. Internet Resources (Links) • Florida Department of Education http://www.fldoe.org/ • Florida Standards and Course Descriptions http://www.floridastandards.org/ • Department of Instructional Technology http://it.dadeschools.net/ • http://it.dadeschools.net/riverdeep.htm • Curriculum and Instruction: http://curriculum.dadeschools.net/

39. Follow Up • Prepare a presentation to discuss with your department what you have learned at this workshop. • Send Agenda signed by administrator along with a copy of the sign-in sheet to m.lightburn@dadeschools.net (scanned pdf) Fax: 305 995 7690 attention Dr. Millard E. Lightburn