Science Pacing and Content

1. Science Pacing and Content Grade 5 Sebastian Oddone District Science Supervisor Division of Mathematics, Science, and Advanced Academic Programs

2. 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

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

4. 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? How many of you ever snooped for a B-day or Christmas gift that was hidden away? I will prove to you that if you are a snooper, then you are an investigator and that every scientist must be an investigator

5. Developing a Hypothesis What is a hypothesis? Must have a question or problem to solve The hypothesis is a suggested answer to a problem or question Structure a suggested answer to any problem in an IF – THEN – BECAUSE format Why is this important? 5

6. Understanding a Hypothesis and its connection to variables Problem: Where did my parents hide my (holiday) gift? Hypothesis: If last year they hid my gift in their closet, Then they will probably hide it there this year Because I do not have a reason to be in their closet Variables: Present location Past location 6 (dependent or responding) (independent or manipulative)

7. What are data? A variable is something that can change. Observations can be described as variables. Data are representations of variables. Observations that are recorded in our memory or on paper are examples of data. Types of Data: Qualitative: Use senses to observe results. (sight, smell, touch, taste, hear) Quantitative: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers 7

8. Miriam chose a packet of her favorite kind of tomato seeds. Miriam wants to conduct an investigation to find the best temperature for sprouting the seeds. Design a procedure to find the best temperature for sprouting tomato seeds that would result in the data shown in the table below.

9. Chris wanted to find out what would make his tomato plants grow best. He set up an experiment to find out and planted three little plants. He gave them each different amounts of water, fertilizer, and sunlight. The amounts of each are shown below. What is the main problem with the way Chris ran his experiment? What should he have done to get better results?

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

11. http://curriculum_materials.dadeschools.net/pacing_guides

12. 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?

13. 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

14. Enhancing Content Knowledge: Unwrapping the Benchmarks and Implementing NOS Lab Activity: Making a Density Column 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

15. Imagine you have 5 plastic cubes arranged in a straight line. Each cube’s side measures 1.0 cm. How can you determine the volume of the line of five cubes? ___ = _____ cm3 (l) x (w) x (h)

16. 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

17. Enhanced Questioning How do we make student thinking explicit during scientific inquiry? 17

18. 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

19. Resources Writing in Science (http://science.dadeschools.net) Parts of a Lab Report Power Writing Model 2009 Modeling Framework – demonstrations, models 19

20. Power Writing The Power Writing Model Challenges students to write quality reports Enhance inquiry in science through writing The Power Writing Model answers seven basic questions that serve as a model for students to improve their performance in the “Florida Writes” test.

21. Resources Technology (http://it.dadeschools.net/) Pearson (Scott Foresman) Gizmos Riverdeep Podcasts CPALMS 21

22. 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/ 22

23. Explicit Scientific Inquiry Lab Activity: Un-Mixing a Mixture? Complete the Unpacking Benchmarks Worksheet Design lesson addressing Pacing Guide topic content and objectives. Design questions that will address the objective of the lab and enhance the instruction of the topic content. 23

24. Explicit Scientific Inquiry Lab Activity: Un-Mixing a Mixture? Discuss lab activity: Questioning strategies before, during, and after activity. Benefits, constraints, limitations, modifications. Writing in Science. Appropriate technologies to enhance instruction. 24

25. Cereals are made of many different ingredients. The diagram below shows some of these ingredients. Which term describes the cereal? compound element mixture solution

26. 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 26

27. Goals for Day 2 Plan lesson for specific topics Effective Implementation of the 2010 Pacing Guides focusing on unwrapping the benchmarks Explore hands-on activities designed to promote understanding of specific science content and the nature of science using an “explicit-reflective” approach. Review the 5 E Model Enhanced Questioning Strategies 27

28. The 5 E Model An instructional model based on the constructivist approach to learning, where 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 knowledge 28

29. Lesson Planning Complete the Unpacking Benchmarks Worksheet for Topic 4 Design lesson addressing Pacing Guide topic content and objectives. Design questions that will address the objective of the lab and enhance the instruction of the topic content. 29

30. Lab Activity Is This a Physical or Chemical Reaction? Discuss lab activity: Questioning strategies before, during, and after activity. Benefits, constraints, limitations, modifications. Writing in Science. Appropriate technologies to enhance instruction. 30

31. Raheem is investigating the properties of several substances. He prepared a beaker containing substances J, K, and L and filtered the contents through a funnel into a flask, as shown below. What term best describes substances J, K, and L inside the beaker before Raheem poured them through the filter paper? Mixture Solution Compound Pure substance

32. Modeling Framework – Topic 5 Discuss Newton’s Laws of Motion (ppt) Modeling Framework Experiment Design, Test, and Presentation 32

33. Lab Activity Topic 5 Discuss lab activity: Questioning strategies before, during, and after activity. Benefits, constraints, limitations, modifications. Writing in Science. Appropriate technologies to enhance instruction. 33

34. Felipe and Marsha were studying friction and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched the blocks move down the tray. Which block would experience the least amount of friction as it moved down the tray? Ice Block Sponge Block Sandpaper Block Plastic Block

35. Item Specification (Grade 5 Science) Annually Assessed and Content Sampled Benchmarks Item Specification details Benchmark clarification Content Limits

36. 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 36