Science Pacing and Content

1. Science Pacingand Content Sebastian Oddone District Supervisor Division of Math, 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 • Effective Implementation of the 2010 Pacing Guides with an emphasis in hands-on learning • Enhanced questioning strategy skills • Explore hands-on activities designed to promote understanding of specific science content and the nature of science using an “explicit-reflective” approach.

3. Norms • We are all learners today • We are all working towards the same goal • We share discussion time • We are respectful of each other • We turn off all electronic devices • __________________

4. The Foundation of Science:Teaching the Nature of Science (NOS) and Making Sense of Science: • Why is the Nature of Science the foundation of all science courses? • What aspects of the NOS must be revisited and reinforced? • Activity: Drops on a Coin

5. Explicit-reflective approach • 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. • Participants will reflect and explicitly incorporate ideas relative to NOS into all their lessons/activities

6. Effective Implementation of the 2010 Pacing Guides with an Emphasis in Hands-On Instruction • Year at a Glance • Examining the New Pacing Guides • What Does it Mean to Effectively Implement the Pacing Guide? • Unwrapping the Benchmarks

7. Year-at-a-Glance: ISIII

8. 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?

9. Pacing Guides Integrated Science III (Topic 3)Chemistry (Topic 2) Group Activity: Unwrapping the Benchmarks Course Specific Groups What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each topic?

10. Enhancing Content Knowledge: Implementing NOS and Unwrapping the Benchmarks • Chemical/Physical: Cleaning Up an Oil Spill (Topic 2) • Integrated Science III: Phases of the Moon (Topics 3)

11. Presentation • Using the Unpacking Benchmarks Worksheet and lab activity for each lab station, discuss each lab activity: • 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. • 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?

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

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

14. 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.

15. Resources Technology http://it.dadeschools.net/ • Gizmos • Riverdeep – Logal Express • Podcasts • CPALMS

16. 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/

17. Explicit Scientific Inquiry Lab Activity: Density • 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. • Discuss lab activity: • Questioning strategies before, during, and after activity. • Benefits, constraints, limitations, modifications. • Writing in Science. • Appropriate technologies to enhance instruction.

18. 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

19. 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

20. 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

21. Lab Rotation • Integrated Science: Motion Relative to the Frame of Reference: Velocity and Acceleration • Chemistry: Conservation of Mass during change

22. Lesson Discussion • 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. • Discuss lab activity: • Questioning strategies before, during, and after activity. • Benefits, constraints, limitations, modifications. • Writing in Science. • Appropriate technologies to enhance instruction.

23. Lab Rotation • Integrated Science: Kinetic and Potential Energy and Their Work (Energy) • Chemistry: Changes of State

24. Lesson Discussion • 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. • Discuss lab activity: • Questioning strategies before, during, and after activity. • Benefits, constraints, limitations, modifications. • Writing in Science. • Appropriate technologies to enhance instruction.

25. Lab Rotation • Integrated Science: Changes of State • Chemistry: Models of Atomic Structure and Electrostatic Forces

26. Lesson Discussion • 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. • Discuss lab activity: • Questioning strategies before, during, and after activity. • Benefits, constraints, limitations, modifications. • Writing in Science. • Appropriate technologies to enhance instruction.

27. Follow Up • Prepare a presentation to discuss with your department what you have learned in these two days. • Send Agenda signed by administrator along with a copy of the sign-in sheet for meeting to soddone@dadeschools.net (scanned pdf) Fax: 305 995 7690 attention Sebastian Oddone

28. 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