Session C Agenda Goals and Outcomes 8:30 – 8:45

Slides:



Advertisements
Similar presentations
Elementary Science Pacing and Content
Advertisements

Adapted from: Malcolm B. Butler, Ph.D. University of South Florida St. Petersburg Florida National Geographic University Training of Trainers Orlando,
Northwest Science Leadership Network Welcome! Please have a seat where you like. Complete the probe “Science and Engineering Practices Implementation”
Thinking and Writing Like a Scientist: Claims Evidence Reasoning - CER
Department of Mathematics and Science Office of Academics and Transformation Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum.
Department of Mathematics and Science Office of Academics and Transformation Millard Lightburn, Ph.D. Supervisor Ms. Mary Tweedy, CSS Ms. Keisha Kidd,
Practicing Science: Hands-on Activities
Department of Mathematics and Science Office of Academics and Transformation Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum.
Turn Down the Heat: Exploring Thermal Insulation.
Department of Mathematics and Science Office of Academics and Transformation Dr. Millard Lightburn, District Supervisor Facilitator: Keisha Kidd, Curriculum.
Department of Mathematics and Science Office of Academics and Transformation Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum.
Department of Mathematics and Science Office of Academics and Transformation Millard E. Lightburn, Ph.D., District Supervisor K-5 (Science) Mary Tweedy,
Pedagogical Approaches to Science Instruction ~Defining Inquiry~ Bay Area Science Oakland Unified School District POSIT ~ 2007.
Department of Mathematics and Science Office of Academics and Transformation Millard E. Lightburn, Ph.D., District Supervisor K-5 (Science) Mary Tweedy,
Department of Mathematics and Science Office of Academics and Transformation Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum.
TRANSITIONING TO NGSS: FROM CONCLUSION WRITING TO ARGUING FROM EVIDENCE Day 3 Michael Brown Regional Science Coordinator ESD 105.
Hands On Activity Big Idea 9: Changes in Matter Department of Science Grade 5 Change in Temperature Lab Adapted from American Chemical Society Inquiry.
Effective, Engaging Methods for Writing in Science October 14, 2014 Welcome to Day 1!
Department of Mathematics and Science Office of Academics and Transformation Elementary Science Pacing and Content Grade 4 November 8, :30am-3:30pm.
Claim-Evidence-Reasoning (CER) How do snowflakes form?
Department of Mathematics and Science Biology Content and Pacing (Q1/Q2) Jason Jackson Science Department Chair, Miami Springs SHS Sebastian Oddone District.
Department of Mathematics and Science Office of Academics and Transformation Ms. Glenda Moton, CSS Millard Lightburn, Ph.D. Supervisor MDCPS Elementary.
What kind of changes do you see? Physical Changes Chemical Changes.
Science Leadership Network Fall
COSEE California Communicating Ocean Sciences Session 7: Question Lab.
Assignment or Topic This is what we are going to research or make claims about. What is the main idea we are trying to make? What is the subject?
Department of Mathematics and Science Grade 3 Quarter 2 Big Idea 10: Forms of Energy Light and Its Properties.
C.E.R.. Students can look at a persuasive text (science journal article, newspaper column, etc). They will annotate the article by labeling the following.
Developing and Using Models in the Science Classroom Secondary Science Teachers October 25, 2013.
Department of Mathematics and Science Office of Academics and Transformation Ms. Glenda Moton, CSS Millard Lightburn, Ph.D. Supervisor MDCPS Elementary.
Claims Evidence Reasoning CER Anchor Charts
Writing in Science in Action. Group Norms  Do homework.  Arrive on time with WISIA and material.  Be Respectful  Be Positive.  Be Active, Attentive.
AESM Summer 2015: Focusing on Science Considering the New Standards and Developing a Framework for Planning.
Claims, Evidence, and Reasoning
Department of Mathematics and Science Office of Academics and Transformation Ms. Glenda Moton, CSS Millard Lightburn, Ph.D. Supervisor MDCPS Elementary.
TRANSITIONING TO NGSS: FROM CONCLUSION WRITING TO ARGUING FROM EVIDENCE Day 3 Craig Gabler Regional Science Coordinator ESD 113.
Distinguish between an experiment and other types of scientific investigations where variables are not controlled,
Data: In our life & World
Claims Evidence Reasoning CER Anchor Charts
Mr. Dane Jaber Miami-Dade County Public Schools Department of Science
Thinking and Writing Like a Scientist: Claims Evidence Reasoning - CER
Reading and Prep Grab your Triple Q binders
Science Matters September-October 2012.
Thinking and Writing Like a Scientist: Claims Evidence Reasoning - CER
CER Homework Sham Wow!.
CLAIM EVIDENCE REASONING
MDCPS Elementary Science Science Summer Symposium 2013
Using Hands on Inquiry to Develop Competencies in Science and Math
Soil, Plants, and Engineering
Session B Agenda Goals and Outcomes 8:30 – 8:45
Session A Agenda Goals and Outcomes 8:30 – 8:45
The method scientists use to find answers to questions
Alcohol & Ice.
Thursday 10/4/18 Notebook Entry: Find your Science of Boat Design Notes in your spiral. Pick two pieces of information that you think are important.
Unit: Science and Technology
The Big 6 Research Model Step 3: Location and Access
Introduction to Biology
Available at © University of Florida 2009.
SEP S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational.
Follow These Directions
Life on Mars? Video If you were to design a Rover looking for life on Mars, what are five things you would test for? Choose one of your tests. How would.
Friday 10/5/18 Notebook Entry: To the right is a picture of a jackal and a bird. Make a claim of what you think is going on between these two animals.
Do Now.
Day 19.
Warm Up: The diagram below shows a man beside a camp fire
Lesson 6 Lucy Calkins.
CER Technique
Jacque Melin My day at Vanandel.
SCHOOL-WIDE INTEGRATION OF EDP AT THE MARY LYON SCHOOL Katie DeLaRosa
Interpretation Interprets the evidence and how it supports your claim (explains why and how the evidence proves the claim) A reasonable interpretation.
Presentation transcript:

Session C Agenda Goals and Outcomes 8:30 – 8:45

Florida Standards Connections in Science 8:45 – 9:00

Scaffolding Science Big Ideas in Physical Science K-5 9:00-9:30 9:00-9:30

Big Idea 8 Hands-On Activities 9:30 – 10:30

Claim-Evidence-Reasoning (CER) 10:30 - 11:15

District Resources 11:15 – 11:30

Lunch 11:30 – 12:30

Discovery Education 12:30 - 2:00

Observation, Measurement and Investigation Hands-on Stations 2:00 – 2:50

Dream in Green 2:50 – 2:55

Factors Influencing Science Instruction 2:55 -3:15

Reflections 3:15 -3:30