Kerlyn Prada 8 th Grade Science Teacher Ruth K. Broad / Bay Harbor K-8 Department of Mathematics and Science

General information Language Arts Florida Standards (LAFS) and Mathematics Florida Standards (MAFS) aligned in District Pacing Guides Achievement Level Descriptors for FCAT 2.0 Science and Biology EOC Next Generation Science Standards – Final version released (adoption process has not started yet) NAEP 2012 – students have problems with providing evidence and reasoning for claims Insights: Benchmark instruction with fidelity and rigor + Students exposed to application of concepts (inquiry, assessments) = Success Department of Mathematics and Science

Session Outcomes Participants will be able to: – Identify how the Florida Standards are correlated to the Middle School Science Next Generation Sunshine State Standards (NGSSS) and can be used to increase rigor of instruction. – Incorporate M-DCPS physical science instructional resources to increase the depth of science teaching and learning. – Plan for rigorous instruction using 5E Model Department of Mathematics and Science

AGENDA AM Welcome and Opening Moves Physical Properties Break Atomic Structure Discovery Education: Board Builder PM Physical and Chemical Changes Florida Standards Microlabs Development of 5E Lesson Plan One Word Summary Department of Mathematics and Science

Norms Be present Share wisdom Trust the process Keep an open mind Refrain from judging Try something new, then reflect Department of Mathematics and Science

Name Tents Write your name School Grade Level Department of Mathematics and Science

Introduce the FL Standards- “What should FL Standards look like in a Science Classroom?” 7 Department of Mathematics and Science

Today’s Benchmarks SC.8.P.8.4: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. SC.8.P.8.5: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. SC.8.P.8.7: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). SC.8.P.8.9: Distinguish among mixtures (including solutions) and pure substances. SC.8.P.8.8: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. SC.8.P.9.2: Differentiate between physical changes and chemical changes. SC.8.P.9.1: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Department of Mathematics and Science

Curriculum and Instruction Pacing Guide Updates

Links by standard

Physical Properties SC.8.P.8.4: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. LAFS.68.WHST.1.1: Write arguments focused on discipline-specific content. 1.Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 2.Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. 3.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. 4.Establish and maintain a formal style. 5.Provide a concluding statement or section that follows from and supports the argument presented 11 Department of Mathematics and Science

Physical Properties Where does gold come from? How is it harvested or mined? NBC Learn Modern Day Gold RushModern Day Gold Rush During the video: 1. Make observation of the landscape from which gold is mined. 2.Describe how the gold is being processed. After the video: 1.What processes would need to take place to extract gold from the land? 2.How can physical properties be used to isolate gold from the land? 12 Department of Mathematics and Science

Physical Properties 13 Department of Mathematics and Science Essential Question: Scientists often find mysterious materials. Why are physical properties important for identifying unknown substances?

Conclusion Writing -Claim-Evidence-Reasoning Students should support their own written claims with appropriate justification. Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000). 14 Department of Mathematics and Science

Physical Properties 15 Department of Mathematics and Science Essential Question: Scientists often find mysterious materials. Why are physical properties important for identifying unknown substances? Claim Evidence Reasoning

10-minute break

Atomic Structure SC.8.P.8.5: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. SC.8.P.8.7: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub- atomic particles (electrons surrounding a nucleus containing protons and neutrons). SC.8.P.8.9: Distinguish among mixtures (including solutions) and pure substances. SC.8.P.8.8: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. MAFS.8.F.2.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally 17 Department of Mathematics and Science

Atomic Structure Develop a graph based on the numerical relationships of your atomic models. 18 Department of Mathematics and Science

A FTERNOON S CHEDULE Physical and Chemical Changes Florida Standards Microlabs Development of 5E Lesson Plan One Word Summary Department of Mathematics and Science

Physical and Chemical Changes 21 Department of Mathematics and Science SC.8.P.9.2: Differentiate between physical changes and chemical changes. SC.8.P.9.1: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. LAFS.68.RST.3.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. Essential Question: How can you differentiate between a physical and chemical change?

22 Department of Mathematics and Science Physical and Chemical Changes

23 Department of Mathematics and Science Reading in any content area should have a purpose. One way to use this text is by text coding. Which coding system do you think will lead to greater student success? As written in the standard (LAFS) ORPossibly alternative (F) Facts (O) Observation (J) Judgments(F) Finding (S) Speculation (I) Inference Physical and Chemical Changes

24 Department of Mathematics and Science Essential Question: How can you differentiate between a physical and chemical change? Claim Evidence Reasoning Physical and Chemical Changes

Microlabs 25 Rounds using FL standards document: (1 minute per question, per person) What are Florida Standards and how are they infused into science instruction? What types of science activities lend themselves to Florida standards infusion? What kind of student product(s) is evidence of Florida standards through science? Florida Standards Review: 1. From the discussion in your micro-labs, brainstorm what activities you see in science classrooms that fulfill the specific Florida standards posted. -Write these activities on yellow sticky notes in your group (one per note) 2. Now brainstorm activities that are not currently seen in science classrooms but that can be done to fulfill the specific Florida standards posted. -Write these activities on pink sticky notes in your group (one per note) Whole Group Reflection: “Which FL standards are addressed more in science instruction than others?” Department of Mathematics and Science

Technology Integration Department of Mathematics and Science

Assignment 5E lesson plan turned in to edmodo utilizing content and strategies presented in today’s session. Teachers may work in groups of 3-4. Each teacher must submit an individual assignment. Department of Mathematics and Science

Session Outcomes Participants will be able to: – Identify how the Florida Standards are correlated to the Middle School Science Next Generation Sunshine State Standards (NGSSS) and can be used to increase rigor of instruction. – Incorporate M-DCPS physical science instructional resources to increase the depth of science teaching and learning. – Plan for rigorous instruction using 5E Model Department of Mathematics and Science

One Word Summary Provide one word as feedback to describe what good science with FL standards should look like. Write on an index card and post up before you leave. Department of Mathematics and Science

Science Department 30 Dr. Ava Rosales, Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Instructional Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Ms. Ana Fenton Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: Department of Mathematics and Science