Science Pacing and Content Grade 3 Millard E. Lightburn, Ph.D. District Science Supervisor 8/9-8/16/101

 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. 8/9-8/16/102

 Norms  Outcome  Qualitative and Quantitative observations  Unwrapping Benchmarks  Constructivism strategies  Implementing the Pacing Guides  Effective Science Learning strategies  Inquiry Based Laboratory (IBL) 8/9-8/16/103

 Participate actively  Ask questions  Learn by doing  Set your own learning into action 8/9-8/16/104

 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 8/9-8/16/105

 Can you distinguish between a Quantitative and a Qualitative observation?  Activity worksheet 8/9-8/16/106

 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 8/9-8/16/107

 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 8/9-8/16/108

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 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?

What Why How Practicing Science SC.2.N.1.1 Observing & Measuring Matter SC.2.P.8.1 SC.2.N.1.5 8/9-8/16/1012

 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 8/9-8/16/1013 Practice Investigating and Experimenting

 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?

 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. 1. Title 8. Data 2. Benchmark 9. Data Analysis 3. Problem Statement 10. Results/Discussion (Research question) 11. Conclusion 4. Hypothesis 5. Materials 6. Procedures (summarize) 7. Variable/Control 8/9-8/16/1015

 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. 7/29/201016

1. What was investigated? (Describe the problem statement) 2. Was the hypothesis supported by the data? 3. What were the major findings? 4. How did your findings compare with other researchers? 7/29/201017

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? 7/29/201018

 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 8/9-8/16/1019

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 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 8/9-8/16/1027

 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?

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. 8/9-8/16/1029

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. 8/9-8/16/1030

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 8/9-8/16/1031

 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 8/9-8/16/1032

 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 8/9-8/16/1033

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 8/9-8/16/1034

 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 8/9-8/16/1035

 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?

 Here is a sample of DI in a Grade 5 Science  How many centers can you identify in this video? 8/9-8/16/1037

 Florida Department of Education  Florida Standards and Course Descriptions  Department of Instructional Technology   Curriculum and Instruction: 8/9-8/16/1038

 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 (scanned pdf) Fax: attention Dr. Millard E. Lightburn

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