P ACING AND C ONTENT F IRST G RADING P ERIOD (Q 1 – Q2) G RADE 7 O CTOBER Presented by Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

A GENDA  Goals of the Inservice  Making Sense of Science Instruction:  Effective Instructional Strategies to teach the Nature of Science.  Lab #1  Effective Implementation of the 2010 Pacing Guides Emphasizing Hands-On Instruction  Modeling a Lesson  Using Resources to Unwrap Benchmarks and Focus Instruction  Content Knowledge in Science  Rotation Labs  Web Sites and Technology Resources

G OALS FOR THE S ESSION ◦ Effective Implementation of the 2010 Pacing Guides with an emphasis in hands-on learning ◦ Effective use of resources to focus instruction ◦ Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities ◦ Enhance questioning strategy skills ◦ Explore learning activities designed to promote understanding of content and nature of science using an “explicit- reflective” approach.

N AME T ENT I NCLUDE : NAME, SCHOOL AND WHAT IMAGES COME TO MIND Source: Discovery Science

N ORMS  P articipate Actively  A sk questions  L earn by doing  Set your own learning into action  _______________________________ Bathroom and Electronic Devices

E FFECTIVE I MPLEMENTATION OF THE 2010 P ACING G UIDES WITH AN E MPHASIS IN H ANDS -O N /M INDS - ON I NSTRUCTION Year at a Glance Unwrapping the Benchmarks Test Item Specifications FCAT 2.0 and Appendix B Examining the New Pacing Guides and the Next Generation Sunshine State Standards What Does it Mean to Effectively Implement the Pacing Guide?

C ONNECTING I NSTRUCTIONAL STRATEGIES, C ONTENT, AND S TANDARDS 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

Y EAR - AT - A -G LANCE

U NWRAPPING THE B ENCHMARKS W HAT ?...W HY ?...H OW ?...

E XPLORING THE P ACING G UIDES T OPICS III THROUGH IV Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each topic?

O UR TASK Complete Unpacking Benchmarks Worksheet and lab activity for assigned topic What?…Why?…How? Use Appendix B FCAT 2.0 and Test Item Specifications FCAT 2.0 Report-out Findings What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each topic? Benefits Constraints/limitations Modifications

TOPIC V: E ARTH /S PACE AND N ATURE OF S CIENCE

E XPLICIT I NSTRUCTION Nature of Science: Distinguish between an experiment and other forms of investigations Experiments have test variables (independent variables) and outcome variables (dependent variables) Forms of Energy* Illustrate the sun’s energy Identify, compare and contrast the variety of types of radiation present in radiation from the Sun Identify and compare characteristics of the electromagnetic spectrum *Note: SC.7.P.10.1 is annually assessed in grade 8 and foundational in grade 7.

W HAT ARE THE PRIORITY ACTIVITIES ? Topic III: Properties of Waves  Technology  Electromagnetic Spectrum Electromagnetic Spectrum  Gizmo: Longitudinal Waves Longitudinal Waves  Labs:  Colored Shadows Exploration Colored Shadows Exploration  Making Waves & The Wave Factory (also has activity for SC.7.E.6.1 Making Waves & The Wave Factory

L AB W RITE - UP F ORMATS Writing in ScienceWriting in Science – tapping into student thoughts Selecting the appropriate format Modeling Framework – demonstrations, models Power Writing and the Art of Scientific Conclusions Parts of a Lab Report Engineering design

D ISCOVERY S CIENCE

JASON P ROJECT SCIENCE WWW. JASON. ORG Direct links to instructional tools in Pacing Guides no login required

U SING A R EADING S TRATEGY - J IGSAW Jigsaw: The Jigsaw helps students learn new material using a team approach. Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team. Divide the sections into however many students are in each group. Have each student take one of the sections. They are to read it and know it well - become “experts.” "experts" of each individual section meet together to discuss their ideas on that particular section. After group discussions, each "expert" returns to his group and relates all the information about his particular topic. Source: Weber State University

F INDINGS Benefits Constraints/limitations Modifications

Helping students work together to make sense of mathematics or science: "What do others think about what [name] said?" "Do you agree? Disagree?" "Does anyone have the same answer but a different way to explain it?" "Can you convince the rest of us that makes sense?“ Helping students to rely more on themselves to determine whether something is correct:  "Why do you think that?"  "Why is that true?"  "How did you reach that conclusion?"  "Can you make a model to show that?" P RACTICING Q UESTIONING

W HAT A RE T HEY T HINKING ? Source:

REMEMBER Questions drive the inquiry process.

E NHANCING C ONTENT K NOWLEDGE Lab Rotations: Gizmo - RefractionGizmo - Refraction (IV) EL – Solar Energy vs Color (IV) EL – Wave Speed (IV) EL - Density Driven Fluid Flow (V) Modeling the Layers of the Earth with Density ColumnModeling the Layers of the Earth with Density Column (V) EL - Density of Rocks (V) Discussion of Content with Depth of Understanding

T AKE THE L EAD Complete Unpacking Benchmarks Worksheet and lab activity for assigned topic Report-out Findings What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each topic? Benefits Constraints/limitations Modifications

W HAT ARE THE PRIORITY ACTIVITIES ? Topic IV: Properties of Light SC.7.P.10.2 …Light can be reflected, refracted, and/or absorbed Lab Activity: EL – Solar Energy vs Color (IV) Technology: Gizmo - Refraction (IV) Gizmo - Refraction SC.7.P.10.3…light waves, sound waves, and other waves move at different speeds in different materials Lab Activity: Light Travels Through Objects Light Travels Through Objects

W HAT ARE THE PRIORITY ACTIVITIES ? TOPIC V: SC.7.E.6.1 Describe the layers of solid Earth,…lithosphere, mantle, liquid and solid cores Lab  Modeling the Layers of the Earth with Density Column Modeling the Layers of the Earth with Density Column  EL - Density Driven Fluid Flow (V)  EL - Density of Rocks (V)

W HAT CAN I DO ? T EACHING THE C ONTENT How might you use your current curricular materials and the discussions we have had within this session to teach the following in your classroom? Nature of Science Physical Science Earth and Space What do you expect your students to find challenging about these ideas? What misconceptions might students hold about NOS that you will need to address?

R ESOURCES  Curriculum and Instruction   Instructional Technology (Examview Item Bank)   Florida Department of Education  FCAT Resources -  Florida Standards and Course Descriptions  Florida PROMiSE  Gizmos

S CIENCE W EB S ITE : HTTP :// SCIENCE. DADESCHOOLS. NET HTTP :// SCIENCE. DADESCHOOLS. NET

T HE S CIENCE C LASSROOM E SSENTIALS Contact information: Dr. Ava D. Rosales, Instructional Supervisor Mail code: 9628

R EFLECTIONS AND F OLLOW - UP