S CIENCE P ACING AND C ONTENT Q UARTER 2 N OVEMBER 6, 2010 Presented by Dr. Ava D. Rosales Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

E SSENTIAL Q UESTION Am I seated at the station that aligns with my curriculum? How do I know?

W ELCOME Make a Name Tent and include: NAME SCHOOL After reviewing student work from your last lesson, how did you feel and why?

A GENDA  Goals of the Inservice  Review of Pacing and Content Workshops  Making Sense of Science Instruction:  Rotation Labs.  Effective Implementation of the 2010 Pacing Guides  Resources and Web Sites

G OALS FOR THE S ESSION ◦ Effective Implementation of the 2010 Pacing Guides with an emphasis in hands-on/minds-on learning ◦ Enhance instructional practices using an “explicit-reflective” approach ◦ Incorporate secondary benchmarks as identified by data analysis

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

S CIENCE P ACING AND C ONTENT Q1 - 2 A Review

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

E XPLORING THE P ACING G UIDES C OMPREHENSIVE S CIENCE 1 T OPICS V THROUGH VII 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?

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

L AB ROLES

P RACTICING Q UESTIONING 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?"

M ODELING A L ESSON T HREE HOLE BOTTLE AND T ORNADO M OVEMENTS

Engage: Investigations and Scientific Knowledge

E XPLICIT I NSTRUCTION Nature of Science: Scientific knowledge may change as new evidence is discovered or new scientific interpretations are formed There are multiple methods used in various scientific investigations Earth Systems and Patterns* Assess atmospheric conditions and resulting weather: i.e., hurricanes, tornados, lightning, fronts, and precipitation *Note: SC.6.E.7.4 is annually assessed in grade 8 and only taught in grade 6

W HAT ARE THE PRIORITY ACTIVITIES ?...W HICH ONES DID YOU COMPLETE ? Topic 1: Processes of Science  Labs: Three Hole Bottle (CPALMS) Addresses: SC.6.N.2.2 (AA) Tornado Movements (EL) Interpreting Satellite Images (TX) Creating Your Own Weather Station (TX) ◦ Addresses: SC.6.E.7.6, SC.6.E.7.7 and SC.6.E.7.4 (review)  Gizmo : Hurricane Motion (SC.6.E.7.3 review)  JASON Project  StormZone  Current Events on Weather-related Disasters in Florida and their impact on human life (SC.6.E.7.7)  Note: Reinforce SC.6.E.7.4 and “assessed as” benchmarks throughout activities

E NHANCING C ONTENT K NOWLEDGE Lab Rotations: ◦ Model How Erosion Works (Topic VI) ◦ VL – How are Materials from Earth Broken Down (Topic VI)How are Materials from Earth Broken Down ◦ Summary of Chemical Weathering (Topic VI) ◦ Gizmos – Reading Topographical Maps (Topic VII) ◦ FOSS Landforms Module (Topic VII) FOSS Landforms Module Discussion of Content with Depth of Understanding

W HAT ARE THE PRIORITY ACTIVITIES ? Topic VI: How Weathering and Erosion Affect the Earth Addresses: SC.6.E.6.1 …Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition Lab Activities ◦ Model How Erosion Works (Topic VI) Technology ◦ VL – How are Materials from Earth Broken DownHow are Materials from Earth Broken Down ◦ Summary of Chemical Weathering

W HAT ARE THE PRIORITY ACTIVITIES ? TOPIC VII: SC.6.E.6.1 Identify different types of landforms on Earth’s surface … (note: landforms in Florida and those found outside Florida) assessed as SC.7.E.6.2 Lab  Create a landform modeling lab Create a landform modeling lab Technology  Gizmo: Reading Topographical Maps  FOSS Landforms Module FOSS Landforms Module  Earthquakes and Volcanoes (VL) Earthquakes and Volcanoes

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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?

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

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

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)

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

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E XPLORING THE P ACING G UIDES T OPICS VIII THROUGH XI 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?

E XPLICIT I NSTRUCTION Nature of Science: Experiments have manipulated variables (independent variables) and responding variables (dependent variables) A change in one or more variables may alter the outcome of an investigation Forms of Energy Identify kinetic and potential energy in their mechanical, thermal, chemical, electrical, electromagnetic, and nuclear forms Identify standard ways to measure and compare forms of energy Energy conversions Sources of energy: solar, hydroelectric, geothermal, fossil fuels, etc. Electric circuits

W HAT ARE THE PRIORITY ACTIVITIES ? Topic VIII: Energy Transfer and Temperature  Technology  Gizmo: Energy Conversion in a System  Gizmo: Longitudinal Waves  Labs:  Solar Cooker  Making Waves & The Wave Factory (also has activity for SC.7.E.6.1 Making Waves & The Wave Factory

B REAK

W HOLE G ROUP L AB A CTIVITY Rocket Car (Topic X, XI)

T OPIC Unwrap the Benchmark using: Pacing Guide, Item Specifications, Appendix B Conduct Investigation Discuss Implications Benefits Constraints Modifications

EXPLICIT INSTRUCTION FOR TOPIC X and XI SC.C The student explains and shows the ways in which a net force (i.e., the sum of all acting forces) can act on an object (e.g., speeding up an object traveling in the same direction as the net force, slowing down an object traveling in the direction opposite of the net force). This benchmark also assesses SC.C.2.3.2, 7 SC.C.2.3.3, 8 and SC.C Analyze multiple forces acting on an object to determine the resulting motion. Use vectors to describe forces acting on an object. Provide data on forces in diagram or picture form.

E XPLICIT I NSTRUCTION FOR T OPIC X Force and Motion SC.C The student knows that the motion of an object can be described by its position, direction of motion, and speed. Measurement of speed, velocity, and acceleration. Conversions within systems of measurement. Analyzing and retrieving data in chart, graph, diagram, or picture form.

I NDEPENDENT L AB 1 Martian Times and Imaginary Alien Life Forms 1. Unwrap the Benchmark using: Pacing Guide, Item Specifications, Appendix B 2. Conduct Investigation 3. Discuss Implications Benefits Constraints Modifications

E XPLICIT I NSTRUCTION FOR T OPIC SC.E The student understands the vast size of our Solar System and the relationship of the planets and their satellites. This benchmark also assesses SC.E Identify or describe the following concepts: the arrangement of planets in orbit around the Sun; the relationship between tides on Earth and positions of the Moon, the Sun, and Earth; the relative size of the planets (i.e., ordering planets by size); the relative distance between the planets; the relative size of the solar system; the orbit of planets around the Sun and moons’ orbits around the planets; and other celestial bodies may be assessed such as meteors, asteroids, and comets.

F OSSILS AND T HE L AW OF S UPERPOSITION Liz LaRosa 5 th Grade Science http:// This PPT was created with the information from the FOSREC Activity “Who’s on First?” and “Fossil Inferences” by UEN.FOSRECFossil Inferences

F OSSILS AND S UPERPOSITION What is a fossil? The trace or remains of an organism that lived long ago, most commonly preserved in sedimentary rock What is a superposition? Younger rocks lie above older rocks if the layers have not been disturbed

R ELATIVE D ATING AND I NDEX F OSSILS What is relative dating? ◦ Any method of determining whether an event or object is older or younger than other events or objects. What is an index fossil? ◦ A fossil that is found in the rock layers of only one geologic age and is used to establish the age of the rock layers. ◦ Is found in rock layers around the world, ex Trilobites

A CTIVITY # 1 On your desk, you have 8 large colored index cards with nonsense letters placed on them. Your task is to determine what the correct sequence of the letters are. You have two clues: 1. The card with the letters “C” and “T” is on the bottom, or the oldest layer 2. Look for a card that has either a “T” or “C” written on it for the second layer

C T AGC UA NBU NB ON DXO MD This is one possible way to arrange the cards. Questions: 1.What letter is the oldest? 2.What letter is the youngest? 3.What letter showed up the most? 4.Which letters only showed up once? 5.Which letters could be index fossils? 6.How did you know which was older: “M” or “X”?

A CTIVITY # 2 Flip your eight index cards over Arrange the index cards that represent layers of rock and fossils Clues: 1. The oldest layer has the letter “M” in it 2. Find a rock layer that has at least one of the fossils you found in the oldest rock layer 3. Extinction is forever - once an organism disappears from the sequence it cannot reappear later

Teacher Note: I replaced the letters with nonsense letters b/c spelling the word “organism” was too easy for my 5 th graders

T O THINK ABOUT … What problems did you run into when trying to arrange the fossils into the correct sequence? Would this have been more difficult if you did not know which layer was the oldest to start the activity? Which organism is the most complex of all the fossils and why?

E XPLICIT I NSTRUCTION T OPIC V, VII Identify and/or describe the layers of Earth Describe the Scientific Theory of Plate Tectonics Describe how the movement of Earth’s crustal plates and the flow of heat and material cause various geologic events to occur Describe density differences between layers of Earth Identify causes of volcano formation Note: SC.E.6.5 is foundational – concepts have not been introduced prior to this grade level (also assesses SC.7.E.6.1 and SC.7.E.6.7)

E XPLICIT I NSTRUCTION FOR T OPICS VI Identify and/or describe steps of the rock cycle and relate them to surface and sub-surface events.

G RADE 7: E XPLICIT I NSTRUCTION FOR T OPIC VIII Identify examples of and/or explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify and/or describe current scientific methods for measuring the age of Earth and its parts. Understand use of fossil records Folding and faulting as related to the Law of Superposition Understand, conceptually, radioactive dating

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

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

D ISCOVERY S CIENCE

JASON P ROJECT SCIENCE WWW. JASON. ORG Direct links to instructional tools in Pacing Guides no login required Access through Teacher Portal – then open Pacing Guide

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

R EFLECTIONS AND F OLLOW - UP Follow-up Due:

F OLLOW - UP Based on Data Analysis of prior knowledge items on Baseline/Interim Assessment, identify which secondary benchmarks need to be addressed and when Use Year-at-a-Glance, Appendix B and Item Specifications to assist

DATA Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8. Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37 SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H Note Genetics was addressed in Comprehensive Science 2, Advanced (F and F.2.3.3) 65.8% covers prior knowledge