Kindergarten Sebastian Oddone District Science Supervisor Division of Mathematics, Science, and Advanced Academic Programs S CIENCE P ACING AND C ONTENT 1

 Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities  Become familiar with the Pacing Guide  Be able to implement hands-on activities according to required benchmarks  Enhance questioning strategies G OALS FOR D AY 1 2

Participate actively Ask questions Learn by doing Set your own learning into action N ORMS 3

Do you think that you have what it takes to be a scientist, to be an investigator? I will prove to you that you are an investigator, and we know that every scientist must be an investigator How do you know which cookie you like best? T HE F OUNDATION OF S CIENCE : T EACHING THE N ATURE OF S CIENCE (NOS) AND M AKING S ENSE OF S CIENCE : 4

How can we differentiate between observations and inferences? A RE ALL “ OBSERVATIONS ” ACTUALLY OBSERVATIONS ? 5

 Observations describe what is readily discernable by the senses. They tend not to create controversy among different observers because the evidence of their senses agree. Example: There is a book on the table.  Inferences attempt an explanation of some phenomenon or describe something not readily discernable by the senses. Example: Sam left his book on the table. H OW ARE OBSERVATIONS AND INFERENCES DIFFERENT FROM EACH OTHER ? 6

NO! Observations and inferences are both fundamental elements of science. All scientific knowledge is based on observation and inference. Humans are naturally inclined to create explanations for the observations that we make, so students often need help thinking about differences between what can be perceived (observations) and their interpretations (inferences). A RE OBSERVATIONS MORE IMPORTANT IN SCIENCE THAN INFERENCES ? 7

 The emphasis on distinguishing between observations and inferences is not meant to keep students from making inferences. Inferences are also critical to the process of science.  The point is to help students recognize that inferences based on scientific observations and other forms of data are influenced by background experiences, prior knowledge, creativity, etc. This is why scientists find it helpful to discuss their inferences with others, particularly those with different backgrounds. O BSERVATIONS AND I NFERENCES 8

In the past, it was assumed that students would learn NOS just by doing science  Students learn about observations by making observations and learn about scientific theory in the course of studying specific theories Research in science education disputes this idea  Students need to be encouraged to explicitly reflect on NOS ideas. I NSTRUCTIONAL S TRATEGIES 9 9

 Examine the Year at a Glance and the new Pacing Guides  Identify important content represented within main benchmarks C ONNECTING I NSTRUCTIONAL STRATEGIES, C ONTENT, AND S TANDARDS 10

11

Prerequisite Skills o What knowledge, understanding, or reasoning will you require to achieve this benchmark? Vocabulary o What vocabulary needs to be understood to achieve this benchmark? Achievement Criteria o What performance skills or products will you require to demonstrate achievement of this benchmark? Extending Learning o How will you differentiate instruction to extend the learning of the standard? How will you assess achievement? o What test or performance will give you data about student progress toward achievement of this benchmark? U NWRAPPING THE B ENCHMARKS 12

 What are the priority activities for topic 2?  What are the specific instructional strategies?  Develop learning goals related to that content  Select activities and instructional strategies consistent with the learning goals  How can “depth of knowledge” be achieved for this topic? G ROUP A CTIVITY : U NWRAPPING THE B ENCHMARKS 13

Lab Activity: Smooth or Rough After performing the lab, using the Unpacking Benchmarks Worksheet to discuss the following:  How will you teach the labs? Describe methodology and questioning strategies. Design questions that will address the objective of the lab and enhance the instruction of the content as prescribed in the pacing guide, including NOS.  Constraints/limitations. What do you expect your students to find challenging about these ideas?  Modifications. What misconceptions might students hold about NOS and the specific content of each lab? E NHANCING C ONTENT K NOWLEDGE : U NWRAPPING THE B ENCHMARKS AND I MPLEMENTING NOS 14

 Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate)  Use Explicit-Reflective Inquiry  Think-Pair-Share  Differentiated Instruction (Centers)  Cooperative Learning  Utilize Graphic Organizers E FFECTIVE S CIENCE L EARNING 15

How do we make student thinking explicit during scientific inquiry? E NHANCED Q UESTIONING 16

 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 S CIENCE T EACHING S TRATEGIES 17

Technology ( o Pearson (Scott Foresman) Pearson (Scott Foresman) o Gizmos Gizmos o Riverdeep o Podcasts o CPALMS CPALMS R ESOURCES 18

District Science Website Department of Instructional Technology Gizmos Florida Department of Education Florida Standards and Course Descriptions L INKS 19

Lab Activity: Light or Heavy – Soft or Hard Complete the Unpacking Benchmarks Worksheet  Design lesson addressing Pacing Guide topic content and objectives.  Design questions that will address the objectives of the pacing guide and enhance the instruction of the topic content. E XPLICIT S CIENTIFIC I NQUIRY 20

Lab Activity: Light or Heavy – Soft or Hard Discuss lab activity:  Questioning strategies before, during, and after activity.  Benefits, constraints, limitations, modifications. E XPLICIT S CIENTIFIC I NQUIRY 21

3 Things I Observed 2 Things I Learned 1 Thing That I will do differently Question(s) I still have Complete additional feedback questionnaire R EFLECTIONS AND F EEDBACK 22