Miami-Dade County Public Schools Department of Science Content and Pacing: Grade 7 Science – Quarter 1 Miami Dade College: North Campus Presented by Ava D. Rosales, PhD Executive Director

NAME TENT FRONT: Full Name BACK: School Name and Grade Department of Science

Agenda Welcome and Ice Breaker Defining a STEM-Centered Classroom Project Based STEM Activity – Boat Challenge Fostering Open Inquiry – Conservation of Mass LUNCH Digital Convergence – Discovery Education Board Builder Comprehension Instructional Sequence – An Oil Filter for Water Elements of a STEM-Centered Classroom Building a STEM 5E Lesson Plan in groups Complete Part 1 of MyLearningPlan Evaluation Department of Science

Norms Keep an open mind Begin and end on time, stay engaged No complaining unless you have a solution to the situation Share wisdom Department of Science

Session Outcomes Participants will be able to: – Incorporate M-DCPS instructional resources to support science teaching and learning. – Share Best Practices, Learning Methodologies and Resources – Develop STEM-centered lessons and classrooms – Develop hands-on engineering connections Department of Science

-On sticky notes, write one characteristic of a STEM science classroom -Indicate one idea per note and provide a minimum of three ideas -Group different ideas into clusters of similar or related ideas How do we define a STEM science classroom? Sticky Note Discussion / Affinity Map Pre-Assessment

Defining STEM Science – Science seeks to explain. Scientists write explanations based on evidence to explain the natural world. Math – Math is a language used to problem solve and explain numerically how the natural world works. W = F x D Technology – Technology is a tool that improves and extends our ability -- in research, measurement, accuracy and collaboration. Engineering – Designs solutions to solve problems using the explanations of science, the language of math, and the tool of technology. It is innovative and creative. Department of Science

Sample Engineering Design Processes

Project Based STEM Activity “Boat Challenge” Department of Science

Project Based STEM Activity “Boat Challenge” Department of Science Problem Your company wants to be hired to transport building materials from Miami Beach to Fisher Island at the lowest possible cost. Cost of fuel is very expensive and your team needs to construct the most energy efficient boat possible. Expected Task Build a boat that can hold the most mass without sinking.

Project Based STEM Activity “Boat Challenge” Department of Science Criteria -Costs: 1cm 2 of foil= $10 1 cm of masking tape= $100 1 plastic straws= $250 -Each group should consist of 3-4 students Constraints Maximum Budget for construction materials $5,000

Project Based STEM Activity “Boat Challenge” Department of Science Materials Plastic tub, pennies (may substitute with paper clips, plastic cubes or any standard weight), ruler, electronic scale or triple beam balance. Product Brainstorm ways in which to design the boat with the fewest materials possible. Create a sketch of the design of the boat that will keep the boat afloat and balanced. Think of ways to reinforce the bottom and how to make the walls to keep the water out. Then build the model to replicate the sketch using the materials provided.

Project Based STEM Activity “Boat Challenge” Department of Science Testing of Boat Test the boat and record the maximum amount of pennies (mass) before the boat sinks. Record the surface area of the boat. Redesign/ Re-test Based on Peer Review Questions Presentation of Final Solution Students will present their team’s boat design and budget to the class. They will test to see the maximum mass that their boat can hold. A class data chart will be constructed where the surface area of the boat and maximum mass is recorded per team.

Break – 10 minutes Department of Science

Fostering Frequent Open Inquiry in the Science Classroom Department of Science Conservation of Mass 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. (Assessed as SC.8.P.9.2) SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.) SC.8.N.1.1 Define a problem from the eighth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

Hands-On Open Inquiry: Conservation of Mass Department of Science Engage -Make at least 5 observations about the demonstration. -Discuss as a group the limitations of the current set-up. - Develop a problem statement/research question to test. Explore -On chart paper, develop a modification to improve upon the limitation of the observed demonstration. -Build and test your modification.

Department of Science Explain CER: Using the information gathered from the investigation, complete your CER. (Rubric) -You CER should relate directly to your problem statement/research question Hands-On Open Inquiry: Conservation of Mass

Enjoy your lunch! Department of Science

Digital Convergence – Presentation “One Stays and the Rest Stray” Elaborate/Evaluate: Using the design, data, information and C-E-R from your lab, draft a lab report on the board builder Each group will have one member stay behind with their digital board to give an oral presentation on their findings Department of Science

Comprehension Instructional Sequence (CIS) An Oil Filter For Water 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.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Hook Question: How can the physical properties of a substance help scientists solve a real world problem? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using physical properties to solve a real world problem? Department of Science

Vocabulary Instruction (Pre-reading) How might these word be important to the topic of the article? Text-marking (First Reading) + - this section of text shows a positive impact on society or the individual – - this section of text shows a negative impact on society or the individual P - this section of text shows a problem S - this section of text shows a solution Department of Science Comprehension Instructional Sequence (CIS) An Oil Filter For Water

Directed Note Taking (Second Reading) Question Generation (Third Reading) Department of Science Gloss GirlsGloss Girls – PBS Kids DragonFlyTV Comprehension Instructional Sequence (CIS) An Oil Filter For Water

Department of Science Final Written Response to Complex Text-Based Question According to the text and extended text discussion, which factor is most likely the primary concern for scientists when using physical properties to solve real-world problems? Comprehension Instructional Sequence (CIS) An Oil Filter For Water

Elements of a STEM-Centered Classroom A STEM-centered classroom focuses on: 1.Standards 2.Teacher Actions 3.Student Actions 4.Learning Environment Place 2 dots (one from each color) on each of the posters – Color #1: Easiest to implement – Color #2: Greatest impact on student learning Department of Science

Elements of a STEM-Centered Classroom Develop Understanding – 5E Lessons – Level of Questioning – Wait Time – Notebooks – Vocabulary Development – Literacy in Science – Addressing Misconceptions – Argumentation and Discourse Department of Science

Elements of a STEM-Centered Classroom Address Preconceptions (Classroom Environment) – Student-Teacher Relationships – Cooperative Group Work – Centers and Stations – Student Independence – Revealing Prior Knowledge – Prepared Environment Department of Science

Elements of a STEM-Centered Classroom Using Authentic Practices – Sustained Inquiry – Scientific Investigations – Engineering Solutions – Project Based Learning – Claim-Evidence-Reasoning Department of Science

Develop a STEM 5E Lesson Plan Using the first Quarter Pacing Guides, – Develop a STEM 5E lesson plan which incorporates an engineering design – Write up the lesson plan on the chart paper to share with the other groups – Add the lesson plan to “My File Library” on MyLearningPlan (to attach to your activity evaluation later) Department of Science

Follow-up Complete all three portions of the MyLearningPlan Evaluation (all in one form in the team room): – Part 1: Knowledge (within 24 hours*) – Part 2: Application (within 1 week*) – Part 3: Impact (within 2 weeks*) *Suggested time frames DUE: September 9 th, 2015 Department of Science

Exit Ticket (3,2,1) What are 3 things you learning today? What are 2 changes you will make to your classroom based on today’s activities? What is 1 question you still have or improvement you would like to see? Department of Science

Dr. Ava D. Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Supervisor Ms. Yoly McCarthy Supervisor Mr. Sebastian Oddone Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Daniel Gangeri Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Ms. Noreyda Casanas Curriculum Support Specialist Ms. Yusimi Osteen Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: Department of Science Science Department