1. Session #1 - 8/18/2016

2. CANVAS Course Code # 6 th : 119635 7 th : 119636 8 th : 119637

5. Quote Activity

9. INPUT OUTPUT Facilitated Learning Metacognition Students manipulate and process learning from the “Input” side of the Notebook in order to think about their learning and INTERACT with it On the “Output” side of the notebook. This side dominates the students’ understanding of information from the right side (input) side. Students work with the input to INTERACT with the information in unique, creative, and individual ways. Students may interact of process information through pictures, prompts, tables graphs, charts, questions, graphic organizers, concept and mind maps, self- reflections This side demonstrates/contains information provided by the teacher. These entries should have some sort of organizational format such as date, learning goal, concept, etc. Examples of input MAY include, learning Goal, recording information or notes from teacher, text, video, defining vocabulary or listing concepts or facts, notes from lab activities, teacher questions, sample explanations, diagrams, tables. Interactive Notebook Thinking Process

12. SC.5.N.1.6 Recognize and explain the difference between personal opinion/ interpretation and verified observation. SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Coherence: Observations, Inferences & Opinions Leaving Elementary School for Middle School Leaving Middle School for High School

13. Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview. The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in. Students may then recognize that science and engineering can contribute to meeting many of the major challenges that confront society today, such as generating sufficient energy, preventing and treating disease, maintaining supplies of fresh water and food, and addressing climate change. Any education that focuses predominantly on the detailed products of scientific labor— the facts of science—without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering. (NRC Framework 2012, pp. 42-43)

14. I can... (Grade Specific Learning Goal)

15. I can... (Grade Specific Learning Goal)

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20. I can... (Grade Specific Learning Goal)

21. I can... (Grade Specific Learning Goal) Science & Engineering Practices – Skill Development

23. I can... (Grade Specific Learning Goal) Science & Engineering Practices – Skill Development Line of Learning

24. SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.

25. Science Landing Page

26. COURSE LAUNCH PAGE Scope and Sequence Canvas Module Downloadable Document

27. NEW CANVAS UNITS Navigation Bar

28. Opportunities for Scientific Investigations Sample Assessment Items Concept Supports: Standards Vocabulary Driving questions Student Investigations Sample Assessment Items Text Resources Misconceptions Deeper Learning Text Resources Deeper Learning Opportunities Misconceptions

29. UNIT COMPONENTS: SAMPLE PERFORMANCE TASK

30. Click the logo for resources.

32. Session #1: 8/18/16 4:30-6:30 Session #2: 9/21/16 4:30-6:30 Session #3: 10/26/16 4:30-6:30 Session #4: 1/12/17 4:30-6:30 Session #5: 3/18/17 4:30-6:30 Session #6: 3/30/17 4:30-6:30

33. Contact Information: Jennifer Seebaran K-12 Science Curriculum Specialist, SW Region jseebara@pasco.k12.fl.us Lesley Kirkley K-12 Science Curriculum Specialist, East Region lwade@pasco.k12.fl.us Laura Rulison-Lange Program Coordinator, Science lhill@pasco.k12.fl.us