1. SCIENCE PACING AND CONTENT QUARTER 2 NOVEMBER 6, 2010 Presented by Kerlyn Prada Ruth K. Broad Bay Harbor K-8 Center Miami-Dade County Public Schools

2. ESSENTIAL QUESTION Am I seated at the station that aligns with my curriculum? How do I know?

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

4. AGENDA  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

5. GOALS FOR THE SESSION ◦ 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

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

7. SCIENCE PACING AND CONTENT Q1 - 2 A Review

8. YEAR-AT-A-GLANCE

9. UNWRAPPING THE BENCHMARKS WHAT?...WHY?...HOW?...

10. EXPLORING THE PACING GUIDES COMPREHENSIVE SCIENCE 1 TOPICS 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?

11. TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE

12. LAB ROLES

13. PRACTICING QUESTIONING 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?"

14. MODELING A LESSON THREE HOLE BOTTLE AND TORNADO MOVEMENTS

15. Engage: Investigations and Scientific Knowledge

16. EXPLICIT INSTRUCTION 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

17. WHAT ARE THE PRIORITY ACTIVITIES?...WHICH 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

18. ENHANCING CONTENT KNOWLEDGE 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

19. WHAT 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

20. WHAT 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

21. YEAR-AT-A-GLANCE

22. EXPLORING THE PACING GUIDES TOPICS 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?

23. TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE

24. EXPLICIT INSTRUCTION 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.

25. WHAT 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

26. ENHANCING CONTENT KNOWLEDGE 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

27. WHAT 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

28. WHAT 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)

29. NAME TENT INCLUDE: NAME, SCHOOL AND WHAT IMAGES COME TO MIND Source: Discovery Science

30. YEAR-AT-A-GLANCE

31. EXPLORING THE PACING GUIDES TOPICS 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?

32. EXPLICIT INSTRUCTION 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

33. WHAT 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

34. BREAK

35. WHOLE GROUP LAB ACTIVITY Plate Tectonics Snickers Lab (VI)

36. TOPIC Unwrap the Benchmark using: Pacing Guide, Item Specifications, Appendix B Conduct Investigation Discuss Implications Benefits Constraints Modifications

37. FOSSILS AND THE LAW OF SUPERPOSITION Liz LaRosa 5 th Grade Science http://www.middleschoolscience.com 2009http://www.middleschoolscience.com This PPT was created with the information from the FOSREC Activity “Who’s on First?” and “Fossil Inferences” by UEN.FOSRECFossil Inferences

38. FOSSILS AND SUPERPOSITION 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

39. RELATIVE DATING AND INDEX FOSSILS 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

40. ACTIVITY # 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

41. 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”?

42. ACTIVITY # 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

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

45. TO 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?

47. ROTATION LABS Density-Driven Fluid Flow (V) Crayon Rock Cycle (VII) M&M Radioactive Decay (VIII) Fossil Formation – JASON Science (IX)

48. EXPLICIT INSTRUCTION TOPIC 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)

49. EXPLICIT INSTRUCTION FOR TOPICS VI Identify and/or describe steps of the rock cycle and relate them to surface and sub-surface events.

50. EXPLICIT INSTRUCTION FOR TOPIC VIII Identify examples of and/or explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes. Idenetify 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

51. LAB WRITE-UP FORMATS 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

52. RESOURCES  Curriculum and Instruction  http://curriculum.dadeschools.net/http://curriculum.dadeschools.net/  Instructional Technology (Examview Item Bank)  http://it.dadeschools.net http://it.dadeschools.net  Florida Department of Education http://www.fldoe.org/http://www.fldoe.org/  FCAT Resources - http://fcat.fldoe.org/http://fcat.fldoe.org/  Florida Standards and Course Descriptions http://www.floridastandards.org/ http://www.floridastandards.org/  Florida PROMiSE http://flpromise.org/  Gizmos http://www.explorelearning.comhttp://www.explorelearning.com

53. SCIENCE WEB SITE: HTTP://SCIENCE.DADESCHOOLS.NET HTTP://SCIENCE.DADESCHOOLS.NET

54. DISCOVERY SCIENCE Direct links to instructional tools in Pacing Guides no login required Access through Teacher Portal – then open Pacing Guide

55. JASON PROJECT SCIENCE WWW.JASON.ORG

56. THE SCIENCE CLASSROOM ESSENTIALS Contact information: Kerlyn Prada kprada@dadeschools.net

57. REFLECTIONS AND FOLLOW-UP Follow-up Due:

58. FOLLOW-UP Based on Data Analysis of prior knowledge items on First Nine Weeks Resource Test, identify which secondary benchmarks need to be addressed and when Use Year-at-a-Glance, Appendix B and Item Specifications to assist