1. Summer Science Symposium Physics Presented by Mr. Dickson Bidokwu July 12-16, 2013 Day 1 Sebastian Oddone, District Supervisor Department of Mathematics and Science Office of Academics and Transformation

2. Name Tent Use blank sheet of paper to make a name tent Front: First Name Back: School Name and years teaching Department of Mathematics and Science

3. Summer Science Symposium Guidelines Symposium Schedule: –8:30 AM – 3:30 PM (no late arrivals, no early dismissal) –Lunch: 11:15 AM – 12:15 PM Stipend and Master Plan points requirements: –100% attendance for all three days and turn in follow-up –Signature required in the morning and afternoon –Charter school teachers must contact their school administration for stipend –Part time, hourly, 3100, 3110, and other non-full time teachers are not eligible to attend and receive the $100 stipend Daily Reflection and Follow up assignment –Handout of Modeling activity presented by group with questioning strategies and product expectation Department of Mathematics and Science 3

4. Norms M ake sure to be kind to the presenters and give them your full attention, and please be on time D on’t be afraid to ask and share, we are all life- long learners C are for your profession and be kind to others P lease remember we are guests at Miami SHS S ilence your cell phones and turn off your gaming devices Department of Mathematics and Science

5. Agenda - Day 1 Introduction to the Modeling Approach –Modeling Cycle –Graphical Methods and Dimensional Analysis Density Uniform Circular Motion Pacing Guide Updates –Review of changes to the Course Description –Common Core State Standards –NGSS?? NGSS!! Action plan - Develop a Modeling Lesson –Brainstorming and Topic Selection –Infusion of CCSS Department of Mathematics and Science

6. Session Outcomes Participants will be able to: –Develop a Modeling Lesson using existing resources –Address CCSS in Math and Language Arts throughout the lesson –Model Lesson with participants as students beginning on Day 2 after lunch Department of Mathematics and Science

7. Density Observations and Modeling Questions What physical quantities of these liquids can we measure ? Which of these physical quantities can we vary ? Carry out measurements of variables and record data on a Data table. Department of Mathematics and Science

8. Density On your White board Identify the Dependent Variable and Independent Variable. Graph your data and write the slope equation of your graph. What does the slope of your graph mean?

9. Pacing Guides Department of Mathematics and Science

10. Activity 1 Pacing Guide revision and updates –Why do it? Pacing guide revisions…Pacing guide revisions… –Who did it? The revisions were made by…The revisions were made by… Compare the Chemistry Year at a Glance of 2012- 2013 to the updated 2013-2014 –What is different? Does it make sense? –How are the Regular and Honors courses different? –Is there a perceived flow to the expected content? Department of Mathematics and Science

11. Course Descriptions Department of Mathematics and Science

12. Activity 2 Course Description updates –Form groups of 3 –Each group will receive 2 Pacing Guide topics to review –Review the course description benchmarks addressed by each topic and compare the benchmark definitions from 2012-2013 to the updated course descriptions Do not forget to compare both Regular and Honors course –How similar (or different) is the instruction you are used to teaching to the expectations determined by the course description? –How are the Regular and Honors courses different? –Present your findings to the class Department of Mathematics and Science

14. Currently we continue to use the Next Generation Sunshine State Standards (NGSSS); however, during teaching and learning, connections to Common Core State Standards in Language Arts and Mathematics need to be established. Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides. Department of Mathematics and Science

15. Next Generation Science Standards The NGSS are based on the Framework for K-12 Science Education developed by the National Research Council. The Framework provides a sound, evidence- based foundation for standards by drawing on current scientific research - including research on the ways students learn science effectively -and identifies the science all K-12 students should know. The NGSS were developed collaboratively with stakeholders in science, science education, higher education, and industry. The NGSS can be found at http://nextgenscience.org/. http://nextgenscience.org/ The Framework outlines the three dimensions that are needed to provide students a high quality science education. The integration of these three dimensions provides students with a context for the content of science, how science knowledge is acquired and understood, and how the sciences are connected through concepts that have universal meaning across the disciplines. –Dimension 1: Practices; Dimension 2: Crosscutting Concepts; Dimension 3: Disciplinary Core Ideas Department of Mathematics and Science

16. Review of Copyrights Copyright is a legal concept, enacted by most governments, giving the creator of an original work exclusive rights to it, usually for a limited time. Generally, it is "the right to copy", but also gives the copyright holder the right to be credited for the work, to determine who may adapt the work to other forms, who may perform the work, who may financially benefit from it, and other related rights. It is a form of intellectual property. Department of Mathematics and Science

17. Copyright facts Copyright law recognizes the right of an author based on whether the work actually is an original creation, rather than based on whether it is unique; two authors may own copyright on two substantially identical works, if it is determined that the duplication was coincidental, and neither was copied from the other. The use of copyright notices has become optional to claim copyright, because the Berne Convention makes copyright automatic. Department of Mathematics and Science

18. So can I copy it? Several exclusive rights typically attach to the holder of a copyright: –to produce copies or reproductions of the work and to sell those copies (including, typically, electronic copies) –to import or export the work –to create derivative works (works that adapt the original work) –to perform or display the work publicly –to sell or assign these rights to others –to transmit or display by radio or video The phrase "exclusive right" means that only the copyright holder is free to exercise those rights, and others are prohibited from using the work without the holder's permission. Department of Mathematics and Science

19. The Power of Science Science isn’t just memorizing facts The new standards are designed to help students understand how science works The scientific skills and attitudes students learn will provide them with powerful problem-solving skills Every student deserves to benefit from scientific thinking (HOQS and HOTS) Department of Mathematics and Science

20. NBC Learn

21. How do I access NBC Learn

22. Resources: How to access Once you log on with District access then we access an apps page. Look for the NBC Learn link. No further sign in needed. All students and teachers can access with their own log in. Can be accessed by any computer, mobile device or laptop. No extra program needed to be installed Search: by topic, keyword, grade level, common core standards, etc. Homepage same for teacher and student. Content carousel updated regularly. Newsletters sent out on regular basis.

23. Uniform Circular Motion Observations and Modeling Questions What do you observe about the motion of the Rubber cork? What Physical Quantities can we measure ? Which of these physical quantities Can we vary ? Carry out measurements of variables and record data on a Data table. Department of Mathematics and Science

24. Uniform Circular Motion On your White board Identify the Dependent Variable, Independent Variable and Constant. Graph your data and write the slope equation of your graph. What does the slope of your graph mean? The purpose of this experiment is to investigate the relationship between Force, Mass, Radius and Velocity and use graphical method to derive the mathematical model for this relationship. Department of Mathematics and Science

25. Developing a Modeling Lesson Sharing Best Practices Brainstorming and Topic selection Infusion of Common Core State Standards in Math and Language Arts Modeling of labs begin afternoon of Day 2 Department of Mathematics and Science

26. Modeling Lesson Topics Nature of Science and scientific thinking –Pendulum Lab Acceleration –Uniform Acceleration Force –Spring Scale Lab Energy –Speed vs Drop Height Electricity –Sticky tape Magnetism –Investigating the field due to permanent magnets Light/Optics –Observing Shadows

27. Exit Slip Day 1  What items in the professional development session were useful to your instructional practice?  What information would you like to see in future professional development?  How could this professional development be modified to address your specific needs?  Additional question(s) or comment(s) Please leave your reflections on the table Department of Mathematics and Science

28. Science Department Dr. Ava Rosales, Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn District Supervisor Mrs. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone, District Supervisor Ms. Mary Tweedy, Curriculum Support Specialist Mr. Kirk Nieveen, Curriculum Support Specialist Ms. Keisha Kidd, Curriculum Support Specialist Ms. Mildred Farber Administrative Assistant Phone: 305- 995-1939

29. SAVE the Date: October 24 -26, 2013 Florida Association of Science Teachers Conference 2013 DoubleTree by Hilton Hotel Miami Airport Convention Center October 24-26, 2013 Join the magical experience of learning new science curriculum and methods while gaining new resources and skills that will spark magic in your teaching. to https://sites.google.com/site/dcstaonline/stem-conference Go to https://sites.google.com/site/dcstaonline/stem-conferencehttps://sites.google.com/site/dcstaonline/stem-conference

30. Why Update the Pacing Guides The Pacing Guides are updated to make sure that: –Changes from the state are being addressed when it comes to basic curriculum expectations (Course Descriptions) –Instructional flow is enhanced to improve academic performance of students –Teachers are provided with the latest instructional strategies and resources available –To try to keep everybody informed of the expected curriculum in M-DCPS –ReturnReturn Department of Mathematics and Science

31. Who Updated the Pacing Guides The M-DCPS Pacing Guides in Chemistry and Physics were updated through a collaboration with FIU professors, district supervisors, curriculum specialists, and teachers. The objective was to make the District curriculum better aligned to the course description determined by the state while still maintaining the integrity of the course expected by content experts. Return Department of Mathematics and Science