1. 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

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

3. Agenda Welcome and Ice Breaker Defining a STEM-Centered Classroom Project Based STEM Activity – Keeping Out the Heat Fostering Open Inquiry – Solar Energy vs. Color LUNCH Digital Convergence – Discovery Education Board Builder Comprehension Instructional Sequence – Ready for a Transformative Energy Experience Elements of a STEM-Centered Classroom Building a STEM 5E Lesson Plan in groups Complete Part 1 of MyLearningPlan Evaluation Department of Science

4. 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

5. 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

6. -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

7. 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

8. Sample Engineering Design Processes

9. Engineering Design Challenge “Keeping the Heat Out” Department of Science SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another. SC.7.P.11.3: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another Scenario: In order to save money while reducing the carbon footprints based on electrical consumption, you have applied to design a residential home that will limit the entry of heat from the outside for a community developer.

10. Engineering Design Challenge “Keeping the Heat Out” Problem – In order to save money while reducing the carbon footprint from electricity costs, you have been applied to design a residential home that will limit the entry of heat from the outside for a community developer. Expected Outcome – Develop a model house that is designed to minimize the entry of heat from the outside and present research (their own findings), as a sales pitch to the developer, demonstrating effects of their insulation efforts. Department of Science

11. Engineering Design Challenge “Keeping the Heat Out” The House must have at least two scale windows per side per story and 2 doors (1 front door and 1 back door). The initial test for the house should be done without any insulation to determine the effects of insulation. To mimic different times of the day, the heat lamp should relocated to simulate light during the morning, mid-day and afternoon. Department of Science Base area maximum of 645cm2 (100in 2 ), maximum height of 40cm (15.75in). File folders must only be one layer thick on the model. Criteria and Constraints

12. Materials: – Drinking straws or tongue depressor for the frame of the house, file folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging app such as Thermal Camera FREE by Fingersoft (App Store and Andriod) or Seek Heat (multiple platforms). Product: – Physical model that has been tested and redesigned. – Written description of completed task and proposed solution to presented problem or scenario. Include reference to the thermal images and recorded temperature before and after insulating the structure to provide evidence of effectiveness of their design. Presentations: – Present your project as a sales pitch for a community developer including the highlights from their project summary Department of Science Engineering Design Challenge “Keeping the Heat Out”

13. Break – 10 minutes Department of Science

14. Fostering Frequent Open Inquiry in the Science Classroom Department of Science Solar Energy vs. Color SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA) SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA) SC.7.N.1.1 Define a problem from the seventh 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.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

15. Hands-On Open Inquiry: Solar Energy vs. Color Department of Science Engage -Make at least 5 observations about the lab set-up. -Discuss as a group the limitations of the current set-up. Explore -On chart paper, develop a modification to improve upon the limitation of the observed lab set-up. -Build and test your modification. How does color affect how much solar energy is absorbed within a solar collector?

16. Department of Science Explain CER: Using the information gathered from the investigation, complete your CER. (Rubric) -How does color affect how much solar energy is absorbed within a solar collector? Hands-On Open Inquiry: Solar Energy vs. Color

17. Enjoy your lunch! Department of Science

18. 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

19. Comprehension Instructional Sequence (CIS) Canada is ready for a Transformative Energy Experience SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. 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 green energy impact our lives, health, and future? Predictive Written Response to Complex Text-Based Question: What are some challenges and benefits of shifting from burning fossil fuels to cleaner energy sources? Department of Science

20. 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) Canada is ready for a Transformative Energy Experience

21. Directed Note Taking (Second Reading) Question Generation (Third Reading) Department of Science How Affordable and Green Go Together in Home Building (Audio)How Affordable and Green Go Together in Home Building (Audio) – PBS Learning Media Comprehension Instructional Sequence (CIS) Canada is ready for a Transformative Energy Experience

22. Department of Science Final Written Response to Complex Text-Based Question Using evidence from the text, why is it important to consider challenges and benefits of shifting from burning fossil fuels to cleaner energy sources? Comprehension Instructional Sequence (CIS) Canada is ready for a Transformative Energy Experience

23. 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

24. 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

25. 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

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

27. 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

28. 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

29. 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

30. 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: 305- 995-1939 Department of Science Science Department