1. Miami-Dade County Public Schools Department of Science Content and Pacing: Grade 6 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 – Hurricane House Fostering Open Inquiry – Modeling the Greenhouse Effect LUNCH Digital Convergence – Discovery Education Board Builder Comprehension Instructional Sequence – New and Improved Water Cycle 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. Project Based STEM Activity- Q1 Hurricanes – The Big One Eyed Monster Department of Science

10. Project Based STEM Activity- Q1 Hurricanes – The Big One Eyed Monster Department of Science Define Problem/Scenario: Recently, Hurricane “Victoria” came through South Florida and damaged a significant number of homes. Communities within the storm-ravaged areas will have to rebuild. It is important for engineers and architects to design and build homes that will withstand the tremendous forces of future hurricanes. Expected Task: Student teams will use their knowledge of hurricanes and the damage they cause to design and create a house that will withstand wind and protect people. Each team will also design and create a product (i.e. brochure, poster, commercial, magazine cover) with the name of their engineering firm and a picture/model of the structure they created and present the product and model to the class.

11. Project Based STEM Activity- Q1 Hurricanes – The Big One Eyed Monster Department of Science Criteria: - Must be able to describe when the damage started to occur and the type of damage. - Each group should consist of 3-4 students Constraints: May not have access to leaf blower when building Must not exceed 25 cm in any direction Your house must have 4 walls, a roof, a door, 2 windows, and a base no smaller than 10 x 13 cm. You will be required to use all of the paper given to you.

12. Project Based STEM Activity- Q1 Hurricanes – The Big One Eyed Monster Department of Science Materials: Pencil, Glue stick, Ruler, 2 sheets of paper, 2 straws, Scissors, Tape, Paper plate, Goggles, Hair dryer, Stopwatch, Leaf blower Product: Build a model house using the materials supplied to you following the given constraints and criteria Testing: Test the model and record the amount of time it takes to blow it down. Compare your house with another house from the class (how were they alike/different).

13. Project Based STEM Activity- Q1 Hurricanes – The Big One Eyed Monster Peer-Review Questions: What hurricane damage did your house suffer with the use of the hair dryer? What hurricane damage did your house suffer with the use of the leaf blower? What were the weaknesses in your house? What were the strengths in your house? Project Summary: Written description of completed task & proposed solution to presented problem or scenario in any of the following forms of artifacts: - Journal/sketchbook entries - Records of conversations, decisions - Interviews - Reflective paragraphs describing the progress of the project - Group progress reports Department of Science

14. Break – 10 minutes Department of Science

15. Fostering Frequent Open Inquiry in the Science Classroom Department of Science Grade 6 - Modeling the Greenhouse effect SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet. SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. (AA) SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. LAFS.68.WHST.1.1 Write arguments to support claims with clear reasons and relevant evidence. LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. MAFS.6.SP.2.5: Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

16. Hands-On Open Inquiry: Modeling the Greenhouse effect Department of Science Engage -Observe the insulation of heat within a model using a physical barrier. -Discuss as a group the limitations of the model based on the greenhouse effect resulting in a combination of gasses in the atmosphere. Explore -On chart paper, develop a model to improve upon the limitation of the observed greenhouse effect model. -Build and test your model How does the Greenhouse Effect influence temperature on Earth?

17. Department of Science Explain CER: Using the information gathered from the investigation, complete your CER. (Rubric) -How does the Greenhouse Effect influence temperature on Earth? Hands-On Open Inquiry: Modeling the Greenhouse effect

18. Enjoy your lunch!

19. 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

20. Comprehension Instructional Sequence (CIS) The New and Improved Water Cycle SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate Assessed as SC.6.E.7.4 SC.6.E.7. 5 Explain how energy from the sun influences global patterns of atmospheric movement and the temperature differences between air, water and land. 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 do humans influence the movement of water? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences when humans influence the movement of water? Department of Science

21. 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) The New and Improved Water Cycle

22. Directed Note Taking (Second Reading) Question Generation (Third Reading) Department of Science Comprehension Instructional Sequence (CIS) The New and Improved Water Cycle Climate Change video segmentClimate Change video segment – PBS Learning Media

23. Department of Science Comprehension Instructional Sequence (CIS) The New and Improved Water Cycle Final Written Response to Complex Text-Based Question According to the text and extended text discussion how can society affect the way water moves to avoid negative impact on the environment? How does human society affect the earth’s spheres?

24. 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

25. 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

26. 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

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

28. 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

29. 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

30. 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

31. Dr. Ava D. Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn 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