1. S CIENCE P ACING AND C ONTENT Q UARTER 2 N OVEMBER 6, 2010 Presented by Dr. Ava D. Rosales Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

2. E SSENTIAL Q UESTION Am I seated at the station that aligns with my curriculum? How do I know?

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

4. A GENDA  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. G OALS FOR THE S ESSION ◦ 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. N ORMS  P articipate Actively  A sk questions  L earn by doing  Set your own learning into action  _______________________________ Bathroom and Electronic Devices

7. S CIENCE P ACING AND C ONTENT Q1 - 2 A Review

8. Y EAR - AT - A -G LANCE

9. U NWRAPPING THE B ENCHMARKS W HAT ?...W HY ?...H OW ?...

10. E XPLORING THE P ACING G UIDES C OMPREHENSIVE S CIENCE 1 T OPICS 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: E ARTH /S PACE AND N ATURE OF S CIENCE

12. L AB ROLES

13. P RACTICING Q UESTIONING 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 Rocket Car

15. Engage: Investigations and Scientific Knowledge Evaluation: 1. For each modification, identify and describe each of the following parts: a. Independent variable b. Dependent variable c. Constants 2. Explain the importance of changing only one variable at a time. 3. Why did we test each car three times? 4. Analyze the data, compare and contrast the results for each modification. 5. In which test/modification did your car go the farthest? Explain why this modification was the most successful. 6. Apply Newton’s Third Law of Motion to the motion of the rocket car. Identify the action and reaction forces. 7. Describe the purpose of the 32 cm loop of string? What is the importance of the loop? 8. Describe how your rocket car ran during the first trial run. (straight or curved path?) What change did you make so the car traveled in a straight path? 10. Armed with your new information, if you could change a different variable, which one would you choose to construct a rocket car which would travel the farthest distance? Explain your reasoning. 11. Complete an Engineering Design Process write-up Assessment: 1. Students will create articles for Motor School Trend and School and Driver magazines car's efficiency. Use these reports for assessment with "Rocket Car Test Reports" to describe test runs and modifications that improved their along with the design sheet andnew car. 2. Use a rubric such as one found in the appendix or at the following URL: http://school.discovery.com/schrockguide/assess.html#rubrics c. The role of Laws of Motion and rocketry. d. Build a virtual balloon car at the following URL: http://www.kidsdomain.com/down/pc/ballooncar.html

16. E XPLICIT I NSTRUCTION Motion of Objects: Measure and graph distance versus time for an object moving at a constant speed, this relationship needs to be interpreted The Practice of Science Use appropriate reference materials to plan, carry out scientific investigations: make observations, identify variables, collect and organize data, interpret data, analyze information, make predictions, and defend conclusions

17. W HAT ARE THE PRIORITY ACTIVITIES ?...W HICH ONES DID YOU COMPLETE ? Topic X: Processes of Science Lab: Reference Points (TE p.505) Demo: Speed (TE p.509) Activity: Graphing Speed (TE p.509) Rocket Car (EL) University of Arkansas-Metric OlympicsMetric Olympics Science Spot- Speed Challenge sSpeed Challenge Gizmo : Distance – Time Graphs Distance – Time and Velocity – Time Graphs Distance – Time and Velocity – Time Graphs JASON Project JASON Project Enrichment:  How is Momentum Conserved in a Vehicle Collision? How is Momentum Conserved in a Vehicle Collision?

18. E NHANCING C ONTENT K NOWLEDGE Lab Rotations: Building a Roller Coaster (Topic IX) Balloon Rocket (EL) (Topic X) JASON Tectonic Fury - (Topic VI) Mission 2 – Weathering Gizmos: Distance-Time Graphs (Topic X) ◦ Discussion of Content with Depth of Understanding and Explicit instruction

19. W HAT 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. W HAT 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. Y EAR - AT - A -G LANCE

22. E XPLORING THE P ACING G UIDES T OPICS 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: E ARTH /S PACE AND N ATURE OF S CIENCE

24. E XPLICIT I NSTRUCTION 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. W HAT 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. E NHANCING C ONTENT K NOWLEDGE 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. W HAT 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. W HAT 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. N AME T ENT I NCLUDE : NAME, SCHOOL AND WHAT IMAGES COME TO MIND Source: Discovery Science

30. Y EAR - AT - A -G LANCE

31. E XPLORING THE P ACING G UIDES T OPICS 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. E XPLICIT I NSTRUCTION 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. W HAT 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. B REAK

35. W HOLE G ROUP L AB A CTIVITY

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

37. R OTATION L ABS

38. E XPLICIT I NSTRUCTION T OPIC VI AND VII Weathering, Erosion and Deposition Describe and/or explain how Earth’s surface is built up and torn down through the processes of physical and chemical weathering, erosion, and deposition Identify different types of landforms commonly found on Earth Describe similarities and/or differences among landforms found in Florida and those found outside of Florida Familiarity with features of aquifers, caverns, and sinkholes

39. E XPLICIT I NSTRUCTION FOR T OPICS VIII AND IX The Law of Conservation of Energy Identifying and/or describing the transformation of energy from one form to another Differentiate between kinetic and potential energy Identify and/or explain situations where energy is transformed between kinetic and potential energy Identify and describe examples of the Law of Conservation of Energy

40. L AB W RITE - UP F ORMATS 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

41. R ESOURCES  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

42. S CIENCE W EB S ITE : HTTP :// SCIENCE. DADESCHOOLS. NET HTTP :// SCIENCE. DADESCHOOLS. NET

43. D ISCOVERY S CIENCE

44. JASON P ROJECT SCIENCE WWW. JASON. ORG Direct links to instructional tools in Pacing Guides no login required Access through Teacher Portal – then open Pacing Guide

45. T HE S CIENCE C LASSROOM E SSENTIALS Contact information: Dr. Ava D. Rosales, Instructional Supervisor arosales@dadeschools.net 305-995-4537

46. R EFLECTIONS AND F OLLOW - UP Follow-up Due:

47. F OLLOW - 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