1. Embedding the Florida Standards: Scaffolding for Science Success
K-5 SCIENCE TEACHERS
Division of Academics-Department of Science July 2014

2. Division of Academics-Department of Science
Name Tent
Fold a blank sheet of paper to set up a name tent
Front: Your Name
Back: If you were to write your Autobiography, what would the title be and why?
Setting the Purpose:
Name Tent: 8:00-8:15
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3. Division of Academics-Department of Science
Agenda
Goals, Outcomes and Objectives
Suggested Agreements
Florida Standards Connections in Science
Factors Influencing Science Instruction
Scaffolding Science Standards K-5
Good Science Instruction and Successful Science Strategies
Hands-On Activities
District Resources
Bring Your Own Device (BYOD) Resources
Setting the Purpose: 8:15- 8:30
Agenda + slides 4 – 6
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4. Division of Academics-Department of Science
Suggested Agreements
Be Present
Keep an Open Mind
Refrain from judging
Share wisdom
Trust the Process
Setting the Purpose: 8:15- 8:30
continued
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5. Goal and Outcome
Goal
To develop learners that use a variety of instructional strategies to consistently infuse Florida Standards during effective science instruction
Outcome Statement
Participants will develop skills and practice using tools to facilitate structures that will be utilized during planning and instruction to effectively infuse Florida Standards into their science curriculum
Setting the Purpose continued : 8:15- 8:30
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6. Session Objectives
By the end of this session, participants will have a clear understanding of:
a How the Florida Standards are correlated to the Elementary
Science Next Generation Sunshine State Standards
(NGSSS).
b. How the Florida Standards can be infused into the science curriculum
c. The scaffolding nature of the Next Generation Sunshine State Standards and learn how the Florida Standards facilitate a deeper understanding of the Science content.
d. How to implement protocols to aide in the development of a Professional Learning Community (PLC) targeted to develop a support system at their school sites focused on maximizing planning and instructional time
Setting the Purpose continued : 8:15- 8:30
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7. Impact of Florida Standards on Science Instruction
How do you integrate the Florida Standards into your science instruction?
8:30 – 8:40
Use think-pair-share with partner then group then all to elicit answers from the audience.
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8. Florida Standards that Impact Science Instruction
LAFS
LAFS.5.W.3.9.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.5.SL.1.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
LAFS.5.RI.1.3.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
LAFS.5.W.3.8.
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
MAFS
MAFS.5.MD.2.2.
Represent and interpret data.
MAFS.5.G.1.
Graph points on the coordinate plane to solve real-world and mathematical problems.
MAFS.K.MD.2.3
Classify objects into given categories; count the
numbers of objects in each category and sort
the categories by count.
MAFS.K12.MP.5
Use appropriate tools strategically
MAFS.K12.MP.1
Make sense of problems and persevere in solving them
MAFS.K12.MP.2
Reason abstractly and quantitatively
MAFS.K12.MP.3
Construct viable arguments and critique the reasoning of others.
8:40-8:55
Participants identify how the LAFS and MAFS correlates with science instruction (concepts/vocabulary)
Examples:
Draw evidence from informational texts
analysis, reflection, and research.
Engage in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
Communication
Gather data from experiences: investigations, videos,
Summarize
Do research
Math;
Represent and analyze data
Problem solving
Sorting and classifying
Using tools to measure quantitatively
construct arguments
And more
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9. Florida Standards Connected to Science Standard (Sample)
SC.5.N.2.1:
Recognize and explain that science is grounded in empirical
observations that are testable; explanation must always be
linked with evidence.
Remarks/Examples
Annually assessed on Grade 5 Science FCAT 2.0. Also assesses
SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6.
LAFS Connections: LAFS.5.W.3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
MAFS Connections: MAFS.K12.MP.1: Make sense of problems and persevere in solving them; and, MAFS.K12.MP.2: Reason abstractly and quantitatively; and, MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.
8:55 – 9:00
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10. Factors Influencing Science Instruction
Data Carousel Protocol
What are the challenges that impede you from effectively infusing the Florida Standards during the Science Instructional Block?
What should effective instruction look like in a science classroom?
What tools/resources are available to facilitate science instruction?
What instructional strategies should be used in a science classroom?
9:00 – 9:30
To use the protocol, copy question on chart paper and give participants the opportunity to respond on the chart paper. Split the participants in four groups and allow 3 minutes per rotation. Each group will respond using unique color marker on the chart paper. After each group has gone to all four charts the group will share out.
Total time for Activity: 30 minutes
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11. 10 min. Break

12. Scaffolding Science Standards K-5
How are science topics and standards interconnected across grade levels?
(1) Big Idea 8: Matter
(2) Big Idea 9: Changes in Matter
(3) Big Idea 10: Forms of Energy
(4) Big Idea 12: Motion
(5) Big Idea 13: Force and Motion
9;40 – 10:10
Assign one big idea per group and ask them to use Item Specification Appendix B to see how these big ideas are scaffolded from K-8. Each group will record on chart paper and share out.
Give out chart paper for groups to illustrate their scaffolding.
Teachers will use Science Item Specifications (Appendix B) to identify how topics are scaffolded
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13. Overall Driving Question: How can we support our students in crafting evidence based arguments in science and across the curriculum?
Integration of Florida Standards through a Claims, Evidence and Reasoning (CER)
SHAMWOW Video
10:10-10:50 – slides
Helping students succeed—Before they write
Talk about why you’re using the CER framework:
This is how you make an argument or explanation convincing.
This is what scientists do. Explain each part.
What does Vince want you to do?
Why is Vince so convincing?
Write down all the evidence that Vince uses to convince you to buy Sham Wow.

14. Claim: You should buy a Sham Wow because it absorbs
water better than any other towel.
Evidence:
Does not drip.
Holds 20 times it’s weight in liquid.
Absorbs all liquid from a carpet.
What more could Vince do to convince you that you should buy Sham Wow? (Hint: think like a science teacher)
Let’s make Vince’s presentation even better and add the reasoning to his evidence.
Reasoning: The Sham Wow towel works so well because it contains micro fibers. Micro fiber towels are made from two synthetic (man made) materials, usually nylon and polyester. The fibers are treated with chemicals and mechanically changed to make them very small, smaller than 1/100th the diameter of a human hair. This gives the towel a lot of surface area to make contact with the spill and absorb the liquid. The tiny fibers get into small places where most towel fibers cannot reach.
Source:
10:10-10:50 – slides
Explain each part…
The evidence includes the clues: the observations made and the data collected.

15. Claim Claims are the statements that answer your original question.
The claim must be accurate, specific, and answer the question.
The claim is usually one sentence in length.
10:10-10:50 – slides
Explain each part…
The evidence includes the clues: the observations made and the data collected.

16. Evidence
The evidence is all the scientific data that supports your claim.
It can come from a variety of sources such as:
textbook, reading selections, videos, lab
investigations, news reports, class notes, etc.
When possible, it should include both qualitative and quantitative data.
It is important to have numerous pieces of evidence in order to support or prove your claim.
10:10-10:50 – slides
Explain each part…
The evidence includes the clues: the observations made and the data collected.

17. Reasoning
Reasoning is the explanation that connects your claim to the evidence that supports it or why you think your claim (answer to the question) is correct.
It shows why the data you chose counts as evidence.
It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary.
This explanation acts as a conclusion.
If evidence is from an experiment, it can be used to support the “conclusion” of the lab.
It is usually several sentences in length.
10:10-10:50 – slides
Explain each part…
Reasoning is why the scientists think their answer is correct. Scientists explain how the evidence helps answer the question.

18. Progression for Argumentation K-12
Grade
Argumentation Focus
K-2
Claim + Evidence
Claim – Make conclusions from investigations.
Evidence – Use observations from investigations.
3-5
Claim + Evidence + Reasoning
Claim – Make conclusions.
Evidence - Use observations and measurements.
Reasoning – Provide a simple connection between claim and evidence using the big ideas they have learned in science.
6-8
Claim + Evidence + Reasoning (greater complexity)
Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data. Consider sufficiency of evidence.
Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.
9-12
Claim + Evidence + Reasoning + Rebuttal
Reasoning – Provide a justification for why the evidence supports the claim using scientific principles. Each piece of evidence may have a different justification.
Rebuttal – Describe why a counter-claim is not appropriate by critiquing the alternative evidence and reasoning.
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19. K-2 Claim-Evidence (CE) SC. K. P. 8. 1, SC. 1. P. 8
K-2 Claim-Evidence (CE) SC.K.P.8.1, SC.1.P.8.1: Sort objects by observable properties.
Assignment: (Write a scientific explanation that answers the question?) How can we sort our school supplies?
Claim: (The answer to the question, teacher records)
Class discussion: We can sort our school supplies by observing them with our senses.
Evidence: (Record all the evidence you gathered from reading passages, articles, videos, interactives, and/or hands-on explorations).
Teacher records at least three pieces of evidence from class discussion that supports the claim.
The school supplies can be sorted by size, some objects were small and some were large. Other objects were sorted by color by using the sense of sight. The objects can be sorted by observing their weight (heavy or light).
 10:10-10:50 – slides
You will also communicate what you know by making a scientific explanation. When you make a scientific explanation, be sure to include
what your question is,
the evidence that helps  answer your question,
your claim, or what you think the answer is, your reasoning, or  why you think the answer is correct.

20. Division of Academics – Department of Science
Grades K-2
10:10-10:50 – slides
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21. Sense of touch (texture)
3-5 Claim-Evidence-Reasoning (CER) SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2: Observe and measure objects by their properties.
Assignment: (Write a scientific explanation that answers the question?) What properties can be used to classify your school supplies? Claim: (The answer to the question) Physical properties can be used to classify my school supplies. Evidence: (Record all the evidence you gathered from hands-on investigations). Ex. Observation/Measurement Table
School Supplies/Qty.
Mass
Shape
Property Use
Sense of touch (texture)
Magnetic?
Pencil (1)
5 grams
Hexagonal prism
writing
smooth/hard
Partial
Scissor (1)
26 grams
Irregular
cutting
Smooth/hard
partial
Crayon (1)
4 grams
cylinder No
Marker (1)
10 grams
Glue stick (1)
16 grams
stick
 10:10-10:50 – slides
You will also communicate what you know by making a scientific explanation. When you make a scientific explanation, be sure to include
what your question is,
the evidence that helps  answer your question,
your claim, or what you think the answer is, your reasoning, or  why you think the answer is correct.

22. 3-5 Claim-Evidence-Reasoning (CER) SC. 3. P. 8. 1, SC. 4. P. 8. 2, SC
3-5 Claim-Evidence-Reasoning (CER) SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2: Observe and measure objects by their properties.
Claim: (The answer to the question) Physical properties can be used to classify my school supplies. Reasoning: (Write a statement that explains why you think your claim or answer to the question is right.) My school supplies can be classified by their mass, shape, color, hardness, texture, odor and attraction to magnets. As a result of measuring my supplies I learned some are greater in mass than others. For example, two of the five objects had a mass of less than 10 grams compared to the other three objects that were up to 26 grams. Based on the exploration using my senses of sight and touch, I discovered that I could sort my objects by color, hardness and texture. In addition, the objects could also be classified by shape such as regular versus irregular. Therefore, my school supplies can be classified by several physical properties.
 10:10-10:50 – slides
You will also communicate what you know by making a scientific explanation. When you make a scientific explanation, be sure to include
what your question is,
the evidence that helps  answer your question,
your claim, or what you think the answer is, your reasoning, or  why you think the answer is correct.

23. Grades 3-5
10:10-10:50 – slides
Discuss examples: collaborating, discussing, sorting, notebook writing

24. Effective Science Strategy
Wagon Wheel Protocol
When can the Claims Evidence and Reasoning (CER) strategy be used during your science lesson?
10:55- 11:35 slides
Have participants individually answer the question. Wagon Wheel: Set up 4 chairs back to back at the hub of the wheel and place 4 chairs on the outer circle facing the chairs at the hub. For 1 minute ask them to share their ideas and take notes, then people on the outside of wheel will move one seat to the right and share ideas.
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25. How can the Florida Standards be infused into the Science Curriculum?
10:55- 11:35 slides

26. When can a CER be used?
Use it to engage in structured argumentation to explain a scientific concept.
Use it after an experiment to explain why a hypothesis was proven correct or not.
Use it to justify an answer choice for a multiple (FCAT type) test question is correct.
Use it to discuss claims made in videos, commercials, documentaries or news reports.
10:55- 11:35 slides

27. Claim, Evidence, Reasoning after Viewing a Video, News Report or a Documentary
What is the scientific explanation?
What key points did you learn from this video?
What vocabulary words are connected to the lesson?
What is the claim the reporter is making?
What evidence does he or she cite in the report that supports that claim?
10:55- 11:35 slides

28. ELA CCSS Literacy Supports Content Area State Assessment
reasoning
Sample FCAT 2.0 Science Question
A radiometer is a device with fins that spin when light energy strikes them. A picture of a radiometer is shown below. As part of an experiment, a light source was placed 50 centimeters (cm) from a radiometer. The light source gave off four different-colored lights for 30 seconds (s) each. After each color of light was turned off, the amount of time the fins on the radiometer spun was recorded. The results are shown in the table below.
Which color of light provided the greatest amount of light energy according to the data in the table?
F. red
G. green
H. blue
I. white
Extension to conclusion as a debriefing protocol; bellringers, assessments, EQ, etc.
evidence
claim

29. SAMPLE INFORMATIONAL TEXT
Claim
Evidence
10:55- 11:35 slides

30. LUNCH
lunch

31. Science Big Idea 8: Properties of Matter Florida Standards Integration
Benchmark Focus
Science Big Idea 8: Properties of Matter
Florida Standards Integration
LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
LAFS.K12.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters.
MAFS.4.MD.2 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
Grades K-1
Grade 2-3
Grade 4-5
SC.K.P.8.1
SC.1.P.8.1
SC.2.P.8.1
SC.3.P.8.1
SC.4.P.8.1
SC.5.P.8.1
Sort objects by observable properties.
Observe and measure objects according to their properties.
Compare and contrast basic properties of solids, liquids, and gases
12:15- 1:15
Connect embedded FS integration to science hands-on upcoming activities.

32. Practicing Science: Hands-on Activities
Grades K - 5
Observing, Sorting, Measuring
and Comparing Matter
Embedding the Florida Standards
12:15- 1:15
Click on link: Grades K - 5
Observing, Sorting, Measuring
and Comparing Matter to connect to hands-on PP.
You have teacher notes for this next power point.
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33. Essentials for a Successful Science Class
Textbook, Notebook (Journal)
Pacing Guide &
Focus Calendar
computers
Supplemental Resources
Internet Access
Common Grade Level Planning
Gizmos, PBS Discovery
Hands-on Materials
&
Measurement Tools
1:50-2:10 slides 34-37
Please stress the importance of designating a Science Leader, since he/she would be the liaison between the District and the School to receive and share information. Each Science Leader should register on our database so that they may receive updates from the District.
5 E’s
Explicit Instruction
LCD digital projector
Designated School Science Leader
Department of Mathematics and Science

34. Science Department Website Overview
1:50-2:10 slides 34-37
Review: Instructional Resources and Professional Development links
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35. CER Jingle
Claim – My way to fame stating my answer is part of the game Evidence – Got to show and prove To support the claim is my next move Reasoning – The why is the end This acts as my conclusion

36. Division of Academics-Department of Science
“So What? Now What?”
Reflect
With what you’ve learned, what will your future classroom and science teaching look like?
1:15-1:50
Give participants a 8x10 copy paper sheet to write/draw their vision.
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37. Learning Goals Grade 5
SC.5.P Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. (Level 2: Basic Application of Skills and Concepts)
Scale
Learning Progression
Sample Progress Monitoring and Assessment Activities
Score/Step 5.0
I am able to differentiate (tell the difference between) the physical properties (mass, volume, color, texture, and temperature) of solids, liquids, and gases.
Go on a phase scavenger hunt and find at least two objects that represent one state of matter, two objects that represent two states, and two objects that represent all three states of matter. Create a chart to identify all of your objects’ properties.
Score/Step 4.0
I am able to classify a material as a solid, liquid, or gas based on its physical properties.
Use a three circle VENN diagram to classify a small group of materials (at least five for each) that represent solids, liquids, and gases based on their physical properties. Explain and record how you classified the materials.
Score/Step 3.0 Target
(Learning Goal)
I am able to compare physical properties of solids, liquids, and gases.
Use a graphic organizer to compare the physical properties of solids, liquids and gases with examples of each.
Score/Step 2.0 Target
I am able to identify the physical properties of solids, liquids, and gases.
Create a foldable. Illustrate the physical properties of basic solids, liquids, and gases.
1:50-2:10 slides 34-37
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38. Bring Your Own Device (BYOD)
Power My Learning Grade 5 – Play Lists
Dr. Lightburn’s Class: Class Code:
Quarter 1:
Big Idea 8: Properties of Matter and Big Idea 9: Changes in Matter
properties-of-matter
Interactive Sites for Education
1:50-2:10 slides 34-37
Log into powermylearning.com, register as a student then join the class with the following teacher code:
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