1. Science Pacing and Content Earth Space Science Millard E. Lightburn, Ph.D. District Science Supervisor m.lightburn@dadeschools.net 8/9-8/16/101

2.  Welcome Remarks  Unity Builder Construct name tent: Front: First Name Back: School, Grade Level, and Teaching experience Please share information on tent and something exciting that happened in your classroom last year. 8/9-8/16/102

3.  Norms  Outcome  Qualitative and Quantitative observations  Unwrapping Benchmarks  Constructivism strategies  Implementing the Pacing Guides  Effective Science Learning strategies  Inquiry Based Laboratory (IBL) 8/9-8/16/103

4.  Participate actively  Ask questions  Learn by doing  Set your own learning into action 8/9-8/16/104

5.  Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities  Become familiar with the benchmarks in the Pacing Guide with emphasis on hands-on activities from Essential Labs  Explore hands-on activities designed to promote understanding of specific science content and the nature of science using constructivism approach. 8/9-8/16/105

6.  Can you distinguish between a Quantitative and a Qualitative observation?  Activity worksheet 8/9-8/16/106

7.  In our Hands-on laboratory activities for today you will make qualitative and quantitative observations.  Qualitative Observations: Use senses to observe results. (sight, smell, touch, taste, hear)  Quantitative Observations: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers 8/9-8/16/107

8. 8 http://curriculum_materials.dadeschools.net/pacing_guides/#

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10.  Prerequisite Skills ◦What knowledge, understanding, or reasoning will you require to achieve this benchmark?  Vocabulary ◦What vocabulary needs to be understood to achieve this benchmark?  Achievement Criteria ◦What performance skills or products will you require to demonstrate achievement of this benchmark? Extending Learning ◦How will you differentiate instruction to extend the learning of the standard?  How will you assess achievement? ◦What test or performance will give you data about student progress toward achievement of this benchmark?

11. What Why How 8/9-8/16/1011

12.  Emphasizing Biology Content in Earth Space 8/9-8/16/1012

13.  SC.912.N.8.4 Explore the scientific theory of atoms by describing the structure of atoms.  Source: Essential Laboratory 8/9-8/16/1013 Alien Periodic Table

14.  Using the Unpacking Benchmarks Worksheet, discuss: ◦ How will you teach the labs? Describe methodology and questioning strategies. ◦ Constraints/limitations. What do you expect your students to find challenging about these ideas? ◦ Modifications. Do you anticipate any modification to the lab/activity?

15.  Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a scientist investigated. It is made up of the following parts. 1. Title 8. Data 2. Benchmark 9. Data Analysis 3. Problem Statement 10. Results/Discussion (Research question) 11. Conclusion 4. Hypothesis 5. Materials 6. Procedures (summarize) 7. Variable/Control 8/9-8/16/1015

16.  The objective of the Power Writing Model is to challenge students to write quality reports and enhance inquiry in science through writing.  The Power Writing Model Conclusion answers seven basic questions that serve as a model for students to improve their performance in the “Florida Writes” test. 7/29/201016

17. 1. What was investigated? (Describe the problem statement) 2. Was the hypothesis supported by the data? 3. What were the major findings? 4. How did your findings compare with other researchers? 7/29/201017

18. 5. What possible explanations can you offer for your findings? 6. What recommendations do you have for further study and for improving the experiment? 7. What are some possible applications of the experiment? 7/29/201018

19. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. 8/9-8/16/1019

20. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. 8/9-8/16/1020

21. The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas.  Engage: Stimulate involvement  Explore: Involve student in activity  Explain: Put abstract experience in communicable form  Elaborate: Expand on concepts learned  Evaluate: To determine if student attained understanding of concepts and knowlege 8/9-8/16/1021

22.  SC.912.L16.1Describe and differentiate the layers of Earth and the interactions among them.  Source: Essential Laboratory 8/9-8/16/1022

23.  1. Observe  2. Classify  3. Estimate/Measure  4. Infer  5. Predict  6. Make/use Model  7. Hypothesis  8. Collect data  9.Interpret data  10. Investigate and Experiment  11. Communicate 8/9-8/16/1023

24.  Effective science learning enable students to: ◦ Engage in quantitative and qualitative observations; ◦ Investigate thoughtful questions; ◦ Make logical predictions; ◦ Design and conduct experiments; ◦ Collect and organize data; ◦ Explore possible conclusions; ◦ Make well-reasoned, data based decisions 8/9-8/16/1024

25.  Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate)  Use Inquiry (Directed, Guided and Full)  Think-Pair-Share  Differentiated Instruction (Centers)  Cooperative Learning  Utilize Graphic Organizers 8/9-8/16/1025

26. How do we make student thinking explicit during scientific inquiry?  Jigsaw Activity: Assessment  Group 1: Informative Questioning Cycle and Setting and Aligning Goals.  Group 2: Eliciting Student Responses + Fig 1  Group 3: Recognizing Student Responses + Fig 2  Group 4: Acting on Student Responses + Fig 3 8/9-8/16/1026

27.  SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation  Source: Essential Laboratories 8/9-8/16/1027

28.  Using the Unpacking Benchmarks Worksheet, discuss: ◦ How will you teach the labs? Describe methodology and questioning strategies. ◦ Constraints/limitations. What do you expect your students to find challenging about these ideas? ◦ Modifications. Do you anticipate any modification to the lab/activity?

29.  Here is a sample of DI in a Grade 5 Science  How many centers can you identify in this video? 8/9-8/16/1029

30.  Florida Department of Education http://www.fldoe.org/ http://www.fldoe.org/  Florida Standards and Course Descriptions http://www.floridastandards.org/ http://www.floridastandards.org/  Department of Instructional Technology http://it.dadeschools.net/  Gizmos: www.explorelearning.com  Curriculum and Instruction: http://curriculum.dadeschools.net/ 8/9-8/16/1030

31.  Prepare a presentation to discuss with your department what you have learned at this workshop.  Send Agenda signed by administrator along with a copy of the sign-in sheet to m.lightburn@dadeschools.netm.lightburn@dadeschools.net (scanned pdf) Fax: 305 995 7690 attention Dr. Millard E. Lightburn

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