Miami-Dade County Public Schools Hialeah-Gardens Senior High Department of Science Science STEMposium: Chemistry Hialeah-Gardens Senior High February 16, 2016 Presented by Dr. Jose Almeida

Agenda Welcome and Introductions Using the Modeling Paradigm: Interpretation, manipulation and presentation of data How can some of the ideas of modeling be used in a STEM-centered classroom? Year at a Glance and Pacing Guide: What have we covered and where are we going? Incorporating “Unwrapping the Standards” worksheet into the science classroom Lab: Exploring Phase Changes Boyle’s Law lab + graph Insulation Lab + graph Reflections/My Learning Plan Evaluations Department of Science

NORMS Be present Trust the process Trust intent and own your impact Watch your air-time Be open to outcome Focus on solutions Department of Science

Session Outcomes Participants will be able to: Incorporate M-DCPS instructional resources to support science teaching and learning Effectively plan for science instruction by unwrapping benchmarks Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning Plan for Inquiry in science Use Modeling ideas in STEM centered classrooms Department of Science

Science Technology STEM Math Engineering What is STEM? Department of Science

Defining STEM Science – Science seeks to explain. Scientists write explanations based on evidence to explain the natural world. 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. Math – Math is a language used to problem solve and explain numerically how the natural world works. W = F x D Have them record in their journal their own definition of STEM and why we should integrate technology in our science classrooms. Department of Science

STEM-Centered Classroom A STEM-centered classroom focuses on Standards Teacher Actions Student Actions Learning Environment Exemplary Learning Environment Cooperative Group Work Center & Stations Student Independence Prepared environment Department of Science

Using modeling for the STEM-centered classroom Department of Science

How to Teach it? Constructivist vs Transmissionist cooperative inquiry vs lecture/demonstration student-centered vs teacher-centered active engagement vs passive reception student activity vs teacher demonstration student articulation vs teacher presentation lab-based vs textbook-based Department of Science

How do we teach modeling? Use Multiple Representations Department of Science

I - Model Development Students in cooperative groups design and perform experiments. collect and analyze data. formulate functional relationship between variables. evaluate “fit” to data. Department of Science

I - Model Development Post-lab analysis whiteboard presentation of student findings multiple representations verbal diagrammatic graphical algebraic justification of conclusions Department of Science

Preparing Whiteboard Department of Science

Making Presentation Department of Science

II - Model Deployment In post-lab extension, the instructor brings closure to the experiment. fleshes out details of the model, relating common features of various representations. helps students to abstract the model from the context in which it was developed. Department of Science

Chemistry Year at a Glance Department of Science

Unwrapping a Benchmark Unwrapping a Standard Worksheet (Regular and Table format) available in the Team Room Prerequisite Skills Vocabulary Achievement Criteria Differentiated Instruction Assessing Proficiency Standard Support Material Technology High Order Questioning Strategies Item Specs – Benchmark Clarifications and Content Limits Language Department of Science

Unwrapping Benchmark Formats Department of Science

10-minute break

Unwrapping a Benchmark SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. SC.912.P.12.11 Describe phase transitions in terms of kinetic molecular theory. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.   Department of Science

Unwrapping the benchmarks for: Exploring Phase Changes: Heating cold ice to hot water   SC.912.P.8.2 SC.912. P10.5 SC.912.P.12.11 Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

Review Phase Change Lab– Debrief Did the Lab address everything in the benchmark descriptions? Where other benchmark descriptions addressed in this activity? Do you feel that modeling helped understand the concepts? If everything from the benchmark description was not addressed, how can we modify the activity to address all (or more) of the content or include other benchmark/standards? Department of Science

Enjoy your lunch! Be back no later than 12:30 Department of Science

Unwrapping a Benchmark for Boyle’s Law Lab SC.912.P.12.10: Interpret the behavior of ideal gases in terms of kinetic molecular theory. Using the kinetic molecular theory, explain the behavior of gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay-Lussac’s law), and number of particles in a gas sample (Avogadro’s hypothesis). Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

Boyle’s Law lab + graph (Modeling style presentation and interpretation of data on white board)     Work in teams of 3-4 members Problem: After reviewing the concept of how pressure and volume are related in gases at a constant temperature, students will measure the volume of a gas as gas pressure is increased. Criteria: Using only the materials given, students will be evaluated to determine how the measured volume of a gas changes with increased pressure. Students will also be evaluated on their modeling style presentation of their lab and lab data. Goal: To determine how gas volume is affected by pressure. Department of Science

Boyle’s Law Lab – Debrief Review CER’s Did the Lab address everything in the benchmark description? Do you feel that modeling helped understand the concepts? If everything from the benchmark description was not addressed, how can we modify the activity to address all (or more) of the content or include other benchmark/standards? Department of Science

Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Unwrapping a Benchmark for Insulation Lab + graph (Modeling style presentation and interpretation) (Engineering addition: making a super insulator)   SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

Insulation Lab + graph (Which Material is the Best Insulator) This activity requires you to work in a group of 3 to 4 people Problem: After reviewing the concept of insulation and heat retention, students will compare and determine which material retains heat the best. Criteria: Using only the materials given, students will determine which material retains heat the best. Students will use their STEM knowledge to create and test a super-insulator. Constraints: Only the materials given can be used, and limited time. Goal: To measure the insulation of different blankets made by the students. To determine, based on data derived from experiment, which blanket was the best insulator. Department of Science

Which Material is the Best Insulator– Debrief Review CER’s Did the Lab address everything in the benchmark description? Where other benchmark descriptions addressed in this activity? If everything from the benchmark description was not addressed, how can we modify the activity to address all (or more) of the content or include other benchmark/standards? Department of Science

Science Website Teachers Parents Students Department of Science

State Statutes and Board Rules Updates Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses. Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats. Board Rule: H11 (2008) Science Fair Project entry requirement. Department of Science

Reflections What? What did you do? So What? When thinking about incorporating a STEM-Centered Classroom into your science classroom how would you easily include this day’s activities? Why should STEM be brought into your science classroom? Now What? How will you make sure there is alignment of content? Engineering Design Process (EDP) Department of Science

MyLearningPlan Follow-Up Please remember to complete your MyLearningPlan evaluation (all 3 steps) The link for the evaluation is in the Team Room. For more information please see the MyLearningPlan Overview PowerPoint in the Team Room Department of Science

Dr. Ava Rosales Executive Director Elementary Middle High Dr. Millard Lightburn Instructional Supervisor Mr. Dane Jaber Mr. Sebastian Oddone Ms. Noreyda Casanas Curriculum Support Specialist Ms. Cindy Jolicoeur Curriculum Support Specialist, MS / K-8 Mr. Daniel Gangeri Ms. Yusimi Perez-Osteen Ms. Mary Tweedy Curriculum Support Specialists Ms. Mildred Farber District Administrative Assistant Phone: 305-995-1939