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

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 Division of Academics-Department of Science

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 Division of Academics-Department of Science

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 Division of Academics-Department of Science

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 Division of Academics-Department of Science

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 Division of Academics-Department of Science

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. Division of Academics-Department of Science

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 Division of Academics-Department of Science

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 Division of Academics-Department of Science

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 Division of Academics-Department of Science

10 min. Break

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 Division of Academics-Department of Science

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 13- 23 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.

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: http://www.cleanlink.com/cp/article/Microfiber-101-The-Science-of-Tiny-Threads--3488 10:10-10:50 – slides 13- 23 Explain each part… The evidence includes the clues: the observations made and the data collected.

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 13- 23 Explain each part… The evidence includes the clues: the observations made and the data collected.

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 13- 23 Explain each part… The evidence includes the clues: the observations made and the data collected.

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 13- 23 Explain each part… Reasoning is why the scientists think their answer is correct. Scientists explain how the evidence helps answer the question.

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. Division of Academics-Department of Science

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 13- 23 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.

Division of Academics – Department of Science Grades K-2 10:10-10:50 – slides 13- 23 Division of Academics – Department of Science

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 13- 23 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.

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 13- 23 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.

Grades 3-5 10:10-10:50 – slides 13- 23 Discuss examples: collaborating, discussing, sorting, notebook writing

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 24 - 29 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. Division of Academics-Department of Science

How can the Florida Standards be infused into the Science Curriculum? 10:55- 11:35 slides 24 - 29

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 24 - 29

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 24 - 29

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

SAMPLE INFORMATIONAL TEXT Claim Evidence 10:55- 11:35 slides 24 - 29

LUNCH lunch

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.

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. Division of Academics - Department of Science

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

Science Department Website Overview 1:50-2:10 slides 34-37 Review: Instructional Resources and Professional Development links Division of Academics-Department of Science

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

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. Division of Academics-Department of Science

Learning Goals Grade 5 SC.5.P.8.1 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 Division of Academics-Department of Science

Bring Your Own Device (BYOD) Power My Learning Grade 5 – Play Lists www.powermylearning.org Dr. Lightburn’s Class: Class Code: 278894 Quarter 1: Big Idea 8: Properties of Matter and Big Idea 9: Changes in Matter http://powermylearning.org/user/playlist/gr-5---qtr-1---big-idea-8- properties-of-matter-275176 Interactive Sites for Education http://interactivesites.weebly.com/science.html 1:50-2:10 slides 34-37 Log into powermylearning.com, register as a student then join the class with the following teacher code: 278894 Division of Academics-Department of Science