1. 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

2. 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
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3. NORMS Be present Trust the process Trust intent and own your impact
Watch your air-time
Be open to outcome
Focus on solutions
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4. 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
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5. Science Technology STEM Math Engineering What is STEM?
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6. 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

7. 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
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8. Using modeling for the STEM-centered classroom
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9. 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
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10. How do we teach modeling? Use Multiple Representations
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11. I - Model Development Students in cooperative groups
design and perform experiments.
collect and analyze data.
formulate functional relationship between variables.
evaluate “fit” to data.
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12. I - Model Development Post-lab analysis
whiteboard presentation of student findings
multiple representations
verbal
diagrammatic
graphical
algebraic
justification of conclusions
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13. Preparing Whiteboard
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14. Making Presentation
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15. 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.
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16. Chemistry Year at a Glance
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17. 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
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18. Unwrapping Benchmark Formats
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19. 10-minute break

20. 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 Describe phase transitions in terms of kinetic molecular theory. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.
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21. 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 Let’s Complete the Unwrapping a Benchmark sheet for this benchmark.
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22. 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?
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23. Enjoy your lunch!
Be back no later than 12:30
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24. 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

25. 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.
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26. 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

27. 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

28. 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.
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29. 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

30. Science Website
Teachers
Parents
Students
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31. State Statutes and Board Rules Updates
Safety Goggles:  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.
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32. 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)
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33. 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
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34. 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: