1. Division of Mathematics, Science and Advanced Academic Programs
Science Pacing and Content Grade 2
Millard E. Lightburn, Ph.D.
District Science Supervisor
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2. Introduction 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.
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3. AGENDA Norms Outcome Qualitative and Quantitative observations
Unwrapping Benchmarks
Constructivism strategies
Implementing the Pacing Guides
Effective Science Learning strategies
Inquiry Based Laboratory (IBL)
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4. NORM Participate actively Ask questions Learn by doing
Set your own learning into action
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5. Outcome Become familiar with the benchmarks in the Pacing Guide
Be able to implement laboratories associated with the Pacing Guide
Have better understanding of 5 E Model
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6. Qualitative vs Quantitative
Can you distinguish between a Quantitative and a Qualitative observation?
Activity worksheet
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7. Qualitative vs Quantitative Observations
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
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8. Connecting Instructional strategies, Content, and Standards
OELCS 2005 Math Module 3 Speaker Notes
Connecting Instructional strategies, Content, and Standards
Design of this session
1- Examine Standards & benchmarks
2- Narrow the focus to benchmarks of particular interest
3- Identify important content represented within these benchmarks
4- Develop learning goals related to that content
5- Select activities and instructional strategies consistent with the learning goals
Time: 20 minutes for slides 21-24
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9.
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10.
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11. Unwrapping the Benchmarks
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?

12. Unwrapping the Benchmarks What? Why? How?
Practicing Science
SC.2.N.1.1
Observing & Measuring Matter
SC.2.P.8.1
SC.2.N.1.5
Why
How
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13. Practice Investigating and Experimenting
Lab 1:
Practice Investigating and
Experimenting
BIG IDEA 1: The Practice of Science
Topic 1: Practicing Science
SC.2.N.1.1 Raise questions about the natural world, investigate them through free explorations and generate appropriate explanations.
Source: Scott Foresman Activity Book p.25
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14. DISCUSSION 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?
How does it tie in to the main benchmark. Focus on NOS, relevant questioning, discussions, and guided reflection.

15. Science Process Skills
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
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16. http://www. pearsonsuccessnet
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22. Lab 2: Practicing Observing
BIG IDEA 1: The Practice of Science
Topic 1: Practicing Science
SC.2.N.1.5 Raise questions about the natural world, investigate them through free explorations and generate appropriate explanations.
Source: Scott Foresman Activity Book p. 1
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23. Constructivism
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.
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24. 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.
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25. Effective Science Learning
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
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26. Science Teaching Strategies
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
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27. The Five E Model
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
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28. Probing Student Learning
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
Jigsaw Strategy: Number participants off from 1 to 4. Participants will read article “Assessment” by Furtak and Ruiz (2005) ( Science Scope January Vol 28 (4).
Group 1: Informative Questioning Cycle and Aligning Goals; Group 2: Eliciting Student Responses + Fig 1: Group 3: Recognizing Student Responses + Fig 2 and Group 4: Acting on Student Responses + Fig 3
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29. Lab 3: Practice Collecting Data
BIG IDEA 8: Properties of Matter
Topic II: Observing and Measuring Matter
SC.2.P.8.1 Observe and measure objects in terms of their properties
Source: Activity Book P. 7 Scott Foresman
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30. Differentiated Instruction (DI) In Science
Here is a sample of DI in a Grade 5 Science
How many centers can you identify in this video?
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31. Internet Resources (Links)
Florida Department of Education
Florida Standards and Course Descriptions
Department of Instructional Technology
Curriculum and Instruction:
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32. Follow Up
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
(scanned pdf)
Fax: attention Dr. Millard E. Lightburn

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