1. Welcome FEEC Audience! #POLKSCI Nilsa Hernandez Maldonado, M.Ed.
Humberto Rodriguez, M.Ed.
Polk District Regional Academic Science Coaches
March 1st, 2019
Have this slide showing while the session starts
When presentation starts
#POLKSCI

3. Ice Breaker
Bend your pipe cleaner into something that represents you as an individual.
Be prepare to share your design with group.
Ice-breaker (10 min)
Distribute pipe cleaners before participants enter.
Instruct participants to bend a pipe cleaner into a shape that represents them.
Allow participants to introduce themselves, providing their name, school, course taught, and pipe cleaner shape.

4. Rational
Coulson (2002) found that students whose teachers taught with medium or high levels of fidelity to the Biological Science Curriculum Studies(BSCS) 5E Instructional Model experienced learning gains that were nearly double that of students whose teachers did not use the model or used it with low levels of fidelity.

5. Norms Remain on topic. No ‘outside’ business during sessions
Share promising practices
Share talk time.
Silence electronics.
Norms (2 min)
In other words:
Have an open mind and a teachable spirit .

6. Project Overview
The following lesson was developed as part of the Mathematics and Science Partnership (MSP) project. This collaboration extended for 3 years and included Summer Professional Development, After school PD and Exam prep courses, as well as Online courses.
The aim of this partnership was to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers

7. Harnessing the energy of Waves: Visible light Spectrum
Standards addressed:
SC.5.P.10.1: Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
SC.7.P.10.1: Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.

8. Laser vs. White light: Lesson objectives and Learning Target
To use the 5 E instructional model to investigate monochromatic and polychromatic properties of the visible light spectrum.
To use group rotations to differentiate the properties of laser light and white light.
Learning Target
I will be able to differentiate the properties of two aspects of visible light ( laser vs. white light), in terms of monochromatic properties, collimated properties and coherent properties.

9. Engage
Turn to your shoulder partner (A and B), and answer the following questions:
Identify and separate the two root words in the term monochromatic, define the two root words and come up with a definition of monochromatic. Student A defines and Student B write on white board
When doing a PowerPoint presentation, do you prefer to use a laser pointer or a regular flashlight to point important aspects of the slides? Why? Student B Answer, student A writes on board.
Have you ever heard the term “incoherent behavior”? What does it means? How do you think it applies to the behavior of light? Group decide roles.

10. Explore Procedures: Follow the steps provided for each station
Station 1: B-E
Station 2: B-G
Station 3: B-C
Complete the Line or table for the steps as needed.
Rotate to next station when is indicated by facilitator:
1 to 2, 2 to 3, 3 to 1.

11. Explain With you’re A-B partner Answer the following Questions:
1F. Explain the differences between white light passing through a prism and red laser light passing through a prism. Use the terms wavelength, monochromatic, and diffraction in your explanation. A Explains, B write
2H. Describe the differences between each type of light in terms of the area of each circle and explain why there is such differences. B Explains, A writes
3D. Explain the differences between coherent and incoherent light based on this activity. Include an illustration of waves from incoherent light source and one of coherent light sources. Group decide order

12. Elaborate
Independently scan the article “Lasers in Space”. Look at images, subtitles and any other feature of the article to predict what is this article about and how it relates to the lesson.
Pair read out loud ( voice level 2) with shoulder partner: A reads odd numbered paragraphs, B reads even numbered paragraphs.
As you read, code each paragraph ( A codes even paragraphs, B codes odd paragraphs) as follow
Underline sentences related to definition and properties of lasers.
Box sentences related to applications to lasers.
Circle sentences related to definitions and properties of the EMS.

13. Use the Claim, evidence, reasoning organizer to answer the following question:
Compare and contrast laser light with white light in terms of its properties.
Claim:
(Write a statement that responds to the question.)
Evidence:
Provide scientific data to support your claim. Your evidence should be appropriate (relevant) and sufficient (enough to convince someone that your claim is correct). Hint: Use the explore activities as evidence for your claim.
Reasoning:
Use scientific principles and knowledge that you have about the topic to explain why your evidence (data) supports your claim.
In other words, explain how your data proves your point?
(paragraph format) Hint: Use information from Explain and Elaborate to develop your reasoning.

14. Rubric Criteria Expert Developing Struggling Claim
Claim well- articulated and relevant to the question
Claim vaguely stated
No claim stated
Evidence
At least 3 pieces of relevant evidence
Fewer than 3 pieces of relevant evidence
Evidence not relevant
Reasoning
Reasoning well connects evidence to the claim
Evidence is vaguely connected to the claim
Reasoning is not articulated to connect the evidence to the claim
Academic Vocabulary
At least 4 academic terms are used appropriately
Fewer than 4 academic terms are used appropriately
Academic terms are used inappropriately or not used

15. Share time
Share your CER with your group

16. Closing Remarks
THANKS!
Humberto and Nilsa
#POLKSCI