1. Miami-Dade County Public Schools Department of Science Science STEMposium: Chemistry Miami Dade College – North Campus September 23, 2015 Presented by Dr. Jose Almeida

2. Agenda – Welcome and Introductions – What is STEM? – Incorporating Engineering Practices in the Science Classroom: “Where does the process begin?” – Density Lab: A way of demonstrating science inquiry – Beanium Lesson and Lab: Calculating the average atomic mass using 3 isotopes of an element – Naming Ionic Substances Lesson and Lab – Reflections/My Learning Plan Evaluations Department of Science

3. 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

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 Develop STEM centered Classrooms Department of Science

5. What is STEM? ScienceTechnology EngineeringMath STEM Department of Science

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 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 Department of Science

8. Scientific & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information Department of Science

9. Engineering Design Process Department of Science

11. Icebreaker Engineering Design Process: EDP Card Game – Using the package of cards given to you, have one team member shuffle and deal the cards. – One designated player will begin by placing one of the cards on the table. Look at your cards and choose the one that comes first. – Each of the next players will do the same, but will begin to organize the cards in the order that the team decides the design process should follow. – Discuss with your team and defend your Claim with Evidence for the card’s EDP position on the table. – Be creative and do not think only of a linear process. Department of Science

12. 10-minute break

13. Chemistry Year at a Glance Department of Science

14. 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

15. Unwrapping Benchmark Formats Department of Science

16. Unwrapping a Benchmark SC.912.N.1.1 – Define a problem based on a specific body of knowledge (1) Pose questions about the natural world, (2) Conduct systematic observations, (5) Plan investigations, (6) Use tools to gather, analyze, and interpret data, (7) Pose answers, explanations, or descriptions of events; (8) Generate explanations that explicate or describe natural phenomena (inferences); (9) Use appropriate evidence and reasoning to justify these explanations to others; (10) Communicate results of scientific investigations; and (11) Evaluate the merits of the explanations produced by others. Department of Science

17. SC.912.N.1.1 Essential Content: Develop the logic of using metric units Practice “measurements” by measuring – Review basic measurement skills and units of mass, length, temperature, volume, etc. SI Unit Conversions – Review metric prefixes – Apply the decimal point rule to convert between metric quantities. Data analysis, graphing and interpretation Develop the concepts of mass, volume and density relationships. – Explain the meaning of mass and describe the units for measuring mass. – Differentiate between mass and weight – Define volume and explain how volume is measured. – Solve density problems. Objectives: Demonstrate proper knowledge of SI metric units. Convert measurements from one basic unit to another. Show how to use proper measuring tools with basic laboratory equipment and hands on application. Gather, analyze, and interpret data. Demonstrate ability to skillfully graph data. Create graphs using proper labels (x and y axis/independent and dependent variable, title, etc.) to create a visual representation of data. Compare data sets and analyze trends on a graph. Explain the differences between direct relationship and an inverse relationship. Explain the meaning of mass and describe the units for measuring mass. Distinguish between mass and weight. Define volume and explain how volume is measured. Define density in terms of mass and volume and apply the formula to solve problems. Department of Science

18. Unwrapping a Benchmark for Density Lab SC.912.N.1.1 SC.912.P.8.2 Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

19. Determining the Densities of Different Metals – Work in teams of 3-4 members – Consider all ideas brought forth by team members – Problem: How to effectively determine the density of various metals using electronic balances and graduated cylinders – Criteria: Each team will produce density data which will be matched to published densities provided by the teacher – Constraints: Quality of instruments and time – Goal: To match the team’s data collected to real data with minimal errors Department of Science

20. Review Density Lab – 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 (LAFS/MAFS)? Department of Science

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

22. Unwrapping a Benchmark for Beanium Lab SC.912.P.8.3 SC.912.P.8.4 Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

23. Beanium Lab: Determining the Average Atomic Mass of an Element Work in teams of 3-4 members Consider all ideas brought forth by team members Problem: After reviewing the process where average atomic masses are calculated, students will measure the average mass and percent abundance of the 3 isotopes of a new element recently discovered (Beanium). Criteria: Using only the materials given, students will be evaluated to determine if their measured average atomic mass matches the predetermined established value. Constraints: Only the materials given can be used. Goal: To determine the average atomic mass of Beanium and compare the mass to other groups. Department of Science

24. Beanium Lab – 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 (LAFS/MAFS)? Department of Science

25. Unwrapping a Benchmark for Naming Ionic Compounds SC.912.P.8.7 Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

26. Making and Naming New Ionic Compounds This activity requires to work by yourself Problem: After reviewing the concept of balancing the charges of positive and negative species in ionic compounds, students will create as many different unique ionic compounds as possible in the time frame allowed. Criteria: Using only the materials given, students will be evaluated to determine if they can create and name as many unique, correctly balanced, and different ionic compounds as possible. Constraints: Only the materials given can be used, and limited time. Goal: To create and name as many different unique ionic compounds as they can. Department of Science

27. Naming Ionic Compounds – 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 (LAFS/MAFS)? Department of Science

28. Science Website Teachers Parents Students Department of Science

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

30. 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? Department of Science

31. 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

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