grade 5 sebastian oddone district science supervisor division of mathematics, science, and advanced...
TRANSCRIPT
Grade 5
Sebastian OddoneDistrict Science Supervisor
Division of Mathematics, Science, and Advanced Academic Programs
SCIENCE PACING AND CONTENT
1
Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities
Become familiar with the Pacing Guide
Be able to implement hands-on activities according to required benchmarks
Enhance questioning strategies
GOALS FOR DAY 1
2
Do you think that you have what it takes to be a scientist, to be an investigator?
How many of you ever snooped for a B-day or Christmas gift that was hidden away? I will prove to you that if you are a snooper, then you are an investigator and that every scientist must be an investigator
THE FOUNDATION OF SCIENCE:TEACHING THE NATURE OF SCIENCE (NOS) AND MAKING SENSE OF SCIENCE:
4
What is a hypothesis? Must have a question or problem to
solve The hypothesis is a suggested answer
to a problem or question Structure a suggested answer to any
problem in an IF – THEN – BECAUSE format
Why is this important?
DEVELOPING A HYPOTHESIS
5
5
Problem: Where did my parents hide my (holiday) gift?Hypothesis: If last year they hid my gift in their closet, Then they will probably hide it there this yearBecause I do not have a reason to be in their closetVariables: Present locationPast location
UNDERSTANDING A HYPOTHESIS AND ITS CONNECTION TO VARIABLES
6
(dependent or responding)
(independent or manipulative)
6
A variable is something that can change.Observations can be described as variables.Data are representations of variables.Observations that are recorded in our memory or on paper are examples of data.
Types of Data:
Qualitative: Use senses to observe results. (sight, smell, touch, taste, hear)
Quantitative: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers
WHAT ARE DATA?
7
7
Miriam chose a packet of her favorite kind of tomato seeds. Miriam wants to conduct an investigation to find the best temperature for sprouting the seeds. Design a procedure to find the best temperature for sprouting tomato seeds that would result in the data shown in the table below.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
25oC Sprout 1 cm 2.5 cm 3.5 cm 5 cm 7 cm
15oC No growth
Sprout 0.5 cm 0.75 cm
1 cm 1.5 cm
5oC No growth
No growth
No growth
No growth
Sprout 0.5 cm
9
Amounts per day
Plant 1 Plant 2 Plant 3
Water 10 ml 15 ml 20 ml
Fertilizer 2 grams 5 grams 10 grams
Sunlight 3 hours 6 hours 4 hours
Chris wanted to find out what would make his tomato plants grow best. He set up an experiment to find out and planted three little plants. He gave them each different amounts of water, fertilizer, and sunlight. The amounts of each are shown below.What is the main problem with the way Chris ran his experiment? What should he have done to get better results?
Examine the Year at a Glance and the new Pacing Guides
Identify important content represented within main benchmarks
CONNECTING INSTRUCTIONAL STRATEGIES, CONTENT, AND STANDARDS
10
11
http://curriculum_materials.dadeschools.net/pacing_guides
Prerequisite Skillso What knowledge, understanding, or reasoning will you
require to achieve this benchmark?
Vocabularyo What vocabulary needs to be understood to achieve
this benchmark?
Achievement Criteriao What performance skills or products will you require to
demonstrate achievement of this benchmark?
Extending Learningo How will you differentiate instruction to extend the
learning of the standard?
How will you assess achievement?o What test or performance will give you data about
student progress toward achievement of this benchmark?
UNWRAPPING THE BENCHMARKS
12
What are the priority activities for topic 2?
What are the specific instructional strategies?
Develop learning goals related to that content
Select activities and instructional strategies consistent with the learning goals
How can “depth of knowledge” be achieved for this topic?
GROUP ACTIVITY: UNWRAPPING THE BENCHMARKS
13
13
Lab Activity: Making a Density ColumnAfter performing the lab, using the Unpacking Benchmarks Worksheet to discuss the following: How will you teach the labs? Describe
methodology and questioning strategies. Design questions that will address the objective of the lab and enhance the instruction of the content as prescribed in the pacing guide, including NOS.
Constraints/limitations. What do you expect your students to find challenging about these ideas?
Modifications. What misconceptions might students hold about NOS and the specific content of each lab?
ENHANCING CONTENT KNOWLEDGE: UNWRAPPING THE BENCHMARKS AND IMPLEMENTING NOS
14
14
15
Imagine you have 5 plastic cubes arranged in a straight line. Each cube’s side measures 1.0 cm. How can you determine the volume of the line of five cubes?
___ = _____ cm3
(l) x (w) x (h)
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
EFFECTIVE SCIENCE LEARNING
16
Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate)Use Inquiry (Directed, Guided and Full)Think-Pair-ShareDifferentiated Instruction (Centers)Cooperative LearningUtilize Graphic Organizers
SCIENCE TEACHING STRATEGIES
18
Writing in Science (http://science.dadeschools.net)o Parts of a Lab Reporto Power Writing Model 2009o Modeling Framework –
demonstrations, models
RESOURCES
19
The Power Writing Model Challenges students to write quality
reports Enhance inquiry in science through
writing
The Power Writing Model answers seven basic questions that serve as a model for students to improve their performance in the “Florida Writes” test.
POWER WRITING
20
Technology (http://it.dadeschools.net/)o Pearson (Scott Foresman)o Gizmoso Riverdeepo Podcastso CPALMS
RESOURCES
21
21
District Science Websitehttp://science.dadeschools.net
Department of Instructional Technologyhttp://it.dadeschools.net/
Gizmos http://www.explorelearning.com
Florida Department of Education http://www.fldoe.org/Florida Standards and Course Descriptions http://www.floridastandards.org/
LINKS
22
Lab Activity: Un-Mixing a Mixture?Complete the Unpacking Benchmarks Worksheet Design lesson addressing Pacing
Guide topic content and objectives. Design questions that will address the
objective of the lab and enhance the instruction of the topic content.
EXPLICIT SCIENTIFIC INQUIRY
23
Lab Activity: Un-Mixing a Mixture?Discuss lab activity: Questioning strategies before, during,
and after activity. Benefits, constraints, limitations,
modifications. Writing in Science. Appropriate technologies to enhance
instruction.
EXPLICIT SCIENTIFIC INQUIRY
24
24
25
Cereals are made of many different ingredients. The diagram below shows some of these ingredients. Which term describes the cereal?
A. compound B. element C. mixture D. solution
3 Things I Observed
2 Things I Learned
1 Thing That I will do differently
Question(s) I still have
Complete additional feedback questionnaire
REFLECTIONS AND FEEDBACK
26
Plan lesson for specific topicso Effective Implementation of the 2010
Pacing Guides focusing on unwrapping the benchmarks
Explore hands-on activities designed to promote understanding of specific science content and the nature of science using an “explicit-reflective” approach.o Review the 5 E Modelo Enhanced Questioning Strategies
GOALS FOR DAY 2
27
An instructional model based on the constructivist approach to learning, where learners build or construct new ideas on top of their old ideas.Engage: Stimulate involvement Explore: Involve student in activityExplain: Put abstract experience in
communicable formElaborate: Expand on concepts learnedEvaluate: To determine if student
attained understanding of concepts and knowledge
THE 5 E MODEL
28
Complete the Unpacking Benchmarks Worksheet for Topic 4 Design lesson addressing Pacing
Guide topic content and objectives. Design questions that will address the
objective of the lab and enhance the instruction of the topic content.
LESSON PLANNING
29
29
Is This a Physical or Chemical Reaction?Discuss lab activity: Questioning strategies before, during,
and after activity. Benefits, constraints, limitations,
modifications. Writing in Science. Appropriate technologies to enhance
instruction.
LAB ACTIVITY
30
30
31
Raheem is investigating the properties of several substances. He prepared a beaker containing substances J, K, and L and filtered the contents through a funnel into a flask, as shown below. What term best describes substances J, K, and L inside the beaker before Raheem poured them through the filter paper?
A. Mixture B. SolutionC. CompoundD. Pure substance
Discuss Newton’s Laws of Motion (ppt)
Modeling Framework
Experiment Design, Test, and Presentation
MODELING FRAMEWORK – TOPIC 5
32
32
Topic 5Discuss lab activity: Questioning strategies before, during,
and after activity. Benefits, constraints, limitations,
modifications. Writing in Science. Appropriate technologies to enhance
instruction.
LAB ACTIVITY
33
33
34
Felipe and Marsha were studying friction and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched the blocks move down the tray. Which block would experience the least amount of friction as it moved down the tray?
A. Ice BlockB.Sponge Block C.Sandpaper Block D.Plastic Block
Annually Assessed and Content Sampled Benchmarks
Item Specification detailso Benchmark clarificationo Content Limits
ITEM SPECIFICATION (GRADE 5 SCIENCE)
35