SCIENCE PACING AND CONTENTQUARTER 2NOVEMBER 6, 2010

Presented by Dr. Ava D. RosalesInstructional Supervisor

Miami-Dade County public SchoolsDivision of Mathematics, Science and Advanced Academic Programs

ESSENTIAL QUESTIONAm I seated at the station that aligns with my curriculum? How do I know?

WELCOME

Make a Name Tent and include:

NAMESCHOOLAfter reviewing student work from your last lesson, how did you feel and why?

AGENDA Goals of the Inservice Review of Pacing and Content Workshops

Making Sense of Science Instruction: Rotation Labs.

Effective Implementation of the 2010 Pacing Guides

Resources and Web Sites

GOALS FOR THE SESSIONGOALS FOR THE SESSION

◦ Effective Implementation of the 2010 Pacing Guides with an emphasis in hands-on/minds-on learning

◦ Enhance instructional practices using an “explicit-reflective” approach

◦ Incorporate secondary benchmarks as identified by data analysis

NORMS

Participate Actively Ask questions Learn by doing Set your own learning into action _______________________________

Bathroom and Electronic Devices

SCIENCE PACING AND CONTENT Q1 - 2A Review

YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PULIC SCHOOLS DISTRICT PACING GUIDE

YEAR-AT-A-GLANCE

M/J COMPREHENSIVE SCIENCE 1 COURSE CODE: 200401001

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

I. Thermal Energy Movement A. Energy Transfer B. Measuring Heat C. Protecting from Radiation D. Modeling the Greenhouse

Effect

II. Atmosphere and Spheres of Earth A. Ozone Layer B. Layers of the Atmosphere C. Earth Systems

III. Causes of Weather A. Spheres of the Earth B. Water Cycle C. Weather D. Influences on Local Weather E. Instruments/tools used to

Measure Weather

IV. Climate and Global Patterns A. Climate B. Land vs. Water C. Greenhouse Effect D. Global Warming

V. Natural Disasters and their Effects

on Floridians A. Hurricanes B. Other Natural Disasters C. Models D. Emergency Preparedness

VI. How Weathering and Erosion Affect the Earth

A. Weathering B. Erosion C. Deposition

VII. Landforms of the Geosphere A. Types and Formation B. Landforms and Importance

to the Environment and Society

VIII. Forms of Energy

A. Potential Energy B. Kinetic Energy C. Examples of Each Energy

IX. Energy Transfers and the Law of Conservation of Energy

A. Law of Conservation of Energy

B. Transferring Energy in a System

X. Motion of Objects A. Measuring Speed and

Distance B. Constructing Line Graphs C. Factors Affecting Speed

XI. Types of Forces A. Contact Forces B. Non-Contact Forces

XII. Law of Gravity A. Gravitational Force B. Calculating Gravity C. Newton’s Law of Universal

Gravitation

XIII. Forces and Motion A. Direction of Motion B. Forces

XIV. Levels of Organization A. Hierarchical Organization of

Organisms B. Linnaean Classification

System

XV. Cell Theory A. Cell Theory

XVI. Cell Structure and Organelles A. Structure of Cells B. Plant and Animal Cell

Comparison

XVII. Human Body Systems A. Major Body Systems B. Interactions for Homeostasis C. The Body D. Effects of Drugs

XVIII. Homeostasis A. Energy Extraction from Food B. Removal of Waste C. Reproducing

XIX. Pathogens Comparison A. Viruses B. Bacteria C. Fungi and Parasites D. Disease Prevention

XX. Social and Emotional Growth A. Social and Emotional

Growth B. Child Abuse and Sexual

Abuse

UNWRAPPING THE BENCHMARKSWHAT?...WHY?...HOW?...

EXPLORING THE PACING GUIDES COMPREHENSIVE SCIENCE 1TOPICS V THROUGH VII

Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each

topic?

TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE

LAB ROLESMaterials Manager (MM)

The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.

Roles and responsibilities:

The only person allowed to be out of their seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area

Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.

Roles and responsibilities:

Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time

Assists the MM as needed.

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.

Roles and responsibilities:

Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.

Roles and responsibilities:

Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

PRACTICING QUESTIONINGHelping students work together to make sense of mathematics or science:

"What do others think about what [name] said?"

"Do you agree? Disagree?"

"Does anyone have the same answer but a different way to explain it?"

"Can you convince the rest of us that makes sense?“

Helping students to rely more on themselves to determine whether something is correct:

"Why do you think that?"

"Why is that true?"

"How did you reach that conclusion?"

"Can you make a model to show that?"

MODELING A LESSONTHREE HOLE BOTTLEAND TORNADO MOVEMENTS

Eng

age:

Inve

stig

atio

ns a

nd

Sci

entif

ic K

now

ledg

e

EXPLICIT INSTRUCTION

Nature of Science: Scientific knowledge may change as new evidence

is discovered or new scientific interpretations are formed

There are multiple methods used in various scientific investigations

Earth Systems and Patterns* Assess atmospheric conditions and resulting

weather: i.e., hurricanes, tornados, lightning, fronts, and precipitation

*Note: SC.6.E.7.4 is annually assessed in grade 8 and only taught in grade 6

WHAT ARE THE PRIORITY ACTIVITIES?...WHICH ONES DID YOU COMPLETE?Topic 1: Processes of Science Labs: Three Hole Bottle (CPALMS)

Addresses: SC.6.N.2.2 (AA)Tornado Movements (EL)Interpreting Satellite Images (TX)Creating Your Own Weather Station (TX)

◦ Addresses: SC.6.E.7.6, SC.6.E.7.7 and SC.6.E.7.4 (review) Gizmo: Hurricane Motion (SC.6.E.7.3 review) JASON Project StormZone Current Events on Weather-related Disasters in Florida and their impact

on human life (SC.6.E.7.7)

Note: Reinforce SC.6.E.7.4 and “assessed as” benchmarks throughout activities

ENHANCING CONTENT KNOWLEDGE

Lab Rotations:◦ Model How Erosion Works (Topic VI) ◦ VL – How are Materials from Earth Broken Down (Topic VI)◦ Summary of Chemical Weathering (Topic VI) ◦ Gizmos – Reading Topographical Maps (Topic VII) ◦ FOSS Landforms Module (Topic VII)

Discussion of Content with Depth of Understanding

WHAT ARE THE PRIORITY ACTIVITIES?Topic VI: How Weathering and Erosion Affect

the EarthAddresses: SC.6.E.6.1 …Earth’s surface is built up and torn

down by physical and chemical weathering, erosion, and deposition

Lab Activities◦ Model How Erosion Works (Topic VI)

Technology◦ VL – How are Materials from Earth Broken Down◦ Summary of Chemical Weathering

WHAT ARE THE PRIORITY ACTIVITIES?

TOPIC VII:SC.6.E.6.1 Identify different types of landforms on

Earth’s surface … (note: landforms in Florida and those found outside Florida) assessed as SC.7.E.6.2

Lab Create a landform modeling lab

Technology Gizmo: Reading Topographical Maps FOSS Landforms Module Earthquakes and Volcanoes(VL)

YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE

YEAR-AT-A-GLANCE

M/J COMPREHENSIVE SCIENCE 2 COURSE CODE: 200207001 1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

I. Heat Energy A. Heat and Temperature B. Properties of Matter C. States of Matter D. Changes of Matter

II. Conservation of Energy and

Energy Transformations A. Law of Conservation of

Energy

III. Properties of Waves A. Electromagnetic vs.

Mechanical B. Electromagnetic Spectrum C. Scientific Investigations

IV. Properties of Light A. Light Properties B. Wave Speed in

Different Materials

V. Layers of Earth A. Crust B. Mantle C. Core D. Structural Zones

VI. Changes in Earths Surfaces

A. Rock Cycle B. Scientific Theory of Plate

Tectonics C. Tectonic Plate Movement D. Surface Features

VII. Rock Cycle

A. Types of Rocks B. Formation of Rocks

VIII. Age of Earth/ Geological Time

A. Law of Superposition B. Absolute Age C. Geologic Time

IX. Fossils A. Formation of Fossils B. Index Fossils C. Evidence of Species

Change

X. Environmental Factors and Evolution

A. Scientific Theory of Evolution

B. Natural Selection C. Limiting Factors D. Limiting Factors Affecting

the Everglades

XI. Human Impact on Earth A. Resources B. Biodiversity C. Land D. Air E. Water

XII. Evidence of Species Change A. Evidence of Scientific

Theory of Evolution B. Adaptations/Natural

Selection C. Extinction

XIII. Relationships in Ecosystems

A. Relationships B. Food Web C. Energy Flow in

Ecosystems

XIV. Reproduction A. Asexual-Mitosis B. Sexual-Meiosis C. Effect on Natural Selection D. Human Growth and

Reproduction

XV. Heredity A. DNA /RNA B. Replication C. Chromosomes

XVI. Genetic Traits A. Mendelian Genetics B. Genotype/Phenotype C. Punnett Squares and

Pedigrees

XVII. Biotechnology A. Cloning B. Genetic Engineering C. Artificial Selection D. Impact on Society

XVIII. Health and Disease

Prevention A. Human Growth and

Development B. HIV/AIDS C. Abstinence D. Mental and Emotional

Health

EXPLORING THE PACING GUIDES TOPICS III THROUGH IV

Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each

topic?

TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE

EXPLICIT INSTRUCTION Nature of Science:

Distinguish between an experiment and other forms of investigations

Experiments have test variables (independent variables) and outcome variables (dependent variables)

Forms of Energy* Illustrate the sun’s energy Identify, compare and contrast the variety of types of

radiation present in radiation from the Sun Identify and compare characteristics of the

electromagnetic spectrum

*Note: SC.7.P.10.1 is annually assessed in grade 8 and foundational in grade 7.

WHAT ARE THE PRIORITY ACTIVITIES?Topic III: Properties of Waves Technology

Electromagnetic Spectrum Gizmo: Longitudinal Waves

Labs: Colored Shadows Exploration Making Waves & The Wave Factory (also has

activity for SC.7.E.6.1

ENHANCING CONTENT KNOWLEDGE

Lab Rotations:Gizmo - Refraction (IV)EL – Solar Energy vs Color (IV)EL – Wave Speed (IV)EL - Density Driven Fluid Flow (V)Modeling the Layers of the Earth with Density Column (V)EL - Density of Rocks (V)

Discussion of Content with Depth of Understanding

WHAT ARE THE PRIORITY ACTIVITIES?Topic IV: Properties of LightSC.7.P.10.2 …Light can be reflected, refracted,

and/or absorbedLab Activity: EL – Solar Energy vs Color (IV)

Technology: Gizmo - Refraction (IV)

SC.7.P.10.3…light waves, sound waves, and other waves move at different speeds in different materials

Lab Activity: Light Travels Through Objects

WHAT ARE THE PRIORITY ACTIVITIES?

TOPIC V:SC.7.E.6.1 Describe the layers of solid Earth,…

lithosphere, mantle, liquid and solid cores

Lab Modeling the Layers of the Earth with Density

Column EL - Density Driven Fluid Flow (V) EL - Density of Rocks (V)

NAME TENTINCLUDE: NAME, SCHOOL AND WHAT IMAGES COME TO MIND

Source: Discovery Science

YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PUBLIC SCHOOLS

DISTRICT PACING GUIDE

YEAR-AT-A-GLANCE

M/J COMPREHENSIVE SCIENCE 3 COURSE CODE: 200210001

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks I. Scientific Method and Theory vs

Law A. The Nature of Science B. Variables

II. Data Collection and Analysis A. Feeding Relationships B. Measurement C. Variables D. Graphing E. Technology

III. Science Safety and Ethics A. Ethics B. Laboratory Safety

IV. Properties of Matter A. Properties of Matter B. Energy

V. Atomic Structure A. Review Atomic Structure

VI. Periodic Table A. Revisit Periodic Table of

Elements VII. Chemical Bonding

A. Chemical Bonding VIII. Energy Transfer and

Temperature A. Energy

IX. Waves, Circuits, and Energy Resources A. Revisit Properties of Waves B. Visible Light C. Revisit Electrical Circuits D. Energy Resources

X. Speed, Velocity, and

Acceleration A. Force and Motion B. Calculations

XI. Newton’s Laws of Motion A. Newton’s Laws B. Momentum C. Forces Opposing Motion

XII. Plate Tectonics A. Processes that Shape the

Earth XIII. Weathering and Erosion

A. Processes that Shape the Earth

XIV. Solar System – Earth, Moon, and Sun A. Solar system B. Introduction to Genetics

and Diversity XV. Solar System, Earth, Moon,

and Sun A. Stars and Galaxies B. Life Cycles of Stars C. Big Bang Theory

XVI. Cells to Body Systems

A. Revisit Cells B. Revisit Body Systems

XVII. Mitosis, Meiosis, and Reproduction A. Meiosis and Mitosis B. DNA C. Chromosomes D. Reproduction E. Fission, Budding, and

Regeneration XVIII. Genetics

A. Genetics B. Punnett Square C. Genetic Advancements

XIX. Adaptation and Variation A. Adaptation and Variation

XX. Cycles A. Cycles in Nature B. Energy Transfers in Nature C. Revisit Essential Science

Content

XXI. The Environment

A. The Environment XXII. Pollution

A. Pollution Pathways B. Major Sources of Pollution C. Oceanography D. Alternative Energy

Resources XXIII. Human Growth and

Development – Decision Making A. Decision Making and

Problem Solving B. Substance Abuse

Prevention XXIV. Human Regulation and

Reproduction A. Endocrine System B. Reproductive System C. Human Life Stages D. Planning for Marriage and

Parenthood E. Abstinence

XXV. Human Growth and Development – Diseases A. Sexually Transmitted

Disease B. HIV/AIDS C. Child Abuse

EXPLORING THE PACING GUIDES TOPICS VIII THROUGH XI

Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each

topic?

EXPLICIT INSTRUCTION Nature of Science:

Experiments have manipulated variables (independent variables) and responding variables (dependent variables)

A change in one or more variables may alter the outcome of an investigation

Forms of Energy Identify kinetic and potential energy in their

mechanical, thermal, chemical, electrical, electromagnetic, and nuclear forms

Identify standard ways to measure and compare forms of energy

Energy conversions Sources of energy: solar, hydroelectric,

geothermal, fossil fuels, etc. Electric circuits

WHAT ARE THE PRIORITY ACTIVITIES?Topic VIII: Energy Transfer and Temperature Technology

Gizmo: Energy Conversion in a System Gizmo: Longitudinal Waves

Labs: Solar Cooker Making Waves & The Wave Factory (also has

activity for SC.7.E.6.1

BREAK

WHOLE GROUP LAB ACTIVITYRocket Car (Topic X, XI)

TOPIC

Unwrap the Benchmark using: Pacing Guide, Item Specifications, Appendix B

Conduct Investigation Discuss Implications

Benefits Constraints Modifications

EXPLICIT INSTRUCTION FOR TOPIC X and XI

SC.C.2.3.6 The student explains and shows the ways in which a net force (i.e., the sum of all acting forces) can act on an object (e.g., speeding up an object traveling in the same direction as the net force, slowing down an object traveling in the direction opposite of the net force). This benchmark also assesses SC.C.2.3.2,7 SC.C.2.3.3,8 and SC.C.2.3.5.9

Analyze multiple forces acting on an object to determine the resulting motion.

Use vectors to describe forces acting on an object.

Provide data on forces in diagram or picture form.

EXPLICIT INSTRUCTION FOR TOPIC X

Force and MotionSC.C.1.3.1 The student knows that the

motion of an object can be described by its position, direction of motion, and speed.

Measurement of speed, velocity, and acceleration.

Conversions within systems of measurement. Analyzing and retrieving data in chart, graph,

diagram, or picture form.

INDEPENDENT LAB 1Martian Times and Imaginary Alien Life Forms

1. Unwrap the Benchmark using:

Pacing Guide, Item Specifications, Appendix B2. Conduct Investigation

3. Discuss Implications

Benefits

Constraints

Modifications

EXPLICIT INSTRUCTION FOR TOPIC

SC.E.1.3.1 The student understands the vast size of our Solar System and the relationship of the planets and their satellites. This benchmark also assesses SC.E.1.3.2.11

Identify or describe the following concepts: • the arrangement of planets in orbit around the Sun;

• the relationship between tides on Earth and positions of the Moon, the Sun, and Earth;

• the relative size of the planets (i.e., ordering planets by size);

• the relative distance between the planets;

• the relative size of the solar system;

• the orbit of planets around the Sun and moons’ orbits around the planets; and

• other celestial bodies may be assessed such as meteors, asteroids, and comets.

FOSSILS AND THE LAW OF SUPERPOSITION

Liz LaRosa 5th Grade Science http://www.middleschoolscience.com 2009

This PPT was created with the information from the FOSREC Activity “Who’s on First?” and “Fossil Inferences” by UEN.

FOSSILS AND SUPERPOSITION What is a fossil?

The trace or remains of an organism that lived long ago, most commonly preserved in sedimentary rock

What is a superposition?

Younger rocks lie above older rocks if the layers have not been disturbed

RELATIVE DATING AND INDEX FOSSILS

What is relative dating?◦ Any method of determining whether an event or

object is older or younger than other events or objects.

What is an index fossil?◦ A fossil that is found in the rock layers of only

one geologic age and is used to establish the age of the rock layers.

◦ Is found in rock layers around the world, ex Trilobites

ACTIVITY # 1 On your desk, you have 8 large colored index

cards with nonsense letters placed on them. Your task is to determine what the correct

sequence of the letters are. You have two clues:

1. The card with the letters “C” and “T” is on the bottom, or the oldest layer

2. Look for a card that has either a “T” or “C” written on it for the second layer

C T

AGC

UA

NBUNB

ONDXO

MD

This is one possible way to arrange the cards. Questions:

1.What letter is the oldest?2.What letter is the youngest?3.What letter showed up the most?4.Which letters only showed up once?5.Which letters could be index fossils?6.How did you know which was older: “M” or “X”?

ACTIVITY # 2 Flip your eight index cards over Arrange the index cards that represent layers

of rock and fossils Clues:

1. The oldest layer has the letter “M” in it2. Find a rock layer that has at least one of the

fossils you found in the oldest rock layer3. Extinction is forever - once an organism

disappears from the sequence it cannot reappear later

Teacher Note: I replaced the letters with nonsense letters b/c spelling the word “organism” was too easy for my 5th graders

TO THINK ABOUT…

What problems did you run into when trying to arrange the fossils into the correct sequence?

Would this have been more difficult if you did not know which layer was the oldest to start the activity?

Which organism is the most complex of all the fossils and why?

EXPLICIT INSTRUCTION TOPIC V, VII Identify and/or describe the layers of Earth Describe the Scientific Theory of Plate Tectonics Describe how the movement of Earth’s crustal plates and the

flow of heat and material cause various geologic events to occur Describe density differences between layers of Earth Identify causes of volcano formation

Note: SC.E.6.5 is foundational – concepts have not been introduced prior to this grade level (also assesses SC.7.E.6.1 and SC.7.E.6.7)

EXPLICIT INSTRUCTION FOR TOPICS VI

Identify and/or describe steps of the rock cycle and relate them to surface and sub-surface events.

GRADE 7:EXPLICIT INSTRUCTION FOR TOPIC VIII

Identify examples of and/or explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes.

Identify and/or describe current scientific methods for measuring the age of Earth and its parts.

Understand use of fossil records Folding and faulting as related to the Law of

Superposition Understand, conceptually, radioactive dating

LAB WRITE-UP FORMATS

Writing in Science – tapping into student thoughts

Selecting the appropriate format Modeling Framework – demonstrations,

models Power Writing and the Art of Scientific

Conclusions Parts of a Lab Report Engineering design

RESOURCES Curriculum and Instruction http://curriculum.dadeschools.net/

Instructional Technology (Examview Item Bank) http://it.dadeschools.net

Florida Department of Education http://www.fldoe.org/ FCAT Resources - http://fcat.fldoe.org/

Florida Standards and Course Descriptions http://www.floridastandards.org/

Florida PROMiSEhttp://flpromise.org/

Gizmos http://www.explorelearning.com

SCIENCE WEB SITE: HTTP://SCIENCE.DADESCHOOLS.NET

DISCOVERY SCIENCE

JASON PROJECT SCIENCEWWW.JASON.ORGDirect links to instructional tools in Pacing Guides

no login requiredAccess through Teacher Portal – then open Pacing Guide

THE SCIENCE CLASSROOM ESSENTIALS

Contact information:Dr. Ava D. Rosales, Instructional Supervisor

arosales@dadeschools.net305-995-4537

REFLECTIONS AND FOLLOW-UPFollow-up Due:

FOLLOW-UP

Based on Data Analysis of prior knowledge items on Baseline/Interim Assessment, identify which secondary benchmarks need to be addressed and when

Use Year-at-a-Glance, Appendix B and Item Specifications to assist

DATA

Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8.Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21,

22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H.1.3.5 Note Genetics was addressed in Comprehensive Science 2, Advanced (F.2.3.2 and F.2.3.3)

65.8% covers prior knowledge