Kindergarten

Sebastian OddoneDistrict Science Supervisor

Division of Mathematics, Science, and Advanced Academic Programs

SCIENCE PACING AND CONTENT

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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

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Participate activelyAsk questionsLearn by doingSet your own learning into action

NORMS

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Do you think that you have what it takes to be a scientist, to be an investigator?

I will prove to you that you are an investigator, and we know that every scientist must be an investigator 

How do you know which cookie you like best?

THE FOUNDATION OF SCIENCE:TEACHING THE NATURE OF SCIENCE (NOS) AND MAKING SENSE OF SCIENCE:

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How can we differentiate between observations and inferences?

ARE ALL “OBSERVATIONS” ACTUALLY OBSERVATIONS?

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Observations describe what is readily discernable by the senses. They tend not to create controversy among different observers because the evidence of their senses agree. Example: There is a book on the table.

Inferences attempt an explanation of some phenomenon or describe something not readily discernable by the senses. Example: Sam left his book on the table.

HOW ARE OBSERVATIONS AND INFERENCES DIFFERENT FROM EACH OTHER?

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NO!

Observations and inferences are both fundamental elements of science. All scientific knowledge is based on observation and inference.

Humans are naturally inclined to create explanations for the observations that we make, so students often need help thinking about differences between what can be perceived (observations) and their interpretations (inferences).

ARE OBSERVATIONS MORE IMPORTANT IN SCIENCE THAN INFERENCES?

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The emphasis on distinguishing between observations and inferences is not meant to keep students from making inferences. Inferences are also critical to the process of science.

The point is to help students recognize that inferences based on scientific observations and other forms of data are influenced by background experiences, prior knowledge, creativity, etc. This is why scientists find it helpful to discuss their inferences with others, particularly those with different backgrounds.

OBSERVATIONS AND INFERENCES

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In the past, it was assumed that students would learn NOS just by doing science Students learn about observations

by making observations and learn about scientific theory in the course of studying specific theories

Research in science education disputes this idea Students need to be encouraged to

explicitly reflect on NOS ideas.

INSTRUCTIONAL STRATEGIES

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Examine the Year at a Glance and the new Pacing Guides

Identify important content represented within main benchmarks

CONNECTING INSTRUCTIONAL STRATEGIES, CONTENT, AND STANDARDS

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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

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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

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Lab Activity: Smooth or RoughAfter 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

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Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate)

Use Explicit-Reflective Inquiry Think-Pair-Share Differentiated Instruction (Centers) Cooperative Learning Utilize Graphic Organizers

EFFECTIVE SCIENCE LEARNING

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How do we make student thinking explicit during

scientific inquiry?

ENHANCED QUESTIONING

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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

SCIENCE TEACHING STRATEGIES

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Technology (http://it.dadeschools.net/)o Pearson (Scott Foresman)o Gizmoso Riverdeepo Podcastso CPALMS

RESOURCES

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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

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Lab Activity: Light or Heavy – Soft or HardComplete the Unpacking Benchmarks Worksheet Design lesson addressing Pacing

Guide topic content and objectives. Design questions that will address the

objectives of the pacing guide and enhance the instruction of the topic content.

EXPLICIT SCIENTIFIC INQUIRY

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Lab Activity: Light or Heavy – Soft or HardDiscuss lab activity: Questioning strategies before, during,

and after activity. Benefits, constraints, limitations,

modifications.

EXPLICIT SCIENTIFIC INQUIRY

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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

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