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SCIENCE PACING AND CONTENTQUARTER 2NOVEMBER 6, 2010
Presented by Kerlyn PradaRuth K. Broad Bay Harbor K-8 Center
Miami-Dade County Public Schools
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 ACTIVITYPlate Tectonics Snickers Lab (VI)
TOPIC
Unwrap the Benchmark using: Pacing Guide, Item Specifications, Appendix B
Conduct Investigation Discuss Implications
Benefits Constraints Modifications
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?
ROTATION LABS
Density-Driven Fluid Flow (V) Crayon Rock Cycle (VII) M&M Radioactive Decay (VIII) Fossil Formation – JASON Science (IX)
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.
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.
Idenetify 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
Direct links to instructional tools in Pacing Guidesno login required
Access through Teacher Portal – then open Pacing Guide
JASON PROJECT SCIENCEWWW.JASON.ORG
REFLECTIONS AND FOLLOW-UPFollow-up Due:
FOLLOW-UP
Based on Data Analysis of prior knowledge items on First Nine Weeks Resource Test, identify which secondary benchmarks need to be addressed and when
Use Year-at-a-Glance, Appendix B and Item Specifications to assist