Science Content and Pacing Embedding the Florida Standards: Scaffolding for Science Success

1. Science Content and Pacing Embedding the Florida Standards: Scaffolding for Science Success Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum Support Specialist Jessica Hernandez, Facilitator Caroline Valdez, Facilitator Division of Academics-Department of Science August 12, 2014

2. Name Tent • Fold a blank sheet of paper to set up a name tent • Front: Your Name • Back: School Grade Self-contained or Departmentalized

3. Norms • Be present/Participate actively • Share wisdom • Try out something new and then reflect • Trust the process

4. Agenda • Goals and Outcomes • Discovery Education Session A: 8:45- 10:15 Session B: 10:15 - 11:30 Session C: 12:30 - 2:00 • Florida Standards Connections in Science • Scaffolding Science K-5 Physical Science Big Ideas • Big Idea 8 Hands-On Activities • Claim-Evidence-Reasoning (CER) • Observation, Measurement and Investigation Hands-on Stations • District Resources • Dream in GreenSession A: 2:30 Session B: 2:40 Session C: 2:50 • Factors Influencing Science Instruction • Essentials for a Successful Science Class

5. Goal and Outcome Goal • To develop learners that use a variety of instructional strategies to consistently infuse Florida Standards during effective science instruction using the Science Pacing Guides Outcome Statement • Participants will develop skills and practice using tools to facilitate structures that will be utilized during planning and instruction to effectively infuse Florida Standards into their science curriculum

6. Discovery Education Presentationhttp://www.dadeschools.net/Employee portal Become a DEN star …. Get the Science Techbook Resource Available for all schools Department of Mathematics and Science

7. Florida Standards that Impact Science Instruction LAFS LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. LAFS.5.W.3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. LAFS.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others. MAFS MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. MAFS.K12.MP.2.1 Reason abstractly and quantitatively MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.5.1 Use appropriate tools strategically. MAFS.5.MD.2.2. Represent and interpret data. Division of Academics – Department of Science

8. Impact of Florida Standards on Science Instruction How do you integrate the Florida Standards into your science instruction?

9. Scaffolding Science Standards K-5 How are science topics and standards interconnected across grade levels? (1) Big Idea 8: Matter (2) Big Idea 9: Changes in Matter (3) Big Idea 10: Forms of Energy (4) Big Idea 12: Motion (5) Big Idea 13: Force and Motion Division of Academics-Department of Science

10. Science Pacing GuidesYear-At-A-Glance 2014-2015 Grades K-5

11. Benchmark Focus Science Big Idea 8: Properties of Matter Florida Standards Integration • LAFS.5RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. • LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. • LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. • MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. • MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters. • MAFS.4.MD.2 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

12. What is Matter? • Matteris everything around you, including you! • Look around the classroom. Everything, from the clothes you are wearing to the air you breath is matter. • Matter is what all objects are made of. • Matter is All Around Us (song) • Name a type of matter you see. • How do we tell the difference between the matter around us?

13. All Matter has Properties. What are properties? Propertiesare the characteristics of matter that can be observed. What does it mean to observe? To observe an objectmeans to carefully explore all of its properties.

14. Look for words that describe properties of matter as you read. Make a list in your notebook. What other properties can you name? Add them.

15. We use our Senses(K-5) Sight - Looks Color Shape Size Touch – Feels (texture) Hear – Sounds when dropped Smell – Odor Taste Eyes Hands and Fingers Ears Nose Mouth How do we study properties of matter? to observe properties of matter

16. Department of Science

17. We use our sensesto tell about an object’s properties. Looks Shape - round like a sphere Feels Texture – fuzzy color – yellow green Sounds bouncy -thump, thump Smells Odor - musty Properties of a Tennis Ball

18. What else can we use to help observe properties? Measurement Tools (2-5) Properties • Ruler length • Tape measure length • Measuring cup volume • Graduated cylinder volume • Balance mass • Thermometer temperature

19. What are my Properties? Choose an object from your table tray to observe using your senses and measurement tools. Write its name and properties in your notebook. Looks Length Feels Mass Sounds when Other(s) dropped Odor

20. How Can We Sort? We can use our senses to classify matter in different ways. We can group matter by how it feels. Some matter may feel hard or bumpy. We can group matter by shape. Matter can have many different shapes. (Gr. 1 Scott Foresman Quick Study) How can we sort these buttons? We can sort by color: blue - red – green– yellow Matter can be different colors. We can sort bysize: small - medium – large Matter can be different sizes. small

21. Practicing ScienceSort, Group, Classify • Observe the school supplies in your basket. • Make a data chart to list the properties observed and measured in your notebook. • Decide on a way to sort your objects. • Sort the objects. Name your groups. • Talk about why you classified them as you did. • Can you sort your objects in another way? Try it.

22. Matter Jeopardy Game Rules Game Rules • Select an object you observed. • List both qualitative and quantitative properties (begin with the most obvious properties). • Give descriptions to other group as they try to guess the object based on its properties. What is my matter? Qualitative Properties: (uses five senses) • Texture: smooth and hard • Shape: long cylinder • Other: Not magnetic Quantitative properties: (Uses measurement tools) • Mass: 10 g • Length: 14 cm • What is a marker? Division of Academics – Department of Science

23. Practicing Science:Teacher Reflection How didyou see the Florida Standards being integrated in the hands-on activities? Division of Academics - Department of Science

24. How else can the Florida Standards be infused into the Science Curriculum?

25. Overall Driving Question:How can we support our students in crafting evidence based arguments in science and across the curriculum? SHAMWOW Video Integration of Florida Standards through a Claims, Evidence and Reasoning (CER) What does Vince want you to do? Why is Vince so convincing? Write down all the evidence that Vince uses to convince you to buy Sham Wow.

26. Claim: You should buy a Sham Wow because it absorbs water better than any other towel. Evidence: Does not drip. Holds 20 times it’s weight in liquid. Absorbs all liquid from a carpet. What more could Vince do to convince you that you should buy Sham Wow? (Hint: think like a science teacher) Let’s make Vince’s presentation even better and add the reasoning to his evidence. Reasoning: The Sham Wow towel works so well because it contains micro fibers. Micro fiber towels are made from two synthetic (man made) materials, usually nylon and polyester. The fibers are treated with chemicals and mechanically changed to make them very small, smaller than 1/100th the diameter of a human hair. This gives the towel a lot of surface area to make contact with the spill and absorb the liquid. The tiny fibers get into small places where most towel fibers cannot reach. Source: http://www.cleanlink.com/cp/article/Microfiber-101-The-Science-of-Tiny-Threads--3488

27. Claim Claims are the statements that answer your original question. • The claim must be accurate, specific, and answer the question. • The claim is usually one sentence in length.

28. Evidence The evidence is all the scientific data that supports your claim. • This data helps to answer the question or problem that the students are examining. • It can come from a variety of sources such as: lab investigation, textbook, reading selections, videos, news reports, class notes, etc. • It should include both qualitative and quantitative data. • It is important to have numerous pieces of evidence in order to prove your claim.

29. Reasoning • Reasoning is the explanation that connects your claim to the evidence that supports it or why you think your claim (answer to the question) is correct. • It is the justification that shows why the data is relevant and should be used to support the claim as evidence. • It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary. • This explanation acts as a conclusion. • If evidence is from an experiment, it can be the “conclusion” of the lab. • It is usually several sentences in length.

30. Progression for Argumentation K-12

31. Claim Evidence (CE) Assignment: Think like a scientist to write an answer to this question: How do you learn about the properties of objects? Claim:(A sentence that states how you learn about properties of objects.) Evidence: (Examples (data) of what you did to learn about properties of objects.)

32. Getting Started First think about: • What is a possible claim? • Where can you find your evidence (data)? • Where can you find science and other words to help you write? • What science words will you want to include? Use your resources: • Science notebook • Observations from hands-on activities and videos • Reading passages • Your textbook • Classroom charts, word walls and bulletin boards Division of Academics - Department of Science

33. Writing Scaffolds Sentence Starters: • My evidence to support my claim is… • The data… • According to the text… • On page ___, it said … • For instance… • From the reading, I know that… • The graphic showed… • For example… • My evidence supports my claim because.. Writing Words: • “Uncertainty” words: usually, generally, suggests, indicates • Sequencing words: first, second, third, • next, last • Therefore • Because • If… Then… • However Division of Academics - Department of Science

34. You can look for help in your textbook. Let’s read. Science words Claim: I use my senses to… Evidence I can see … I can feel…

35. CE Samples Claim:I use my senses to observe properties of objects. Evidence: Properties of my eraser Looks Color – pink Shape – rectangle like Feels – smooth - bends Drop and hear – thump, thump Smells - rubbery Claim:I can use my senses to observe properties of objects. Evidence: My eraser’s properties - First I used my eyes to look. My eraser’s color is pink. Its shape is like a box. Next I used my hands to feel it. It is smooth. It can bend. I smell it with my nose. It smells like rubber. Then I used my ears to describe the sound it made when I dropped it. It bounced a little and sounded like a thump, thump.

36. Gr. 2 CER Sample Claim: I know I can use my senses to learn about properties of objects. Evidence: Pencil’s properties: Color: blue and yellow Shape: long and round like a can with one end sharpened and the other end with an eraser. Feels: smooth and hard One end feels sharp and the other end feels rubbery. Sounds when dropped: plop, plop Smell: woody Reasoning: Here is how I used my senses to observe my pencil’s properties. First I used my eyes to look at my pencil. I can see my pencil’s color is blue with yellow stars. Its shape is long and round like a can. I can see one end is sharpened with a point. Next I used my hands to feel it. It feels smooth and hard. Then I used my ears to describe the sound it made when I dropped it. It sounded like a plop, plop. Last I used my nose to smell it. It smells like wood. My pencil like all objects have properties that I can observe with my senses.

37. 3-5 Claim-Evidence-Reasoning (CER) Assignment: What properties can be used to classify your school supplies? Claim: My school supplies can be classified by their mass, length, shape, texture, and attraction to magnets. Evidence: (Record all the evidence you gathered from hands-on investigations). Data:School Supplies Observations Table

38. 3-5 Claim-Evidence-Reasoning (CER)SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2: Observe and measure objects by their properties. Reasoning: (Write a statement that explains why you think your claim or answer to the question is right.) My school supplies can be classified by their mass, length, shape, texture, and attraction to magnets. As a result of measuring my supplies I learned some are greater in mass than others. For example, two of the five objects had a mass of less than 10 grams compared to the other three objects that were up to 26 grams. Next using my senses of sight and touch, I discovered that I could not sort my objects by texture. They were all smooth and hard. However, the objects could be classified by shape such as regular versus irregular. Some had parts that were magnetic. My evidence supports my claim because objects and materials can be compared to one another based on their observable properties.

39. Matter CER Questions • How do you learn about matter? • How do scientists study the properties of matter? • How do scientists describe the basic properties of matter? • What are the basic properties that scientists use to describe matter? • How can we tell the differences between types of matter? • How do people use the properties of matter? • What are some ways that a substance’s properties depend on its state? • How do we know matter is all around us? • What characteristics of solids, liquids and gases are alike and different?

40. Matter Online Resources Videos and Interactive Discovery Education: • Measuring Matter • Fundamental: What’s the Matter • Identifying Properties of Matter • Matter Is Everywhere • Matter • How Matter Looks and Feels • Properties of Matter • Matter is All Around Us (song) Inquiry in Action: • http://www.inquiryinaction.org/classroomactivities/ Study Jams: • Matter Sites for Reading Passages: • http://www.readworks.org/books/passages • http://k12reader.com Scott Foresman Science through Teacher Portal or https://www.pearsonsuccessnet.com/snpapp/login/login.jsp Printable Resources: • Quick Study • FCAT Benchmark Mini-Lessons Discovery Education: Search matter -reading passage Division of Academics – Department of Science

41. Effective Science Strategy When can the Claims Evidence and Reasoning (CER) strategy be used during your science lesson?

42. When can a CER be used? • Use it to engage in structured, argumentation to explain a scientific concept. • Use it after an experiment to explain why a hypothesis was proven correct or not. • Use it to justify an answer choice for a multiple (FCAT type) test question is correct. • Use it to discuss claims made in videos, commercials, documentaries or news reports.

43. Claim, Evidence, Reasoning after Viewing a Video, News Report or a Documentary • What key points did you learn from this video? • What is the scientific explanation? • What vocabulary words are connected to the lesson? • What is the claim the reporter is making? • What evidence does he or she cite in the report that supports that claim?

44. ELA CCSS Literacy Supports Content Area State Assessment reasoning Sample FCAT 2.0 Science Question A radiometer is a device with fins that spin when light energy strikes them. A picture of a radiometer is shown below. As part of an experiment, a light source was placed 50 centimeters (cm) from a radiometer. The light source gave off four different-colored lights for 30 seconds (s) each. After each color of light was turned off, the amount of time the fins on the radiometer spun was recorded. The results are shown in the table below. Which color of light provided the greatest amount of light energy according to the data in the table? F. red G. green H. blue I. white evidence claim

45. Grades 2 - 5Practicing Science Like a Scientist Observation, Measurement and Investigation Stations • Observe a Rock • Classify Rocks • Measure a Rock’s Length • Weigh a Rock 5. Measure a Rock’s Volume (Gr. 4 & 5) 6. Bubbles and Fizz (Gr. 4 & 5)

46. Science Department Website Overview

47. Learning Goals Grade 5 Division of Academics-Department of Science

48. Bring Your Own Device (BYOD) Power My Learning Grade 5 – Play Lists http://powermylearning.org Dr. Lightburn’s Class: Teacher Code: 278894 • Quarter 1: Big Idea 8: Properties of Matter and Big Idea 9: Changes in Matter • http://powermylearning.org/user/playlist/gr-5---qtr-1---big-idea-8-properties-of-matter-275176 Interactive Sites for Education http://interactivesites.weebly.com/science.html

49. Dream in Green Program

50. Factors Influencing Science Instruction Carousel Data Protocol • What are the challenges that impede you from effectively infusing the Florida Standards during the Science Instructional Block? • What should effective instruction look like in a science classroom? • What tools/resources are available to facilitate science instruction? • What instructional strategies should be used in a science classroom?