Pacing and Content First Grading Period (Q 1 – Q2) Grade 7 October

1. Pacing and Content First Grading Period (Q 1 – Q2)Grade 7October Presented by Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

2. Agenda • Goals of the Inservice • Making Sense of Science Instruction: • Effective Instructional Strategies to teach the Nature of Science. • Lab #1 • Effective Implementation of the 2010 Pacing Guides Emphasizing Hands-On Instruction • Modeling a Lesson • Using Resources to Unwrap Benchmarks and Focus Instruction • Content Knowledge in Science • Rotation Labs • Web Sites and Technology Resources

3. Goals for the Session • Effective Implementation of the 2010 Pacing Guides with an emphasis in hands-on learning • Effective use of resources to focus instruction • Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities • Enhance questioning strategy skills • Explore learning activities designed to promote understanding of content and nature of science using an “explicit-reflective” approach.

4. Name TentInclude: name, school and what images come to mind Source: Discovery Science

5. Norms • Participate Actively • Ask questions • Learn by doing • Set your own learning into action • _______________________________ Bathroom and Electronic Devices

6. Effective Implementation of the 2010 Pacing Guides with an Emphasis in Hands-On/Minds-on Instruction • Year at a Glance • Unwrapping the Benchmarks • Test Item Specifications FCAT 2.0 and Appendix B • Examining the New Pacing Guides and the Next Generation Sunshine State Standards • What Does it Mean to Effectively Implement the Pacing Guide?

7. Connecting Instructional strategies, Content, and Standards • Design of this session 1- Examine Standards & benchmarks 2- Narrow the focus to benchmarks of particular interest 3- Identify important content represented within these benchmarks 4- Develop learning goals related to that content 5- Select activities and instructional strategies consistent with the learning goals

8. Year-at-a-Glance

9. Unwrapping the BenchmarksWhat?...Why?...How?...

10. 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?

11. Our task • Complete Unpacking Benchmarks Worksheet and lab activity for assigned topic • What?…Why?…How? • Use Appendix B FCAT 2.0 and Test Item Specifications FCAT 2.0 • Report-out Findings • What are the priority activities for each topic? • What are the specific instructional strategies? • How can “depth of knowledge” be achieved for each topic? • Benefits • Constraints/limitations • Modifications

12. TOPIC V: Earth/Space and Nature of Science

13. 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.

14. 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

15. 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

16. Discovery Science

17. JASON Project sciencewww.jason.org Direct links to instructional tools in Pacing Guides no login required

18. Using a Reading Strategy - Jigsaw Jigsaw:  The Jigsaw helps students learn new material using a team approach.  Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team. • Divide the sections into however many students are in each group.  • Have each student take one of the sections.  They are to read it and know it well - become “experts.” • "experts" of each individual section meet together to discuss their ideas on that particular section. • After group discussions, each "expert" returns to his group and relates all the information about his particular topic. • Source: Weber State University

19. Findings • Benefits • Constraints/limitations • Modifications

20. Practicing Questioning Helping 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?"

21. What Are They Thinking? Source: www.dailycognition.com

22. REMEMBER Questions drive the inquiry process.

23. 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

24. Take the Lead • Complete Unpacking Benchmarks Worksheet and lab activity for assigned topic • Report-out Findings • What are the priority activities for each topic? • What are the specific instructional strategies? • How can “depth of knowledge” be achieved for each topic? • Benefits • Constraints/limitations • Modifications

25. What are the priority activities? Topic IV: Properties of Light SC.7.P.10.2 …Light can be reflected, refracted, and/or absorbed Lab 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

26. 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)

27. What can I do?Teaching the Content • How might you use your current curricular materials and the discussions we have had within this session to teach the following in your classroom? • Nature of Science • Physical Science • Earth and Space • What do you expect your students to find challenging about these ideas? • What misconceptions might students hold about NOS that you will need to address?

28. 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 PROMiSE http://flpromise.org/ • Gizmos http://www.explorelearning.com

29. Science Web Site: http://science.dadeschools.net

30. The Science Classroom Essentials Contact information: Dr. Ava D. Rosales, Instructional Supervisor arosales@dadeschools.net 305-995-4537 Mail code: 9628

31. Reflections and Follow-up