Science Pacing and Content Grade 3

Millard E. Lightburn, Ph.D.District Science Supervisor

m.lightburn@dadeschools.net

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Welcome Remarks Unity Builder• Construct name tent:

Front: First NameBack: School, Grade Level, and Teaching experience

• Please share information on tent and something exciting that happened in your classroom last year.

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Norms Outcome Qualitative and Quantitative observations Unwrapping Benchmarks Constructivism strategies Implementing the Pacing Guides Effective Science Learning strategies Inquiry Based Laboratory (IBL)

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Participate activelyAsk questionsLearn by doingSet your own learning into action

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Become familiar with the benchmarks in the Pacing Guide

Be able to implement laboratories associated with the Pacing Guide

Have better understanding of 5 E Model

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Can you distinguish between a Quantitative and a Qualitative observation?

Activity worksheet

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In our Hands-on laboratory activities for today you will make qualitative and quantitative observations.

Qualitative Observations: Use senses to observe results. (sight, smell, touch, taste, hear)

Quantitative Observations: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers

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Design of this session1- Examine Standards & benchmarks2- Narrow the focus to benchmarks of particular

interest3- Identify important content represented within

these benchmarks4- Develop learning goals related to that content5- Select activities and instructional strategies

consistent with the learning goals

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Prerequisite Skills◦ What knowledge, understanding, or reasoning will you

require to achieve this benchmark? Vocabulary

◦ What vocabulary needs to be understood to achieve this benchmark?

Achievement Criteria◦ What performance skills or products will you require to

demonstrate achievement of this benchmark? Extending Learning

◦ How will you differentiate instruction to extend the learning of the standard?

How will you assess achievement?◦ What test or performance will give you data about

student progress toward achievement of this benchmark?

Differentiated Accountability Summer Academy Unwrapping Benchmarks

Benchmark Number_____________________ Content Cluster ___________________

Benchmark: ___________________________________________________________

_____________________________________________________________________

Prerequisite Skills

What knowledge, understanding, or reasoning is required to achieve this benchmark?

Vocabulary

What vocabulary needs to be understood to achieve this benchmark?

Achievement Criteria

What performance skills or product skills are required to demonstrate achievement on

this benchmark?

How will you assess achievement?

What test or performance will give you data about student progress toward achievement of this benchmark?

What

Why

How

Practicing ScienceSC.2.N.1.1Observing & Measuring MatterSC.2.P.8.1SC.2.N.1.5

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BIG IDEA 1: The Practice of Science Topic 1: Engaging in Inquiry SC.3.N.1.1 Raise questions about the

natural world and investigate them Source: Scott Foresman Activity Book p.25

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Practice Investigating andExperimenting

Using the Unpacking Benchmarks Worksheet, discuss:◦How will you teach the labs? Describe methodology and questioning strategies.

◦Constraints/limitations. What do you expect your students to find challenging about these ideas?

◦Modifications. Do you anticipate any modification to the lab/activity?

Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a scientist investigated. It is made up of the following parts.

1.Title 8. Data2.Benchmark 9. Data Analysis3.Problem Statement 10.

Results/Discussion (Research question) 11. Conclusion4. Hypothesis5. Materials6. Procedures (summarize)7. Variable/Control

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The objective of the Power Writing Model is to challenge students to write quality reports and enhance inquiry in science through writing.

The Power Writing Model Conclusion answers seven basic questions that serve as a model for students to improve their performance in the “Florida Writes” test.

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1. What was investigated? (Describe the problem statement)

2. Was the hypothesis supported by the data? 3. What were the major findings? 4. How did your findings compare with other

researchers?

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5. What possible explanations can you offer for

your findings? 6. What recommendations do you have for further study and for improving the experiment? 7. What are some possible applications of the experiment?

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1. Observe 2. Classify 3. Estimate/Measure 4. Infer 5. Predict 6. Make/use Model 7. Hypothesis 8. Collect data 9.Interpret data 10. Investigate and Experiment 11. Communicate

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BIG IDEA 1: The Practice of Science Topic 2: Engage in Inquiry SC.3.N.1.6 Infer based on observation Source: Scott Foresman Activity Book p. 1

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Using the Unpacking Benchmarks Worksheet, discuss:◦How will you teach the labs? Describe methodology and questioning strategies.

◦Constraints/limitations. What do you expect your students to find challenging about these ideas?

◦Modifications. Do you anticipate any modification to the lab/activity?

Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.

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The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge.

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The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas.

Engage: Stimulate involvement Explore: Involve student in activity Explain: Put abstract experience in

communicable form Elaborate: Expand on concepts learned Evaluate: To determine if student attained

understanding of concepts and knowlege

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Effective science learning enable students to:◦ Engage in quantitative and qualitative

observations;◦ Investigate thoughtful questions;◦ Make logical predictions;◦ Design and conduct experiments;◦ Collect and organize data;◦ Explore possible conclusions;◦ Make well-reasoned, data based decisions

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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

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How do we make student thinking explicit during scientific inquiry?

Jigsaw Activity: Assessment Group 1: Informative Questioning Cycle and Setting and Aligning Goals. Group 2: Eliciting Student Responses + Fig 1 Group 3: Recognizing Student Responses + Fig

2 Group 4: Acting on Student Responses + Fig 3

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BIG IDEA 3: The roles of theories, laws, hypothesis, and models.

Topic II: Working like a scientist SC.3.N.3.2 Recognize that scientists use

models to help understand and explain how things work.

Source: Scott Foresman Activity Book p. 15

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Using the Unpacking Benchmarks Worksheet, discuss:◦How will you teach the labs? Describe methodology and questioning strategies.

◦Constraints/limitations. What do you expect your students to find challenging about these ideas?

◦Modifications. Do you anticipate any modification to the lab/activity?

Here is a sample of DI in a Grade 5 Science How many centers can you identify in this

video?

Ms. Abislaiman's Gr 5 Science Class 10.8.09.wmv

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Florida Department of Education http://www.fldoe.org/

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

Department of Instructional Technologyhttp://it.dadeschools.net/

http://it.dadeschools.net/riverdeep.htm

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

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Prepare a presentation to discuss with your department what you have learned at this workshop.

Send Agenda signed by administrator along with a copy of the sign-in sheet tom.lightburn@dadeschools.net (scanned pdf)

Fax: 305 995 7690 attention Dr. Millard E. Lightburn

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