Miami-Dade County Public Schools

Department of Science

K – 8 Science STEMposium:

“The Future is Now”

Synergy at

Miami Jackson Senior High

July 2015

Curriculum Support Specialists:

Ms. Jessica Daniels

Mr. Daniel Gangeri

Ms. Cristina Madrigal

Ms. Laura Pena

Instructional Supervisors:

Ms. Melissa Martinez and Ms. Yoly McCarthy

Agenda and Opening Moves: Auto-Pictorial Activity

Make name tents with a drawing that would represent what you think education may look like in 20 years.

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Guiding Questions• How can we increase rigor and the frequency of open inquiry

during effective NGSSS aligned science content instruction?• How can we use the Florida Standards to facilitate a deeper

understanding of the Science content?• How do STEM engineering practices and competitions

increase the rigor and support the instructional focus for science content?

• How can we reinforce and illustrate the scaffolding nature of the Next Generation Sunshine State Standards and the importance of standards-aligned content instruction in the lower grade levels?

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Synergy Science Agenda• Introduction / Ice Breaker / Agenda• Defining STEM – Affinity Mapping• Open Inquiry with Vertical Planning (3rd and 6th Grade)• Digital Convergence – Discovery Ed. Board Builder/ Mini Digital Science

Fair • Lunch• Florida Standards and Open Inquiry• Effective Reading and Writing Instruction in Science (3rd and 7th Grade)• STEM: Introduction to Engineering• Replicating Photosynthesis (5th and 8th Grade)• Ideal vision for STEM science classes – Back to the Future

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Session ObjectivesParticipants will be able to:• Identify effective utilization of vertical planning to improve science

instruction with rigor• Infuse LAFS and MAFS into the science curriculum• Utilize exploration activities and open-inquiry labs• Utilize the engineering cycle to solve real world problems• Create digital presentations to communicate experimental results and

conclusions• Identify and implement STEM practices and strategies in their classes• Access district created science and STEM resources

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Session Norms:Agreed upon at Opening Session

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How do we define a STEM science classroom?Sticky Note Discussion / Affinity Mapping

Pre-Assessment

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-On sticky notes, write one characteristic of a STEM science classroom-Make sure to put one idea per note and provide a minimum of three ideas-On the class chart paper, group different ideas into clusters of similar or related ideas

Using Data to Support STEM in the Science Classroom

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Using Data to Support STEM in the Science Classroom

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Modified Data Driven Dialogue:-In your groups review data for the district using new individual school information-Phase I Predictions Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and expectations -Phase II Observations Analyzing the data for patterns, trends, surprises, and new questions that “jump” out -Phase III Inferences Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data needed to guide their implementation. Building ownership for decisions

Fostering Frequent Open Inquiry in the Science Classroom with Vertical Integration

This activity will integrate both 3rd and 6th grade benchmarks.Energy Benchmarks: • SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound,

electrical, and mechanical. • SC.3.P.10.2: Recognize that energy has the ability to cause motion or create change.• SC.6.P.11.1: Explore the Law of Conservation of Energy by differentiating between

potential and kinetic energy. Identify situations where kinetic energy is transformed into potential and vice versa.

• SC.6.P.12.1: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship.

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Hands-On Open Inquiry: Rollercoaster Lab with CER

1. Engage -Observe the motion of a roller coaster through video NBC Learn “Take a ride on the Fury 325…” and online virtual simulation “Roller coaster Physics” (Gizmos)-Discuss as a group the limitations of the model based on the rollercoaster and its limitations from outside design.

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Hands-On Open Inquiry: Rollercoaster Lab with CER

2. Explore -3rd grade groups will create a design for a rollercoaster that has one hill and one loop.-6th grade groups will create a design for a rollercoaster that has two hills, one loop, and a turn. -The groups will then build and test their rollercoasters using a small marble.-The groups will record their observations.The group will then use a larger marble on their course and record observations with that marble.

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3. ExplainCER: Using the information gathered from the investigation, complete your CER. (Rubric)How does the amount of loops and hills affect the amount of energy in a rollercoaster system (develop a 3rd grade question)? *

Hands-On Open Inquiry: Rollercoaster Lab with CER

Digital Convergence – Presentation“One Stays and the Rest Stray”

4. Elaborate/Evaluate:• Using the data and information from

your lab, draft lab report and C-E-R from the chart paper, produce a digital science fair board.

• Each group will have one member stay behind with their digital board to give an oral presentation on their findings

• On their way out to lunch the participants will write a reflection on the inquiry skills developed and needed from the activity. (EXIT SLIP)

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Lunch Break – 1 Hour, 10 Minutes11:10 – 12:20

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Reflection on Open Inquiry: Project Evaluation Discussion

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Display your digital board and have a post-it note discussion about the digital board around the topic of Florida Standards prompted by the following questions:• What Florida Standards were infused into the open inquiry and

board builder activities?• How do the Florida Standards enrich student learning in the

science classroom? • What was the role of technology in this activity?

• Substitution – tech is a direct substitute for something else• Augmentation – tech is a substitute with some functional

improvement• Modification – tech allows for significant task redesign• Redefinition – tech allows for previously inconceivable task

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Effective use of Florida Standards In the Science Curriculum: Modeling Effective Reading and

Writing Instruction in Science 4th and 7th Grade

• SC.4.E.6.1: Identify the three categories of rocks: igneous (formed from molten rock), sedimentary (pieces of other rocks and fossilized organisms), and metamorphic (formed from heat and pressure).

• SC.4.E.6.4: Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

• SC.4.E.6.5: Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.

• SC.7.E.6.2: Identify patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).

• SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, and changing the flow of water.

• SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.

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LAFS Integration:• LAFS.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks. • LAFS.7.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

– Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

– Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

– Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

– Acknowledge new information expressed by others and, when warranted, modify their own views.

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Effective use of Florida Standards In the Science Curriculum: Modeling Effective Reading and

Writing Instruction in Science

Effective Reading and Writing in Science

• Grade 4 article: “The Rocks of the Great Wall”

• Grade 7 article: “Do Earthquakes Deposit Gold? New Study Shows that Fault Lines May Be Linked To The Precious Metal.” (Grade 7 Q2)

Comprehension Instructional Sequence (CIS)

• Predictive Written Response To Complex Test

• Vocabulary Instruction• Text Marking• Directed Note Taking• Written Response to Essential

Question – Draft• Question Generation• Written Response to Essential

Question – Final

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Effective Reading and Writing in Science

• Rock cycle Demonstration/ Observation and inquiry

• Video: Note TakingAs groups, Reflect on utilizing

the Florida Standards for Reading and Writing in terms

of vertical planning.

• Think-Ink-Pair-Share (10 minutes)

• Write the specific skills and strategies (one for each) from the FL standards that are evidenced in the concept maps.

• Share with another participant. Prepare to share out.

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STEM Engineering Practices

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• Using the package of cards given to you divide them evenly among your group

• Use consensus in a Round Robin fashion to place them in the order you would use to design a solution.

• Select one member to stay behind with your developed engineering design process and engage in a Q&A with members from other groups in a gallery walk.

Replicating Photosynthesis – Open-Inquiry Engineering Activity

5th and 8th Grade Benchmarks Addressed:• SC.5.L.14.2: Compare and contrast the functions of organs and other physical structures

of plants and animals, including humans, for example: some animals have skeletons for support – some internal skeletons others with exoskeletons – while some plants have stems for support.

• SC.4.L.17.3 (AA for 5th grade): Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

• SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water, and chlorophyll; production of food; release of oxygen.

• SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.

• MAFS.8.F.2.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

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Replicating Photosynthesis – Open-Inquiry Engineering Activity

ENGAGE: Ask the students: “What are the benefits and constraints of replicating photosynthesis as a model to generate energy?”

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Replicating Photosynthesis – Open-Inquiry Engineering Activity

EXPLORE: Gathering Data from Informational Text Reading and Multimedia Resources: “Three Level Text”- 5th Grade: read the informational text from Discovery Education: “Leaves on Your Dinner Plate” - 8th Grade: read the Informational text from NBC Learn: “Power Plants: Engineers Mimic Photosynthesis to Harvest Light Energy”• Read passage- Groups of four; Choose one as timekeeper

– Level 1-Have one person take up to 3 minutes to summarize passage– Level 2- Person discusses implications of using these types of articles in class for content– Level 3- Person discusses the issues or benefits with the reading level of the passage.– (2 min) Group responds to Person 1

• Repeat with another question.• -Watch video: “Chemistry of Changing Leaves”

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Replicating Photosynthesis – Open-Inquiry Engineering Activity

Hands on investigations Maximizing Photosynthesis Lab: (STEM Engineering Practices) Creating a plant design that maximizes the plant’s ability to undergo photosynthesis.• Discuss as a group what factors may affect a plant’s ability to undergo

photosynthesis.• Create a problem statement around a plant’s ability to maximize photosynthesis.• Design a solution (plant design) that maximizes the ability to undergo

photosynthesis• Test out your design and record your results.• Redesign and retest your plant.

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Replicating Photosynthesis – Open-Inquiry Engineering Activity

EXPLAIN: Graphing your results (MAFS) (10 minutes)• (Data given if time does not allow to produce it)EVALUATE: CER (10 minutes)• Using the experiment data, create a CER discussing

which design worked best and why.

Supplemental Resource Discussion- Dream in Green Challenge

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Replicating Photosynthesis – Open-Inquiry Engineering Activity

“One sentence summary”: Write down the parts of this activity that support STEM in science.

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“Back to the Future”

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Discuss in your group:-What a rigorous STEM science classroom should look like with Florida Standards.-What it will look like at the beginning of the year.-What processes will get you there.

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Rigor in Science

• Essential Labs with Project Based STEM Activities (New)

• Competitions• Learning Goal Activities• CIS Science Reading

Resource (New)

• STEM engineering practices

• Student digital resources - Bring Your Own Deice

• CODE.org• Open Inquiry Labs

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Department of Science

Science DepartmentDr. Ava D. RosalesExecutive Director

Elementary Middle School High School

Dr. Millard LightburnSupervisor

Ms. Yoly McCarthySupervisor

Mr. Sebastian Oddone Supervisor

Ms. Noreyda CasanasCurriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist, MS

Mr. Daniel GangeriCurriculum Support

Specialist

Ms. Cristina MadrigalCurriculum Support

Specialist, K-8

Ms. Mary Tweedy Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939

State Statutes and Board Rules Updates

• Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses.

• Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats.

• Board Rule: H11 (2008) Science Fair Project entry requirement.

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