florida master teacher initiative (fmti) summer leadership institute
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Florida Master Teacher Initiative (FMTI) Summer Leadership Institute Embedding the Florida Standards: Scaffolding for Science Success. Mary Tweedy, Curriculum Support Specialist Millard E. Lightburn, Ph.D., District Supervisor K-5 - PowerPoint PPT PresentationTRANSCRIPT
Department of Mathematics and Science
Florida Master Teacher Initiative (FMTI)
Summer Leadership Institute
Embedding the Florida Standards: Scaffolding for Science Success
Mary Tweedy, Curriculum Support SpecialistMillard E. Lightburn, Ph.D., District Supervisor K-5
Division of Academics-Department of Science July 31, 2014
Department of Mathematics and Science
Name Tent
• Fold a blank sheet of paper to set up a name tent
• Front: Your Name• Back: Grade Self-contained or Departmentalized
Department of Mathematics and Science
Norms
• Be present/Participate actively• Share wisdom• Try out something new and then reflect• Trust the process
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Agenda
• Goals and Outcomes • Florida Standards Connections in Science• Scaffolding Science K-5 Big Idea 8 • Hands-On Activities• Claim-Evidence-Reasoning (CER)• District Resources• Factors Influencing Science Instruction • Essentials for a Successful Science Class
Department of Mathematics and Science
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
Florida Standards that Impact Science Instruction
LAFSLAFS.5.RI.3.7Draw 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.
MAFSMAFS.K12.MP.1.1Make sense of problems and persevere in solving them. MAFS.K12.MP.2.1 Reason abstractly and quantitativelyMAFS.K12.MP.3.1Construct viable arguments and critique the reasoning of others.MAFS.K12.MP.5.1Use appropriate tools strategically.MAFS.5.MD.2.2. Represent and interpret data.
Division of Academics – Department of Science
Department of Mathematics and Science
Impact of Florida Standards on Science Instruction
How do you integrate the Florida Standards into your science instruction?
Science Pacing GuidesYear-At-A-Glance
2014-2015
Grades K-5
Department of Mathematics and Science
Science Standards K-5
How are the benchmarks interconnected across grade levels in Big Idea 8: Matter?
KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5
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Benchmark FocusScience 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.
Grades K-1 Grade 2-3 Grade 4-5
SC.K.P.8.1SC.1.P.8.1
SC.2.P.8.1SC.3.P.8.1
SC.4.P.8.1SC.5.P.8.1
Sort objects by observable properties.
Observe and measure objects according to
their properties.
Compare and contrast basic properties of solids, liquids, and
gases
Department of Mathematics and Science
What is Matter?
• Matter is 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. • Name a type of matter you see. • How do we tell the difference between the
matter around us?
Department of Mathematics and Science
All Matter has Properties.
What are properties?Properties are the characteristics of matter that can be observed.
What does it mean to observe?To observe an object means to carefully explore all of its properties.
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.
How do we study properties of matter?
We use our Senses (K-5)
• Sight - Looks – Color– Number of Holes– Shape– Size
• Touch – Feels (texture)• Hear – Sounds when
dropped• Smell – Odor • Taste
• Eyes
• Hands and Fingers• Ears
• Nose• Mouth
to observe properties of matter
We use our senses to tell about an object’s properties.
Shape - round like a sphere
color – yellow green
FeelsTexture – fuzzy
Looks
Properties of a Tennis Ball
Sounds bouncy -thump, thumpSmells
Odor - musty
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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
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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)droppedOdor
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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 havemany different shapes. (Gr. 1 Scott Foresman Quick Study)
How can we sort these buttons?We can sort by color: blue - red – green – yellowMatter can be different colors.We can sort by size:small - medium – largeMatter can be different sizes.
small
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Practicing Science Sort, Group, Classify
1. Observe the school supplies in your basket.2. Make a data chart to list the properties observed
and measured in your notebook.3. Decide on a way to sort your objects. 4. Sort the objects. Name your groups.5. Talk about why you classified them as you did.6. Can you sort your objects in another way? Try it.
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 magneticQuantitative properties: (Uses measurement tools) • Mass: 10 g• Length: 14 cm• What is a marker?
Division of Academics – Department of Science
Practicing Science:Teacher Reflection
How did you see the Florida Standards being integrated in the hands-on activities?
Division of Academics - Department of Science
Department of Mathematics and Science
How else can the Florida Standards be infused into the
Science Curriculum?
Department of Mathematics and Science
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.
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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.
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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.
Department of Mathematics and Science
Progression for Argumentation K-12
Grade Argumentation Focus
K-2Claim + Evidence Claim – Make conclusions from investigations. Evidence – Use observations from investigations.
3-5
Claim + Evidence + Reasoning Claim – Make conclusions. Evidence - Use observations and measurements. Reasoning – Provide a simple connection between claim and evidence using the big ideas they have
learned in science.
6-8
Claim + Evidence + Reasoning (greater complexity) Claim – Make conclusions. Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data.
Consider sufficiency of evidence. Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.
9-12
Claim + Evidence + Reasoning + Rebuttal Claim – Make conclusions. Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data.
Consider sufficiency of evidence. Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.
Each piece of evidence may have a different justification. Rebuttal – Describe why a counter-claim is not appropriate by critiquing the alternative evidence and
reasoning.
Department of Mathematics and Science
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.)
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
Writing ScaffoldsSentence 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
Department of Mathematics and Science
I can
feel…
Evidence
You can look for help in your textbook. Let’s read.
Claim: I use my senses to…
I can see …
Science words
CE SamplesClaim: I use my senses to observe properties of objects.Evidence:Properties of my eraser Looks Color – pinkShape - rectangle 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.
Gr. 2 CER SampleClaim: I know I can use my senses to learn about properties of objects.Evidence:Pencil’s properties:Color: blue and yellowShape: long and round like a can with one end sharpened and the other end with an eraser.Feels: smooth and hardOne end feels sharp and the other end feels rubbery.Sounds when dropped: plop, plopSmell: 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. All objects have properties I can use my senses to observe.
Department of Mathematics and Science
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
School Supplies/Qty.
Mass Length Shape Texture Magnetic?
Pencil (1) 5 grams 16 cm Hexagonal prism
smooth/hard part
Scissor (1) 26 grams 13 cm Irregular Smooth/hard part
Crayon (1) 4 grams 9 cm cylinder Smooth/hard No
Marker (1) 10 grams 16 cm cylinder Smooth/hard No
Glue stick (1) 16 grams 8 cm cylinder Smooth/hard No
Department of Mathematics and Science
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.
Department of Mathematics and Science
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?
Matter Online ResourcesVideos and InteractiveDiscovery 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.o
rg/classroomactivities/Study Jams: • Matter
Reading PassagesReadWorks.org:• http://www.readworks.org/books/passages
Scott Foresman Science :Teacher Portal https://www.pearsonsuccessnet.com/snpapp/login/login.jspPrintable Resources:• Quick Study • FCAT Benchmark Mini-
LessonsDiscovery Education: Search matter -reading passageDivision of Academics – Department of Science
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Effective Science Strategy
When can the Claims Evidence and Reasoning (CER) strategy be used during
your science lesson?
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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.
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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?
ELA CCSS Literacy Supports Content Area State Assessment
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 claim
reasoning
evidence
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Science Department Website Overview
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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
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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?
Supplemental Resources
Textbook, Notebook (Journal)
Common Grade Level Planning
Hands-on Materials
&Measurement Tools
Essentials for a Successful Science Class
computers
LCD digital projector
Internet Access
Designated School Science Leader
Pacing Guide &
Focus Calendar
Gizmos, PBS
Discovery
5 E’s
Explicit Instruction
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Department of Mathematics and Science
“So What? Now What?”
With what you’ve learned, what will your classroom and science teaching look like?