Presented by

Piedad Alvarez

Miami-Dade County Public Schools

Division of Mathematics, Science and Advanced Academic Programs

February 5, 2011

Science Content and PacingGrade 6

Essential QuestionOn a name tent provide the following…

What is an essential foundation for life?NameSchool

AgendaWelcome and IntroductionsPurposeFormative Assessments and Secondary

BenchmarksEssential Content and ActivitiesReflections and Follow-up

Purpose of Our Work• Provide professional development that

translates into improved student learning• Improve teacher practice, enhance

student learning, close the achievement gap

• Work together• Use each others’ insights and experiences,

content or framework from other sources, follow strategies and tools to acquire knowledge, skills and perspectives to address questions about our practice

Science Teachers: An AnalogyForces on Structures

When the force is applied from above ,the top edge is pushed together, and its bottom edge is pulled apart. – under tension

People are just People are just like structureslike structures

Beam BridgeBeam Bridge

A great natural strength - Some of the oldest standing structures are the result of compression or the coming together of forces

Schools are just Schools are just like structureslike structures

Roman Arch BridgeRoman Arch Bridge

Some of the most majestic structures that span the greatest gaps are the result of a combination of compression (coming together) and tension (pulling apart) working in unison

Professional Learning Professional Learning Communities are like Communities are like structuresstructures

Suspension BridgeSuspension Bridge

When we are not in unison with tension and When we are not in unison with tension and compression - Tacoma Narrows Failurecompression - Tacoma Narrows Failure

Uncovering Student Ideas In Science

Formative Assessments

Dr. Erin Furtak, presented at SAN SERVE 2009

Formative Assessment

A.k.a. everyday assessment or assessment for learning, or the various formal and informal ways teachers get information about and act upon student thinking as part of their daily practice (Atkin & Coffey, 2003)

Should be a seamless part of ‘good teaching’

Can take many forms, including:• Asking questions to tap student thinking• Structured activities to elicit student ideas• Listening to group or classroom discussions• Looking at student work and giving feedback• …and…and…and… Dr. Erin Furtak, presented at SAN SERVE 2009

Dr. Erin Furtak, presented at SAN SERVE 2009

Is it a rock?

Implementing a Secondary Benchmark Formative Assessment probe

Forces MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

M/J COMPREHENSIVE SCIENCE I Course Code: 200204001

BODY OF KNOWLEDGE: P: Physical Science TOPIC XI: Types of Forces

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 13: Forces and Changes in Motion SC.6.P.13.1: Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Big Idea 1: The Practice of Science SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. LA.6.4.2.2 The student will record information related to a topic, including visual aids to organize and record information and include a list of sources used MA.6.A.3.6 Construct and analyze tables, graphs, and equations to describe linear functions and other simple relations using both common language and algebraic notation

A. Contact Forces 1. Friction 2. Buoyant force 3. Tension 4. Compression 4. Air resistance

B. Non-Contact Forces 1. Electrical force 2. Magnetic force 3. Gravity

Explore how various surfaces affect the friction of pulling a block

Evaluate forces acting on different objects and surfaces

Investigate the friction encountered by a ball rolling across a grassy field and other surfaces

Identify different types of friction and how they play a roll in different sports

Interpret how buoyant forces act on vessels and objects on water

Observe and construct bridges Investigate how different spheres fall at

different rates due to air resistance Design a kite or parachute to

demonstrate the most efficient design that effectively uses air resistance

Describe and show how electric charges exert forces on each other

Compare how lightning and static electricity are related

Describe and illustrate the directional forces of magnets

Distinguish between air resistance and gravity

Compare and contrast contact and non-contact forces and give examples for each

Core Text Book: Glencoe Florida Science Grade 6, Ch. 17 (p. 511-512, 514-515) & Ch19 (p. 560-564, 578-579) Vocabulary: contact forces, non-contact forces, friction, buoyancy, gravity, tension, magnet, electricity, resistance Technology: 1. GIZMOS-Free-Fall Laboratory 2. GIZMOS-Inclined Plane-Sliding Objects 3. GIZMOS- Inclined Plane- Rolling

Objects 4. GIZMOS- Fan Cart Physics 5. Dadeschools.net Science Fair-

Bridgebuilding/ Powerpoint Strategies: models, research, small group activities, diagrams, data collection, inferring, inquiry o ELL: o Enrichment: Virtual Lab-FCAT Practice o SPED: Assessment: Formative Assessment; formal assessments, power writing, data collection, bridge construction Labs: 1. Forces in Motion (TX p.503) 2. Inquiry Lab-Making and breaking

magnets (TE p.580) 3. SECME Egg Drop and Bridges 4. Mini Lab: Observing Magnetic Force on

a Wire (TX p. 581) Related Program:

Pacing Dates Traditional 14 Days 02-04-11 to 02-25-11 Block 7 Days 02-03-11 to 02-24-11

Law of GravityMIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

M/J COMPREHENSIVE SCIENCE 1 Course Code: 200204001 BODY OF KNOWLEDGE: P: Physical Science TOPIC XII: Law of Gravity

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 13: Forces and Changes in Motion SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Big Idea 1: The Practice of Science SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but in also creating explanations that fit evidence. Big Idea 2: The Characteristics of Scientific Knowledge SC.6.N.2.1 Distinguish science from other activities involving thought. Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. SC.6.N.3.3 Give several examples of scientific laws. LA.6.4.2.2 The student will record information related to a topic, including visual aids to organize and record information and include a list of sources used MA.6.A.3.6 Construct and analyze tables, graphs, and equations to describe linear functions and other simple relations using both common language and algebraic notation

A. Gravitational Force 1. Gravity

B. Calculating Gravity 1. 9.8 m/s2 on Earth

C. Newton’s Law of Universal Gravitation 1. Mass 2. Distance

Identify gravity as the force that causes objects to fall to Earth

Derive and calculate the relationship between mass vs. weight

Identify and convert units used to measure mass and weight

Create an activity to investigate inertia’s relationship to mass

Compare how gravitational force between objects (ex. Earth and the Moon, Sun and Earth, etc.) changes if distance between them increases

Compare how gravitational force between objects (ex. Earth and the Moon, Sun and Earth, etc.) changes as a result of masses of objects

Calculate and compare an astronaut’s weight in orbit with his/her weight on Earth and other planets, assuming the mass of the astronaut doesn’t change

Distinguish the difference between the Law of Gravity from laws in society

Design an experiment that demonstrates the different properties of gravity

Core Text Book: Glencoe: Florida Science Grade 6 (TX) Ch 17 (p. 516-517, 727-728)

Vocabulary: Gravity, force, mass, weight, Newton, distance

Technology: 1. GIZMO-Triple Beam Balance 2. GIZMO- Free-Fall Tower 3. GIZMO- Gravitational Force 4. Acceleration due to gravity (VL) 5. How does an artificial satellite stay in orbit? (VL)

Strategies: Student Based Research, Concept maps, Small Groups, Data Collection o ELL: o Enrichment: o SPED:

Assessment: Formative assessment; formal assessment, project based learning, presentations

Labs: 1. Determining Weights in Newtons (TX p.516) 2. Weight Mass Relationship (EL) 3. Discovery Education- Gravity Gets You Down

Related Program:

Pacing Date(s) Traditional 5 Days 02-28-11 to 03-04-11 Block 3 Days 02-25-11 to 03-04-11

Force and MotionMIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

M/J COMPREHENSIVE SCIENCE 1 Course Code: 200204001 BODY OF KNOWLEDGE: P: Physical Science TOPIC XIII: Forces and Motion

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 13: Forces and Changes in Motion SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Big Idea 1: The Practice of Science SC.6.N.1.3 Explain the difference between an experiment and other types of investigation, and explain the relative benefits and limitations of each. LA.6.4.2.2 The student will record information related to a topic, including visual aids to organize and record information and include a list of sources used MA.6.A.3.6 Construct and analyze tables, graphs, and equations to describe linear functions and other simple relations using both common language and algebraic notation

A. Direction of Motion 1. Velocity 2. Acceleration B. Forces 1. Unbalanced 2. Balanced 3. Net Force

Summarize the velocity of a trip Calculate acceleration Compare acceleration and velocity Interpret how balanced and

unbalanced forces affect the tugging on a rope

Identify how balanced and unbalanced forces act on different objects like a skateboard or soccer ball

Classify different situations with balanced and unbalanced forces

Compare and contrast balanced and unbalanced forces

Describe and illustrate balanced and unbalanced forces using vectors

Illustrate the direction of forces using vectors

Explain how two people pushing on opposite sides of a box with unbalanced amounts of force differ from two people pushing on opposite sides of a box with equal force

Compare vectors to calculate net force

Core Text Book: Glencoe: Florida Science p. 504-513 Vocabulary: force, motion, unbalanced forces, balanced forces, inertia, velocity, acceleration, friction Technology: 1. GIZMOS- Golf Range 2. GIZMOS- Air Track 3. GIZMOS- Atwood Machine 4. GIZMOS- Vectors 5. GIZMOS- Distance-Time Graphs 6. GIZMOS- Velocity-Time Graphs 7. JC-Schools-Resource for teachers w/

activities 8. Motor Boat Museum-Boat Tug a War 9. Engineering Interact- Interactive Activity Strategies: Formative assessment; Small groups, hands-on experimentation, student based research, real world application, Venn diagram; Formal assessment o ELL: o Enrichment: FCAT Practice (TX Online) o SPED: Assessment: Small groups, hands-on experimentation, student based research, CRISS strategies, real world application Labs: 1. Stretched to the limit (TX) Lab p. 524 2. Demo-Forceful Furniture 3. Combining Forces(TE p.518) 4. About Forces of Flight (CPALMS) Related Program:

Pacing Date(s) Traditional 10 Days 03-07-11 to 03-25-11 Block 5 Days 03-07-11 to 03-25-11

Formative Assessments Uncover Student Thinking

Formative Assessment StrategiesAgreement Circles (#2) students match with a student that

disagrees with to engage in discussion

I Used to Think, but now I know (#28) students reflect on significant change in belief

Sticky Bars (#55) – an anonymous way for students to respond

RERUN (#52) Recall: Summarize what you did in lab Explain: Explain the purpose of the lab Results: Describe the results of the lab and what they

mean Uncertainties: Describe what you are still unsure about New: Write at least two (2) new things that you

learned from the lab

Essential Content –Physical Science

SC.6.P.13.1: Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.

FA- Apple on a Desk Forces in Motion (TX p.503) Inquiry Lab – Making and Breaking Magnets (TE p.580) Mini Lab- Observing Magnetic Force on a Wire (TX); Parachutes; Balloon

Rocket SC.6.P.13.3 Investigate and describe that an unbalanced force

acting on an object changes its speed, or direction of motion, or both.

EL LAB – Balloon Rocket LAB- Stretched to the Limit (TX p. 524-525) LAB – Combining Forces (TX p. 518)

SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are.

EL LAB – Weight Mass Relationship Mini Lab – Determing Weights in Newtons (TX p.516)

Levels of OrganizationMIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

M/J COMPREHENSIVE SCIENCE 1 Course Code: 200204001 BODY OF KNOWLEDGE: L: Life Science TOPIC XIV: Levels of Organization

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 14: Organization and Development of Living Organisms SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Big Idea 3: Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models SC.6.N.3.4 Identify the role of models in the context of the sixth grade setting LA.6.2.2.3 The student will organize information to show understanding (e.g., charting, mapping, paraphrasing, summarizing, or comparing/contrasting)

A. Hierarchical Organization of Organisms

1. Atoms to molecules 2. Cells to tissues 3. Organs to organ

systems 4. Organisms

B. Linnaean Classification System

Create and illustrate a metaphor for an organism and explain its four levels of organization.

Describe and represent relationships between and among levels of organization for structure and function (e.g. construct a chart, diagram, or graphic organizer).

Compare and contrast the function and parts of a cell with the function and parts of a school

Compare prepared slides of body tissues to see how different tissues have different structures that aid their function

Classify organisms into simple categories and discuss the limitations of classification systems.

Describe and identify how organisms are composed of atoms, molecules, cells, tissues, organs, and organ systems

Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains

Core Text Book: Glencoe: Florida Science Grade 6 (TX), Ch. 2 (p.47-49) Vocabulary: organism, tissue, organs, organ systems, atoms, molecule, cells, hierarchy, macromolecule, organelles, population, community, ecosystem, biome, biosphere, classification, Linnaean system, Domains Technology: 1. How Stuff Works: Understanding Cells:

Tissues and Organs 2. Science class.net: Levels of Organization Strategies: Formative Assessment; Small groups, hands-on experimentation, student based research, real world application, inquiry o ELL: o Enrichment: o SPED: Assessment: Small groups, hands-on experimentation, student based research, real world application Labs:

1. Inquiry Lab: Levels of Organization (TE p.48)

2. Woodrow Wilson National Foundation Site: “Blend a Plant” Demonstration lab

3. Water Movement in Plants (TX p.58) 4. Creepy Critters (CPALMS)

Related Program:

Pacing Date(s) Traditional 5 Days 03-28-11 to 04-01-11 Block 2 Days 03-28-11 to 04-01-11

J - 10

Cell City Activity

Below is a list of parts of a cell and their general functions. You are to determine a part of a city that would perform a similar function and add it to the chart. Then you are to draw your city in the general shape of a cell.

{Note: students would not be given the clues / descriptions or a picture of the cell. They would use their text book to find the functions and structure of a cell for comparison.}

Cell Organelles City Analogies Clues / Descriptions

Cell Membrane

Provides the boundaries for activities that go on within the cell.

Cytoplasm

The part of the cell outside of the nucleus.

Endoplasmic Reticulum

A system of membranes throughout the cell that functions a packaging (with golgi bodies and ribosomes) and transportation system.

Ribosomes

Makes all kinds of things to use in the cell and to send out of the cell. Works inside of larger buildings or free within the city.

Golgi Bodies Packages up things made in the cell, and ships them out.

Nuclear Membrane Surrounds the nucleus.

Mitochondria

Creates and stores energy/power for the cell.

Nucleus

Control centre for the cell. Gives directions for construction within the cell. Holds the blue prints for building.

Nucleolus

Figure for the cell, and the most noticeable part of the nucleus.

Lysosomes

Breaks down old or damaged parts of the cell.

Vacuole Stores nutrients or waste within the cell.

Cell City Activity – Facilitator Notes

The participants will design a cell “city.” Provide a list of parts of a cell that they are to include in their drawing, and their functions. They must find city components to represent the parts of the cell. They will draw their city (or cut pictures from magazines and paste onto paper) and list what part of the city corresponds to which part of the cell. Some suggestions are below.

Cell Organelles City Analogies Clues / Descriptions

Cell Membrane City border, city limits Provides the boundaries for activities that go on within the cell.

Cytoplasm Lawns The part of the cell outside of the nucleus.

Endoplasmic Reticulum

Highway or road system A system of membranes throughout the cell that functions a packaging and transportation system.

Ribosomes Lumber or brick yard, workers

Makes all kinds of things to use in the cell and to send out of the cell. Works inside of larger buildings or free within the city.

Golgi Bodies Post Office or UPS Packages up things made in the cell, and ships them out.

Nuclear Membrane City Hall Fence with security guard

Surrounds the nucleus.

Mitochondria Energy Plants Creates and stores energy/power for the cell.

Nucleus City Hall Control centre for the cell. Gives directions for construction within the cell. Holds the blue prints for building.

Nucleolus Copy Machine, Mayor Figure for the cell, and the most noticeable part of the nucleus.

Lysosomes Waste Disposal/ Recyclers Breaks down old or damaged parts of the cell.

Vacuole Warehouses, water towers or garbage dumps

Stores nutrients or waste within the cell.

Essential ContentSC.6.L.14.1 Describe and identify patterns

in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.

FA – Function of Living Things; Digestive SystemSC.6.L.15.1 Analyze and describe how and

why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

Lab – Water Movement in Plants (TX p.58)

Differentiating Instruction

How we accomplished that today and what can be done in the classroom. What does the research say?

Were we successful at• Providing professional development that

translates into improved student learning• Improving teacher practice, enhance student

learning, close the achievement gap through use of Formative Assessments and incorporation of secondary benchmarks

• Using each others’ insights and experiences, content or framework from other sources, follow strategies and tools to acquire knowledge, skills and perspectives to address questions about our practice

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 PROMiSEhttp://flpromise.org/

Gizmos http://www.explorelearning.com

Reflections and Follow-upReflection: Complete the following statementI used to think….. But, now I know…

Follow-up: Select and implement a Formative Assessment Probe. Write a one-page reflection on the progress of increasing the use of formative assessments in classroom practices – identify the probe used. Include name, school, employee number and PD session grade level

Send follow-up to Ava Rosales Mail code#9628 – place in school mail no later than February 14, 2011