Miami-Dade County Public Schools Department of Science Content and Pacing: Grade 7 Science –...

Miami-Dade County Public Schools

Department of ScienceContent and Pacing:

Grade 7 Science – Quarter 1

Miami Dade College:North Campus

Presented byAva D. Rosales, PhD

Executive Director

NAME TENTFRONT: Full Name

BACK: School Name and Grade

Department of Science

Agenda• Welcome and Ice Breaker• Defining a STEM-Centered Classroom• Project Based STEM Activity – Keeping Out the Heat• Fostering Open Inquiry – Solar Energy vs. Color• LUNCH• Digital Convergence – Discovery Education Board Builder• Comprehension Instructional Sequence – Ready for a

Transformative Energy Experience• Elements of a STEM-Centered Classroom • Building a STEM 5E Lesson Plan in groups• Complete Part 1 of MyLearningPlan Evaluation


Norms

• Keep an open mind• Begin and end on time, stay engaged• No complaining unless you have a solution to

the situation• Share wisdom


Session Outcomes

• Participants will be able to:– Incorporate M-DCPS instructional resources to

support science teaching and learning.– Share Best Practices, Learning Methodologies and

Resources– Develop STEM-centered lessons and classrooms– Develop hands-on engineering connections



-On sticky notes, write one characteristic of a STEM science classroom-Indicate one idea per note and provide a minimum of three ideas-Group different ideas into clusters of similar or related ideas

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

Pre-Assessment

Defining STEM

• Science – Science seeks to explain. Scientists write explanations based on evidence to explain the natural world.

• Math – Math is a language used to problem solve and explain numerically how the natural world works.

W = F x D• Technology – Technology is a tool that improves and extends

our ability -- in research, measurement, accuracy and collaboration.

• Engineering – Designs solutions to solve problems using the explanations of science, the language of math, and the tool of technology. It is innovative and creative.


Sample Engineering Design Processes

Engineering Design Challenge “Keeping the Heat Out”


SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another.SC.7.P.11.3: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another

Scenario:In order to save money while reducing the carbon footprints based on electrical consumption, you have applied to design a residential home that will limit the entry of heat from the outside for a community developer.

Engineering Design Challenge“Keeping the Heat Out”

• Problem– In order to save money while reducing the carbon

footprint from electricity costs, you have been applied to design a residential home that will limit the entry of heat from the outside for a community developer.

• Expected Outcome– Develop a model house that is designed to minimize the

entry of heat from the outside and present research (their own findings), as a sales pitch to the developer, demonstrating effects of their insulation efforts.



• The House must have at least two scale windows per side per story and 2 doors (1 front door and 1 back door).

• The initial test for the house should be done without any insulation to determine the effects of insulation.

• To mimic different times of the day, the heat lamp should relocated to simulate light during the morning, mid-day and afternoon.


• Base area maximum of 645cm2 (100in2), maximum height of 40cm (15.75in).

• File folders must only be one layer thick on the model.

Criteriaand Constraints

• Materials: – Drinking straws or tongue depressor for the frame of the house, file

folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging app such as Thermal Camera FREE by Fingersoft (App Store and Andriod) or Seek Heat (multiple platforms).

• Product:– Physical model that has been tested and redesigned.– Written description of completed task and proposed solution to presented

problem or scenario. Include reference to the thermal images and recorded temperature before and after insulating the structure to provide evidence of effectiveness of their design.

• Presentations:– Present your project as a sales pitch for a community developer including

the highlights from their project summary



Break – 10 minutes


Fostering Frequent Open Inquiry in the Science Classroom


Solar Energy vs. ColorSC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)SC.7.N.1.1 Define a problem from the seventh 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. SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

Hands-On Open Inquiry:Solar Energy vs. Color


Engage -Make at least 5 observations about the lab set-up.-Discuss as a group the limitations of the current set-up.

Explore -On chart paper, develop a modification to improve upon the limitation of the observed lab set-up.

-Build and test your modification.

How does color affect how much solar energy is absorbed within a solar collector?


ExplainCER: Using the information gathered from the investigation, complete your CER. (Rubric)-How does color affect how much solar energy is absorbed within a solar collector?

Hands-On Open Inquiry:Solar Energy vs. Color

Enjoy your lunch!


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

Elaborate/Evaluate:• Using the design, data, information and

C-E-R from your lab, draft a lab report on the board builder

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


https://app.discoveryeducation.com/builders

Comprehension Instructional Sequence (CIS)Canada is ready for a Transformative Energy Experience

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.

SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

• Hook Question: How can green energy impact our lives, health, and future?

• Predictive Written Response to Complex Text-Based Question: What are some challenges and benefits of shifting from burning fossil fuels to cleaner energy sources?


Vocabulary Instruction(Pre-reading)

How might these word be important to the topic of the article?

Text-marking(First Reading)

• + - this section of text shows a positive impact on society or the individual

• – - this section of text shows a negative impact on society or the individual

• P - this section of text shows a problem

• S - this section of text shows a solution


Para-graph # Academic or Discipline Specific Vocabulary Word Part

or Context

1 Installations- The act of establishing an indicated place, condition, or status

Context

7 Antiquated- outmoded or discredited by reason of age

Context


Directed Note Taking(Second Reading)

Question Generation(Third Reading)


Guiding Question: Using evidence from the text and video clip, why is it important to consider benefits and challenges of shifting from burning fossil fuels to cleaner energy sources?

Para- graph #

Note Category + Impact Society or Individual

- Impact Society or Individual

Problem Solution

1 We extract oil and gas from the ground using increasingly difficult and destructive methods like fracking, deep-sea drilling and oil sands extraction,

X

How Affordable and Green Go Together in Home Building (Audio) – PBS Learning Media

Question Generation Para- graph

#

Questions Categories + Impact Society/ Individual

- Impact Society/ Individual

Problem Solution

1 Do fracking, deep-sea drilling and oil sands negatively affect our environment?

X X

2 Which energy sources are appropriate to replace fossil fuels?

X


http://wlrn.pbslearningmedia.org/resource/eded669e-0139-4dbc-81f0-2e128b9ec1a0/eded669e-0139-4dbc-81f0-2e128b9ec1a0/

http://wlrn.pbslearningmedia.org/resource/eded669e-0139-4dbc-81f0-2e128b9ec1a0/eded669e-0139-4dbc-81f0-2e128b9ec1a0/


Final Written Response to Complex Text-Based QuestionUsing evidence from the text, why is it important to consider challenges and benefits of shifting from burning fossil fuels to cleaner energy sources?


Elements of a STEM-Centered Classroom

• A STEM-centered classroom focuses on:1. Standards2. Teacher Actions3. Student Actions4. Learning Environment

• Place 2 dots (one from each color) on each of the posters– Color #1: Easiest to implement– Color #2: Greatest impact on student learning



• Develop Understanding– 5E Lessons– Level of Questioning– Wait Time– Notebooks– Vocabulary Development– Literacy in Science– Addressing Misconceptions– Argumentation and Discourse



• Address Preconceptions (Classroom Environment)– Student-Teacher Relationships– Cooperative Group Work– Centers and Stations– Student Independence– Revealing Prior Knowledge– Prepared Environment



• Using Authentic Practices– Sustained Inquiry– Scientific Investigations– Engineering Solutions– Project Based Learning – Claim-Evidence-Reasoning


Develop a STEM 5E Lesson Plan

• Using the first Quarter Pacing Guides,– Develop a STEM 5E lesson plan which incorporates

an engineering design– Write up the lesson plan on the chart paper to

share with the other groups– Add the lesson plan to “My File Library” on

MyLearningPlan (to attach to your activity evaluation later)


Follow-upComplete all three portions of the MyLearningPlan Evaluation (all in one form in the team room):

– Part 1: Knowledge (within 24 hours*)– Part 2: Application (within 1 week*)– Part 3: Impact (within 2 weeks*)

*Suggested time framesDUE: September 9th, 2015


Exit Ticket (3,2,1)

• What are 3 things you learning today?• What are 2 changes you will make to your

classroom based on today’s activities?• What is 1 question you still have or

improvement you would like to see?


Dr. Ava D. RosalesExecutive Director

Elementary Middle School High School

Dr. Millard LightburnSupervisor

Ms. Yoly McCarthySupervisor

Mr. Sebastian Oddone Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Daniel GangeriCurriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist

Ms. Noreyda CasanasCurriculum Support

Specialist

Ms. Yusimi OsteenCurriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


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Miami-Dade County Public Schools Department of Science Content and Pacing: Grade 7 Science –...

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