Mr. Dane Jaber Ms. Catalina Hidalgo
Miami-Dade County Public Schools Department of Science Content and Pacing: Grade 8 Science Quarter 1 Hialeah Gardens Senior High School Mr. Dane Jaber MS Instructional Supervisor Presented by Ms. Catalina Hidalgo Middle School Science Educator Kinloch Park Middle School NAME TENT FRONT: Full Name BACK: School Name and Grade
Department of Science Agenda Welcome and Ice Breaker
Fostering Open Inquiry Conservation of Mass Lab Asking questions and testing Defining new knowledge (CER) Digital Convergence Discovery Education Board Builder Literacy in the Content Area Reading vs. Decoding Reading based activity CIS: Strontium in the Human Body LUNCH Project Based STEM Activity Air Bag Challenge Edgenuity Building a STEM 5E Lesson Plan in groups Evaluation and Exit Ticket Department of Science Norms Keep an open mind Begin and end on time, stay engaged
No complaining unless you have a solution to the situation Share wisdom Department of Science 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 Develophands-on engineering connections Department of Science Fostering Frequent Open Inquiry in the Science Classroom
Conservation of Mass SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. (Assessed as SC.8.P.9.2) SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.) SC.8.N.1.1 Define a problem from the eighth 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.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Department of Science Department of Science Hands-On Open Inquiry: Conservation of Mass
Engage Engage demo: (Can be conducted as one whole group demonstration or have materials provided to individual groups) Teacher or group burns a small piece of paper inside of a beaker. Teacher asks students: What happened to the paper?; Is there the same amount of matter in the beaker before and after?; Where did the matter go?;How can you tell?; What type of change did you observe: physical or chemical?. Department of Science Hands-On Open Inquiry: Conservation of Mass
Engage -Make at least 5 observations about the demonstration. -Discuss as a group the limitations of the current set-up. - Develop a problem statement/research question to test. Explore -On chart paper, develop a modification to improve upon the limitation of the observed demonstration. -Build and test your modification. Engage demo: (Can be conducted as one whole group demonstration or have materials provided to individual groups) Teacher or group burns a small piece of paper inside of a beaker. Teacher asks students: What happened to the paper?; Is there the same amount of matter in the beaker before and after?; Where did the matter go?;How can you tell?; What type of change did you observe: physical or chemical?. Department of Science Hands-On Open Inquiry: Conservation of Mass
Explain CER: Using the information gathered from the investigation, complete your CER. (Rubric) -You CER should relate directly to your problem statement/research question Department of Science Digital Convergence Presentation One Stays and the Rest Stray
Elaborate/Evaluate: Using the design, data, information andC-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 Department of Science Department of Science Break 10 minutes Department of Science Florida Standards Literacy and the Content Area
Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 If youre not building knowledge, youre not teaching reading.
Reading is not a skill. If youre not building knowledge, youre not teaching reading. Adopting great standards is important, but insufficient. Great standards need a great curriculum. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 If we want to improve reading we need dramatically MORE content, not less. We need to focus like a laser on building knowledge and vocabulary. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Teacher: Imagine what they would see out the classroom window, if we were to travel back in time a thousand years. Silence. Then one kid ventured a guess: Dinosaurs? I wish I had a dollar for every person I heard say some version of, Sure history and science and all that other stuff is important. But first we have to make sure we teach kids how to read. Unfortunately, it doesnt work that way. Unless kids have broad background knowledge, they will never be strong readers. They cant. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Reading is not a skill Here are five nonsense words: Rigfap churbit
napsate pagbo plizzle None of us would disagree on how to pronounce these words, even though they dont exist. Put an e at the end of churbit, and wed even agree its now pronounced chur-BITE. This is because were all excellent decoders. We have internalized the pronunciation of our language. Weve mastered the code. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Decoding is a transferrable skill
Here is first line of the Lewis Carroll poem Jabberwocky. `Twas brillig, and the slithy toves did gyre and gimble in the wabe. Chances are pretty good that youve also mastered and internalized language structure.What are the nouns? Brillig, toves, and wabe. What part of speech are gyre and gimble? Theyre verbs. Youre so talented with decoding and language structure, that not only can you read nonsense words, but you can even identify their parts of speech on sight! So decoding is a transferable skill, we can all agree. Decoding is a transferrable skill Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 But reading isnt about decoding, is it?
Heres simple proof. A-Rod hit into a double play to end the game. But reading isnt about decoding, is it? Its about understanding what the words mean. Its about comprehension. And comprehension is not a transferable skill. Some of you have no idea what this means. But if youre a baseball fan and you read this sentence, you immediately understand that the New York Yankees lost a game when Alex Rodriguez came up to bat with a man on first base and one out. He hit a groundball to the shortstop, who threw to the second baseman, who relayed to first in time to catch Rodriguez for the final out. If you've never heard of A-Rod or a double play and cannot reconstruct the game situation, you are not a poor reader. You merely lack the domain-specific knowledge of baseball to fill in the gaps. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Bumper Sticker Reading
There is an astonishing amount of prior knowledge and vocabulary needed to make sense of this fairly simply joke. Whoever wrote this bumper sticker assumed you have the vocabulary and background knowledge to fill in the gaps. The joke loses its punch if you have to explain what all of these things mean. Bumper Sticker Reading Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 An example of how hard it can be to make meaning when knowledge is missing and context is unclear
The procedure is actually quite simple. First you arrange things into different groups depending on their qualities. Of course, one pile may be enough depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another part of life. Ill give you a few seconds to read this paragraph. Kinda awkward and strange, isnt it? This passage was part of an experiment in reading recall. Some people who read this paragraph had a hard time answering questions about it shortly after theyd read it. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Washing Clothes The procedure is actually quite simple
Washing Clothes The procedure is actually quite simple. First you arrange things into different groups depending on their qualities. Of course, one pile may be enough depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another part of life. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Use your context clues. we tell them
Use your context clues! we tell them. But were assuming they have the con-TENT to understand the con-TEXT. Context matters. Unfortunately, too often we teach reading, we teacher decoding. We teach reading strategies. What we are NOT teaching is content. And without content without knowledge were robbing children of the ability to properly contextualize. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Reading comprehensionmaking meaning out of textis NOT an all-purpose, how-to skill that you can practice and learn. Let me prove it to you. Heres the best proof point I can think of [SLIDE Middle School experiment] One well-known study looked at junior high school students [SLIDE Good readers and poor readers] who were either good or poor readers based on test scores. [SLIDE Half know baseball] In both groups, there were some who knew a lot about baseball and some who knew little. [SLIDE Baseball passage] All of the kids were given a passage describing a half inning of a baseball game and as they read, they were asked to move players around a model baseball field to illustrate the actions they were reading about. If reading comprehension is a transferable skill that could be taught, practiced, and masteredthe way we teach it and test itthen the students who were "good" readers should have had no trouble outperforming the "poor" readers, right? Either youre a good reader or youre not. And once you become a good reader, youre always going to be a good reader, no matter what. Right? So what did this experiment reveal? More Baseball Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Data Reveal Good readers who didnt know baseball: 18.8 out of 40 correct Poor readers who knew baseball: 27.5 out of 40 correct Poor readers with high content knowledge outperformed good readers with low content knowledge. Let me put it a different way. Knowing a lot about the subject MADE the poor readers good readers. The bottom line is that reading comprehension is a function of background knowledge and vocabulary. Reading Comprehension
Yes, you need to be able to decode. Yes, you need to know all or most of the words. But you also need some background knowledge to make meaning. Reading Comprehension Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Teaching content is teaching reading.
You have to know a bit about the subject and sometimes a lot about the subject to understand it. Dan Willingham, cognitive scientist from the University of Virginia Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath. Matthew 13:12 In plain English, the rich will get richer; the poor will get poorer. The term The Matthew Effect has been used to describe what happens when some kids come to school with smaller vocabularies and less general knowledge than their peers. The name comes from a passage in the gospel of Matthew , The Matthew Effect, means those who are language-poor in early childhood will get poorer, and fall further behind, while the verbally rich get richer. Why? Because knowledge builds on knowledge, language builds on language, words build on word. The Matthew Effect was coined by University of Toronto cognitive scientist Keith Stanovich. It describes what happens when some kids come to school with smaller vocabularies and less general knowledge than their peers. The name comes from this passage in the gospel of Matthew. The Matthew Effect Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Excrescence Heres a word some of you may know, but most probably dont Can you read this word? Remember, because were all pretty good decoders we can read the word, but do you know what it means? Maybe you would have a better idea if I gave it to you in sentence. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Aerospace To calculate fuel efficiency, the aerospace engineers needed an accurate estimation of excrescence drag caused by the shape of planes cabin. Heres another one Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Heart Excrescences on the valves of the heart have been known to cause a stroke. Perhaps now you have a vague understanding of the word. Let me give you another sentence so you can check your understanding or refine your definition. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Wart The wart, a small excrescence on his skin, had made Jeremy self-conscious for years. By now, you probably have a pretty solid understanding of the word. One more sentence Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Cliff At the far end of the meadow was what, at first glance, I thought a huge domed building, and then saw was an excrescence from the cliff itself. You have probably figured out, if you didnt previously know, that the word excrescence means a projection or outgrowth especially when abnormal. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Excrescence Defined excrescence means a projection or outgrowth especially when abnormal. This was an accelerated example of how most of our word learning occurs. The general sense of a word that a listener or reader gains from experiencing actual uses of the word is not a fixed and definite meaning but general meaning possibilities and probabilities that get narrowed down through context, every time you encounter the new word. Most of the word meanings we know are acquired indirectly, by intuitively guessing new meanings as we understand the overall gist of what we are hearing or reading. But think of all the words and knowledge you already had that enabled you to learn the new word--excrescence. You know about engineers and strokes and warts. You didnt have to stop and wonder what the words fuel efficiency and aerospace and self-conscious meant. Youre already rich in knowledge and vocabulary and you just got a little richer. If you dont know those things, you just fell a little further behind. Thats the Matthew Effect. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 If we dont teach kidsand especially low-income kidsscience, history, geography, art and music if we dont make their education as rich and robust as possible the dreaded Matthew Effect takes hold and doesnt let go. Word growth slows. Theyre not going to learn how to read with understanding. Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Florida Standards for English Language Arts
By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Florida Standards for English Language Arts Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 If youre not building knowledge, youre not teaching reading
Abridged version of presentation by Robert Pondiscio Bill and Melinda Gates Foundation Florida Standards Institute Orlando, Florida August 2015 Comprehension Instructional Sequence (CIS) Strontium: Breakthrough Against Osteoporosis
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. AA Also Assesses SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties. 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 chemistry keep you healthy? Predictive Written Response to Complex Text-Based Question: How can an understanding of the periodic table help cure diseases? Activate prior knowledge on the Comprehension Instructional Sequence (CIS). Step #1 and Reading #1 1)Hook Question: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking. Purpose:To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text. 2) Predictive Written Response: 3) Vocabulary Front-loading: Direct students to locate words introduced in the text by paragraph number. 4) Text-marking A this section of text shows an adaptation L this section of text shows a link in the sequence for the evolution of the adaptation H this section of text shows a scientific hypothesis Model for students by reading the text aloud and coding a portion of the text.Students follow along and mark their copy.Students proceed to code the rest of the text independently.Students share text markings with table group or partner. Directed Note-Taking and Reading #2 Record notes containing the most important information relevant to the guiding question Department of Science Vocabulary Instruction
Comprehension Instructional Sequence (CIS) Strontium: Breakthrough Against Osteoporosis Text-marking (First Reading) Vocabulary Instruction (Pre-reading) How might these word be important to the topic of the article? C - this section of text shows acharacteristic of strontium A this section of text shows an application of strontium D- this section of text shows a danger associated with strontium B- this section of text shows a benefit using strontium Vocabulary Instruction Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on word wall, journal, etc. Department of Science Check relevant categories below
Comprehension Instructional Sequence (CIS) Strontium: Breakthrough Against Osteoporosis Directed Note Taking (Second Reading) Question Generation (Third Reading) Directed Note Taking: Strontium: Breakthrough Against Osteoporosis Guiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of strontium to solve real world problems? Para- graph # Notes Check relevant categories below Characteristic Application Danger Benefit Question Generation: Strontium: Breakthrough Against Osteoporosis Para- graph # Questions Check relevant categories below Characteristic Application Danger Benefit Directed Note-Taking and Reading #2 Record notes containing the most important information relevant to the guiding question. Present a guiding question to direct students thinking while taking notes.Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement.Students complete note-taking collaboratively or independently. Conduct small- and whole-group efferent discussion.Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on society and/or individuals. Use the text to justify all positions. First Draft Written Response to Essential Question Ask students to complete the second Written Response. Variations for this Written Response:Sticky notes quick writes, collaborative partners, written conversations In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come to consensus Visual Hook:Four days after the Chernobyl Accident, Experts Try to Assess Cause NBC Learn Department of Science Comprehension Instructional Sequence (CIS) Strontium: Breakthrough Against Osteoporosis
Final Written Response to Complex Text-Based Question According to the text and extended text discussion, how can an understanding of the periodic table help cure diseases? Purpose:To provide opportunities for students to interact with the text and with their peers to: identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text. After the final discussion, answer the following question on your handout: The Final Written Response can be used as an assessment for student learning, aligning to FCAT Item Specifications. Department of Science Enjoy your lunch! Department of Science How do we define a STEM science classroom
How do we define a STEM science classroom? Sticky Note Discussion / Affinity MapPre-Assessment -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 Department of Science 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. Department of Science Sample Engineering Design Processes Project Based STEM Activity Air Bag Challenge
Department of Science Project Based STEM Activity Air Bag Challenge
Problem Your company wants to be hired to design a cost-effective airbag from nonflammable chemicals that will inflate quickly and prevent injury. Expected Task Build a prototype of an airbag that will prevent an egg from breaking simulating a car crash. Department of Science Project Based STEM Activity Air Bag Challenge
Criteria Costs: 10 mL of vinegar= $500 1 gram of baking soda= $100 Each group should consist of 3-4 students Constraints Air bag does not explode Protects passenger (egg) from a minimum of 50 cm Maximum amount of vinegar 50mL and 5g of baking soda Department of Science Project Based STEM Activity Air Bag Challenge
Materials Vinegar, Baking soda, Meter stick/measuring tape, Electronic scale/triple beam balance, Plastic sandwich bags, Hard boiled eggs, Clear plastic cups, Graduated cylinders, Masking tape Optional: shoebox or plastic container to hold air bag in place. Product Brainstorm ways in which to create a chemical reaction that will sustain the impact of an egg being dropped from 50 cm. Think of ways to hold your air bag in the container to avoid the egg from bouncing out. Department of Science Project Based STEM Activity Air Bag Challenge
Testing of Air Bag Test the air bag by dropping the egg from 50cm height for first trial. Repeat each drop by increasing the height by 5cm. Record the maximum height of the egg before it cracks and/or explodes the air bag. Record the height on the class chart. Redesign/ Re-test Based on Peer Review Questions Presentation of Final Solution Students will present their teams air bag design and budget to the class. They will test to see the maximum height their air bag can maintain the egg passenger safe. A class data chart will be constructed where the ratio of vinegar and baking soda is recorded with respect to the maximum height the egg was safe per team. Peer Review Questions: Did you the budget of materials play a role in your design? How?How did you choose which ratios of vinegar and baking soda to try? What research did you use to design your air bag? What other designs did your team consider? What would you change to improve in the design of your air bag? Department of Science Does it fit? How does this STEM Activity fit into the curriculum?
Use Item Specs to determine if the content and skill is appropriate. Department of Science Department of Science Break 10 minutes Department of Science Quick Start Guide Department of Science 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) Department of Science STEM School Designation
The STEM school designation criteria includes: STEM competitions, professional development, partnerships, equity and accountability. In addition, the STEM School Designation will strengthen science, mathematics, accelerated and Career and Technical offerings. Schools that meet the STEM designation will be promoted to the community to ensure all stakeholders are aware of the great choices M-DCPS offers in the areas of STEM education. Three distinct recognition levels (Platinum, Gold and Silver) will be offered to schools to encourage on-going growth and performance in the area of STEM. Department of Science Follow-up Complete 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*) Lesson plan must be submitted with the evaluation *Suggested time frames DUE: Friday, October 9th, 2015 Department of Science State Statutes and Board Rules Updates
Safety Goggles: 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. Department of Science Exit Ticket (3,2,1) What are 3 things you learning today?
What are 2 changes you will make to your classroom based on todays activities? Whatis1 question you still have or improvement you would like to see? Department of Science Science Department Dr. Ava D. Rosales Executive Director Elementary
Middle School High School Dr. Millard Lightburn Supervisor Mr. Dane Jaber Mr. Sebastian Oddone Ms. Mary Tweedy Curriculum Support Specialist Ms. Cindy Jolicoeur Curriculum Support Specialist Mr. Daniel Gangeri Ms. Noreyda Casanas Ms. Yusimi Osteen Ms. Mildred Farber District Administrative Assistant Phone: Department of Science