Miami-Dade County Public SchoolsOffice of Academics and TransformationDepartment of Mathematics and Science

Science Leaders Professional Learning Community #1Miami Dade College, North campus

August 12, 2014

Ms. Yoly McCarthy, Instructional Supervisor

Mr. Dane Jaber, Curriculum Support Specialist

8:30 – 8:45 Opening Moves Name tent Data Protocol: Best practices, Concerns, Resources available,

goals for this year, material needs

8:45 – 9:00 Updates Data Pacing Guides: Florida Standards, BYOD, Discovery, Learning

Goals Essential Labs

9:00 – 9:30 Florida Standards Microlabs:

o What do the Florida standards look like in Science?o What should the Florida standards look like in Science?

So What, Now What?9:30-11:30 Discovery Education

Board Builder

11:30 – 12:30 Lunch

12:30 - 1:00 Future City Competition (Rodigo Rodriguez, PE, Project Manager, Stantec)

Competition timeline Support

1:00 – 1:45 Pushing Inquiry: STEM Competitions: Science Fair, SECME

1:45-2:00 Break

2:00 - 3:00 EdGenuity: (BYOD) Bring Your Own device Review tool Differentiated Instruction Updated format

3:00 - 3:15 Dream in Green

3:15 - 3:30 Reflections: Back to the Future

Follow up: (Due 08/29/2014) Submit a reflection and evidence of students and/or parents engaged in workshop activities back at school site. Follow-up assignment must be uploaded onto designated site. Edmodo Group Code: hai62h

Opening Moves

Opening Moves

1. Using the white paper provided for you, create a name tent that includes your name, school, years of experience in education, and one interesting fact about you that no one else knows.

2. Data Protocol: Best practices, Concerns, Resources available, goals for this year, material needs

In your groups of three-four, use the same color marker to mark your responses when you reach a poster.

You will have one minute for each question. Answer honestly with no names and make a check mark on answers from other groups that you agree with.

You will be finished when you have visited each poster.

Updates

Updates Data Pacing Guides: Florida Standards, BYOD, Discovery, Learning Goals Essential Labs: Separate Teacher and Student versions, New labs, Activities

moved to an appendix

M/J COMPREHENSIVE SCIENCE 3 COURSE CODE: 2002100011ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

UNIT 1: THE PRACTICE OF SCIENCEI. The Practice of Science in Matter (SC.8.N.1.1;

SC.8.N.1.2; SC.8.N.1.4; SC.8.N.1.5; SC.8.N.1.6)A. Methods in Science -Studying MatterB. Scientific Processes – Studying Matter

UNIT 2: MATTERII. Properties of Matter (SC.8.P.8.4; SC.8.P.8.2;

SC.8.P.8.3; SC.8.N.1.1; SC.8.N.1.2; SC.8.N.1.6)A. Properties of MatterB. Review of Gravitational ForceC. Weight versus MassD. Ways to Measure Matter

III. Changes in Matter (SC.8.P.8.1; SC.8.P.9.1; SC.8.P.9.2; SC.8.P.9.3; SC.8.N.1.1; SC.8.N.1.2)A. Particulate Nature of MatterB. Physical ChangesC. Chemical ChangesD. Law of Conservation of MassE. Temperature’s Influence on Chemical

Changes

UNIT 3: ATOMS AND THE PERIODIC TABLEIV. Atoms (SC.8.P.8.7; SC.8.P.8.1; SC.8.N.1.4;

SC.8.N.3.2; LAFS.68.WHST.1.2; LAFS.68.WHST.3.9)A. Atomic Theory- Scientific TheoriesB. Motion of Particles in States of MatterC. Modifications to Atomic Models

V. Elements and the Periodic Table (SC.8.P.8.6; SC.8.N.1.1; SC.8.N.1.4; SC.8.N.1.6; SC.8.N.3.2)A. Periodic Table

VI. Combining Atoms (SC.8.P.8.5; SC.8.P.8.9; SC.8.N.1.1; SC.8.N.1.6; LAFS.68.RST.4.10; LAFS.68.WHST.1.2)

A. CompoundsB. Pure Substances and MixturesC. Solutions

UNIT 4: CYCLING OF MATTER

VII. Photosynthesis and Cellular Respiration (SC.8.L.18.1; SC.L.18.2; SC.L.18.4; SC.8.N.1.1; SC.8. P.8.5)

A. Cell Structure OverviewB. PhotosynthesisC. Cell RespirationD. Law of Conservation of Mass and

EnergyVIII. Cycles of Matter (SC.8.L.18.3;

SC.8.L.18.4; SC.8.N.1.1; SC.8.P.8.5; LAFS.68.RST.3.7)

A. Overview of Cycles in NatureB. Carbon CycleC. Conservation of Matter and Energy

UNIT 5: THE UNIVERSE

IX. Objects in the Universe (SC.8.E.5.2; SC.8.E.5.1; SC.8.E.5.3; SC.8.E.5.4; SC.8.E.5.10; LAFS.68.RST.2.44)

A. Objects in SpaceB. Distances in SpaceC. Law of Universal Gravitation and the

Formation of Stars

X. Stars and the Sun (SC.8.E.5.5; SC.8.E.5.6; SC.8.E.5.11; LAFS.68.RST.3; MAFS8F.2.5)A. Properties of StarsB. H-R DiagramsC. Electromagnetic SpectrumD. The Sun’s Characteristics

UNIT 6: OUR SOLAR SYSTEM

XI. Objects in our Solar System (SC.8.E.5.8; SC.8.E.5.7; SC.8.E.5.3; SC.8.E.5.4; SC.8.N.1.3; SC.8.N.3.2)

A. Models of the Solar SystemsB. Earth’s PropertiesC. Properties of Sun, Planets, and

Moons Compared to EarthXII. The Sun, Earth, and Moon System

(SC.8.E.5.9; SC.8.N.1.6; LAFS.68.RST.3.7; LAFS.68.RST.4.10)

A. Earth in SpaceB. Sun’s Impact on EarthC. Moon’s Impact on EarthD. Sun and Moon’s Combined Impact

on Earth

XIII. Review Annually Assessed Benchmarks (Fair Game and non-embeddable benchmarks based on most current data)

XIV. Review Annually Assessed Benchmarks (Fair Game and non-embeddable benchmarks based on most current data)

UNIT 7: HUMAN GROWTH AND DEVELOPMENT

XV. Human Regulation and Reproduction (HE.8.C.1.7; HE.8.C.1.8; HE.8.C.2.7; HE.8.C.2.8; HE.8.C.2.9; HE.B.3.1; HE.B.3.6; HE.B.3.7; HE.8.P.1.1; HE.8.P.1.2; HE.8P.1.3)

A. Endocrine SystemB. Reproductive SystemC. Human Life StagesD. Planning for Marriage and

ParenthoodE. AbstinenceF. Sexually Transmitted DiseaseG. HIV/AIDS

XVI. Substance Abuse - Personal Health Relationships (HE.8.P.1.1; HE.8.B.3.4; HE.8.B.3.7; HE.8.B.2.1; HE.8.C.2.2; HE.8.C.2.7; HE.8.C.1.1; HE.8.C.1.5)

A. Family and PeersB. Substance Abuse PreventionC. Peer PressureD. CommunicationE. Personal HealthF. Personal Health in the Work Place

(NIOSH)

Florida Standards

Florida Standards – “Micro-Labs”

Pre-Reading: Using FL Standards document; review standards expected to be seen in middle school science classroom.Rounds using FL standards document: (1 minute per question, per person)

• What are Florida Standards and how are they infused into science instruction?• What types of science activities lend themselves to Florida standards infusion?• What kind of student product(s) is evidence of Florida standards through science?

Florida Standards Review: 1. From the discussion in your micro-labs, brainstorm what activities you see in science classrooms that fulfill the specific Florida standards posted.-Write these activities on yellow sticky notes in your group (one per note)2. Now brainstorm activities that are not currently seen in science classrooms but that can be done to fulfill the specific Florida standards posted.-Write these activities on pink sticky notes in your group (one per note)Whole Group Reflection:“Which FL standards are addressed more in science instruction than others?”

Discovery Education

Discovery Education

Accessed through the Learning Village:

Future City Competition (Rodigo Rodriguez, PE, Project Manager, Stantec)

Future City Competition (Rodigo Rodriguez, PE, Project Manager, Stantec)

Florida (South)Regional Coordinator: Osama Mohammedmohammed@fiu.edu

Planning TimelineThe Future City Competition is made up of five components:• Design the virtual city• Research and write an essay on this year’s theme—Feeding Future Cities: Select one vegetable and one protein and design a way to grow enough of each within your future city limits to feed your citizens.• Build a physical model• Write a city narrative• Present your citySuccessfully completing Future City requires planning and breaking down each component into distinct pieces. Here is a general timeline to help you begin your planning:

SEPTEMBER-OCTOBER1. Register for Future City at www.futurecity.org/register .2. This year you will use the latest SimCity software to create your Virtual City.3. Check the online calendar located on your region’s home page (go to www.futurecity.org and click on Find My Region) for any regional or national trainings (e.g. essay development, model building tips, strategies for successfully leading a Future City team, etc.)4. Meet with potential students, introduce the program, decide your team format, and determine when and how often your team will meet.5. Recruit your mentor.Tip: Parents are a great mentor resource. Ask your students if their parents or relatives are engineers or technicians. Don’t be shy—mentors who participated in a recent survey told us they volunteered because they were asked!6. Meet with your mentor and discuss how she or he can best support your team.7. In an early meeting with the students, discuss what kind of city they want to create. Where will it be located? Who lives there? What is it famous for? Consider the Feeding Future Cities essay topic. How does this affect their plans?8. Idenfity the major tasks that need to be completed.Tip: Post a calendar with your region’s deadlines for each component. Help the students work backwards from each deadline and estimate how much time they think each component will take. Consider assigning a student leader for each component.

Introduce students to SimCity and begin to plan and design your Virtual City.10. Check out the Showcase Gallery early and often for ideas and examples from past teams at www.futurecity.org/gallery .11. Begin researching, outlining, and creating the rough draft of the essay (1,000 word maximum).12. Start gathering recyclable materials for the physical model(s).

OCTOBER-DECEMBER1. Continue to design your virtual city.2. Start building the physical model of your city.• Decide the scale of your model.• Decide what portion of the city you will build.3. Finish researching and writing the essay.4. Finish and upload the Virtual City Design at www.futurecity.org . (Check with your Regional Coordinator or online for specific due date.)

5. Write the City Narrative describing your city of the future (500 word maximum).6. Upload your Research Essay and City Narrative at www.futurecity.org . (Check with your Regional Coordinator or online for specific due dates.)

7. Celebrate achievement of milestones and evaluate progress to date.

DECEMBER-JANUARY1. Continue to work on the physical model.2. Develop and practice the presentation.3. Compete in your regional Future City Competition.4. Celebrate achievements.

FEBRUARYRegional winners advance to the Future City Competition National Finals in Washington, DC from February 14–18, 2015.

Introduction to SECME (Manuel Cox, SECME Master Teacher, American Senior High)

Introduction to SECME (Manuel Cox, SECME Master Teacher, American Senior High) Getting a program started Maintaining a successful program Summer Institute and National Competition Scholarships (ExxonMobil, etc.)

Industry Partner: Hazen and Sawyer (Mr. Glenn Cunningham, PE, Senior Associate)

Industry Partner: Hazen and Sawyer (Mr. Glenn Cunningham, PE, Senior Associate)

As worldwide populations continue to rise and clean water sources become more stressed from both increased freshwater withdrawals and treated wastewater discharges, providers find themselves faced with limited sources of high-quality water to meet the myriad needs of society.

.

Hazen and Sawyer, P.C.Corporate Headquarters

498 Seventh Avenue, 11th FloorNew York, NY 10018

800-858-9876212-777-8400212-539-7000

212-614-9049 (fax)

Website:

webmaster@hazenandsawyer.com

Diving deeper (Karen Gant, SECME Master Teacher, Carol City Elementary)

Diving deeper (Karen Gant, SECME Master Teacher, Carol City Elementary)

Ms. Yoly McCarthy, Instructional SupervisorFrequently Asked Questions

What is SECME?

SECME is the national strategic alliance to renew and strengthen the professional capacity of K-12 educators, motivates and mentor students, and empower parents so that all students can learn and achieve at higher levels. SECME encourages K-12 students to pursue careers in science, technology; engineering and mathematics (STEM) through partnerships with local universities, government and industry agents.

What is MDCPS role in SECME?

M-DCPS SECME hosts an annual engineering Olympiad for secondary schools and an Engineering Festival for elementary schools. Currently, SECME in Miami-Dade County Public Schools reaches more than 100 schools (K-12) and directly impacts over 2,000 students.

What kind of competitions are there?

Banners- Students create banners based on the Olympiad's theme. Brainbowl-Students compete against the clock and each other in a contest filled with science questions. Bridge- Students build bass wood bridges to pre-determined specifications. Egg-Drop Container- Students build containers that meet pre-determined specifications. Essay- Students write essays at their schools. Mousetrap Car- Students build cars that are propelled by the spring of a mousetrap. Internet Science& Tech Fair - Student teams use a webpage editor to create a web page. Mathematics Challenge- Student teams use a variety of strategies to solve mathematics problems using tools such as graphing calculators, calculators, rulers, and manipulatives. Water Bottle Rocket - Students build a rocket that must meet predetermined specifications. At the Olympiad, rockets will be "fueled" with 355 milliliters of water. The rocket with the greatest combined "hang time" and patch design score will be declared the winner. Bionic/Robotic Hand Kit Exposition Event- Students bring a pre-constructed robotic/bionic hand designed from a kit. Vex Robotics- Students follow specific instructions to complete an engineering design task in three-member teams using VEX Robotics technology (Senior High schools only).

Final ReflectionsScience Leaders

Please leave your reflections on the table

Reflection: Back to the Future

1. What are you trying to accomplish this year?

2. Project into the future – What will it look like once you have accomplished your year’s goal?

3. From the future – Explain the steps taken to get there.

Your feedback is very important to us. Please take a minute to complete this form.1. On a scale from 1 to 4, how would you rate this workshop? (4=highest 1=lowest)

_______2. Identify any area(s) for improvement

3. Identify one thing that must be kept

4. Question(s) I still have

5. Additional comments