Kerlyn Prada

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Department of Mathematics and Science

• Kerlyn Prada
• 8th Grade Science Teacher
• Ruth K. Broad / Bay Harbor K-8

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General information

• Language Arts Florida Standards (LAFS) and
  Mathematics Florida Standards (MAFS) aligned in
  District Pacing Guides
• Achievement Level Descriptors for FCAT 2.0
  Science and Biology EOC
• Next Generation Science Standards Final version
  released (adoption process has not started yet)
• NAEP 2012 students have problems with providing
  evidence and reasoning for claims
• Insights Benchmark instruction with fidelity and
  rigor Students exposed to application of
  concepts (inquiry, assessments) Success

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Session Outcomes

• Participants will be able to
• Identify how the Florida Standards are correlated
  to the Middle School Science Next Generation
  Sunshine State Standards (NGSSS) and can be used
  to increase rigor of instruction.
• Incorporate M-DCPS physical science instructional
  resources to increase the depth of science
  teaching and learning.
• Plan for rigorous instruction using 5E Model

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AGENDA

• AM
• Welcome and Opening Moves
• Physical Properties
• Break
• Atomic Structure
• Discovery Education Board Builder
• PM
• Physical and Chemical Changes
• Florida Standards Microlabs
• Development of 5E Lesson Plan
• One Word Summary

5
Norms

• Be present
• Share wisdom
• Trust the process
• Keep an open mind
• Refrain from judging
• Try something new, then reflect

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Name Tents

• Write your name
• School
• Grade Level

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Introduce the FL Standards- What should FL
Standards look like in a Science Classroom?
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Todays Benchmarks

• SC.8.P.8.4 Classify and compare substances on
  the basis of characteristic physical properties
  that can be demonstrated or measured for
  example, density, thermal or electrical
  conductivity, solubility, magnetic properties,
  melting and boiling points, and know that these
  properties are independent of the amount of the
  sample.
• 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.
• SC.8.P.8.7 Explore the scientific theory of
  atoms (also known as atomic theory) by
  recognizing that atoms are the smallest unit of
  an element and are composed of sub-atomic
  particles (electrons surrounding a nucleus
  containing protons and neutrons).
• SC.8.P.8.9 Distinguish among mixtures (including
  solutions) and pure substances.
• SC.8.P.8.8 Identify basic examples of and
  compare and classify the properties of compounds,
  including acids, bases, and salts.
• SC.8.P.9.2 Differentiate between physical
  changes and chemical changes.
• 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.

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Pacing Guide Updates
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Pacing Guide Updates
Links by standard
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Physical Properties

• SC.8.P.8.4 Classify and compare substances on
  the basis of characteristic physical properties
  that can be demonstrated or measured for
  example, density, thermal or electrical
  conductivity, solubility, magnetic properties,
  melting and boiling points, and know that these
  properties are independent of the amount of the
  sample.
• LAFS.68.WHST.1.1 Write arguments focused on
  discipline-specific content.
• Introduce claim(s) about a topic or issue,
  acknowledge and distinguish the claim(s) from
  alternate or opposing claims, and organize the
  reasons and evidence logically.
• Support claim(s) with logical reasoning and
  relevant, accurate data and evidence that
  demonstrate an understanding of the topic or
  text, using credible sources.
• Use words, phrases, and clauses to create
  cohesion and clarify the relationships among
  claim(s), counterclaims, reasons, and evidence.
• Establish and maintain a formal style.
• Provide a concluding statement or section that
  follows from and supports the argument presented

Department of Mathematics and Science
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Physical Properties

• Where does gold come from? How is it harvested or
  mined?
• NBC Learn Modern Day Gold Rush
• During the video
• Make observation of the landscape from which
  gold is mined.
• Describe how the gold is being processed.
• After the video
• What processes would need to take place to
  extract gold from the land?
• How can physical properties be used to isolate
  gold from the land?

Department of Mathematics and Science
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Physical Properties
Essential Question Scientists often find
mysterious materials. Why are physical properties
important for identifying unknown substances?
Department of Mathematics and Science
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Conclusion Writing -Claim-Evidence-Reasoning

• Students should support their own written claims
  with appropriate justification.
• Science education should help prepare students
  for this complex inquiry practice where students
  seek and provide evidence and reasons for ideas
  or claims (Driver, Newton and Osborne, 2000).

Department of Mathematics and Science
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Physical Properties
Essential Question Scientists often find
mysterious materials. Why are physical properties
important for identifying unknown substances?

• Claim
• Evidence
• Reasoning

Department of Mathematics and Science
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10-minute break
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Atomic Structure

• 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.
• SC.8.P.8.7 Explore the scientific theory of
  atoms (also known as atomic theory) by
  recognizing that atoms are the smallest unit of
  an element and are composed of sub-atomic
  particles (electrons surrounding a nucleus
  containing protons and neutrons).
• SC.8.P.8.9 Distinguish among mixtures (including
  solutions) and pure substances.
• SC.8.P.8.8 Identify basic examples of and
  compare and classify the properties of compounds,
  including acids, bases, and salts.
• MAFS.8.F.2.5 Describe qualitatively the
  functional relationship between two quantities by
  analyzing a graph (e.g., where the function is
  increasing or decreasing, linear or nonlinear).
  Sketch a graph that exhibits the qualitative
  features of a function that has been described
  verbally

Department of Mathematics and Science
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Atomic Structure

• Develop a graph based on the numerical
  relationships of your atomic models.

Department of Mathematics and Science
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(No Transcript)
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Afternoon Schedule

• Physical and Chemical Changes
• Florida Standards Microlabs
• Development of 5E Lesson Plan
• One Word Summary

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Physical and Chemical Changes
SC.8.P.9.2 Differentiate between physical
changes and chemical changes. 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. LAFS.68.RST.3.8 Distinguish among
facts, reasoned judgment based on research
findings, and speculation in a text. Essential
Question How can you differentiate between a
physical and chemical change?
Department of Mathematics and Science
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Physical and Chemical Changes
Department of Mathematics and Science
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Physical and Chemical Changes
Reading in any content area should have a
purpose. One way to use this text is by text
coding. Which coding system do you think will
lead to greater student success? As written in
the standard (LAFS) OR Possibly
alternative (F) Facts (O) Observation (J)
Judgments (F) Finding (S) Speculation (I)
Inference
Department of Mathematics and Science
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Physical and Chemical Changes
Essential Question How can you differentiate
between a physical and chemical change?

• Claim
• Evidence
• Reasoning

Department of Mathematics and Science
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Microlabs

• 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?

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Technology Integration
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Assignment

• 5E lesson plan turned in to edmodo utilizing
  content and strategies presented in todays
  session.
• Teachers may work in groups of 3-4.
• Each teacher must submit an individual
  assignment.

Department of Mathematics and Science
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Session Outcomes

• Participants will be able to
• Identify how the Florida Standards are correlated
  to the Middle School Science Next Generation
  Sunshine State Standards (NGSSS) and can be used
  to increase rigor of instruction.
• Incorporate M-DCPS physical science instructional
  resources to increase the depth of science
  teaching and learning.
• Plan for rigorous instruction using 5E Model

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One Word Summary

• Provide one word as feedback to describe what
  good science with FL standards should look like.
• Write on an index card and post up before you
  leave.

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Science Department
Dr. Ava Rosales, Executive Director Dr. Ava Rosales, Executive Director Dr. Ava Rosales, Executive Director
Elementary Middle School High School
Dr. Millard Lightburn Instructional Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor
Ms. Mary Tweedy Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Ms. Ana Fenton Curriculum Support Specialist

Ms. Mildred Farber District Administrative Assistant Phone [phone] Ms. Mildred Farber District Administrative Assistant Phone [phone] Ms. Mildred Farber District Administrative Assistant Phone [phone]