Science Pacing and Content Grade 2 Millard E. Lightburn, Ph.D. District Science Supervisor
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Science Pacing and Content Grade 2 Millard E. Lightburn, Ph.D. District Science Supervisor [email protected] 8/9-8/16/10 1 • • Welcome Remarks Unity Builder Construct name tent: Front: First Name Back: School, Grade Level, and Teaching experience Please share information on tent and something exciting that happened in your classroom last year. 8/9-8/16/10 2 Norms Outcome Qualitative and Quantitative observations Unwrapping Benchmarks Constructivism strategies Implementing the Pacing Guides Effective Science Learning strategies Inquiry Based Laboratory (IBL) 8/9-8/16/10 3 Participate actively Ask questions Learn by doing Set your own learning into action 8/9-8/16/10 4 Become familiar with the benchmarks in the Pacing Guide Be able to implement laboratories associated with the Pacing Guide Have better understanding of 5 E Model 8/9-8/16/10 5 Can you distinguish between a Quantitative and a Qualitative observation? Activity worksheet 8/9-8/16/10 6 In our Hands-on laboratory activities for today you will make qualitative and quantitative observations. Qualitative Observations: Use senses to observe results. (sight, smell, touch, taste, hear) Quantitative Observations: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers 8/9-8/16/10 7 Design of this session 1- Examine Standards & benchmarks 2- Narrow the focus to benchmarks of particular interest 3- Identify important content represented within these benchmarks 4- Develop learning goals related to that content 5- Select activities and instructional strategies consistent with the learning goals 8/9-8/16/10 8 http://curriculum_materials.dadeschools.net/pacing_guides/# 8/9-8/16/10 9 http://curriculum_materials.dadeschools.net/pacing_guides/# 8/9-8/16/10 10 Prerequisite Skills ◦ What knowledge, understanding, or reasoning will you require to achieve this benchmark? Vocabulary ◦ What vocabulary needs to be understood to achieve this benchmark? Achievement Criteria ◦ What performance skills or products will you require to demonstrate achievement of this benchmark? Extending Learning ◦ How will you differentiate instruction to extend the learning of the standard? How will you assess achievement? ◦ What test or performance will give you data about student progress toward achievement of this benchmark? Differentiated Accountability Summer Academy Unwrapping Benchmarks Benchmark Number_____________________ Content Cluster ___________________ Benchmark: ___________________________________________________________ _____________________________________________________________________ Prerequisite Skills What knowledge, understanding, or reasoning is required to achieve this benchmark? Vocabulary What What vocabulary needs to be understood to achieve this benchmark? Achievement Criteria What performance skills or product skills are required to demonstrate achievement on Why this benchmark? How will you assess achievement? What test or performance will give you data about student progress toward achievement of this benchmark? How Practicing Science SC.2.N.1.1 Observing & Measuring Matter SC.2.P.8.1 SC.2.N.1.5 8/9-8/16/10 12 Practice Investigating and Experimenting BIG IDEA 1: The Practice of Science Topic 1: Practicing Science SC.2.N.1.1 Raise questions about the natural world, investigate them through free explorations and generate appropriate explanations. Source: Scott Foresman Activity Book p.25 8/9-8/16/10 13 Using the Unpacking Benchmarks Worksheet, discuss: ◦ How will you teach the labs? Describe methodology and questioning strategies. ◦ Constraints/limitations. What do you expect your students to find challenging about these ideas? ◦ Modifications. Do you anticipate any modification to the lab/activity? 1. Observe 2. Classify 3. Estimate/Measure 4. Infer 5. Predict 6. Make/use Model 7. Hypothesis 8. Collect data 9.Interpret data 10. Investigate and Experiment 11. Communicate 8/9-8/16/10 15 http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-17696-6/xxvi.html 8/9-8/16/10 16 8/9-8/16/10 17 8/9-8/16/10 18 8/9-8/16/10 19 8/9-8/16/10 20 8/9-8/16/10 21 BIG IDEA 1: The Practice of Science Topic 1: Practicing Science SC.2.N.1.5 Raise questions about the natural world, investigate them through free explorations and generate appropriate explanations. Source: Scott Foresman Activity Book p. 1 8/9-8/16/10 22 Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. 8/9-8/16/10 23 The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. 8/9-8/16/10 24 Effective science learning enable students to: ◦ ◦ ◦ ◦ ◦ ◦ ◦ Engage in quantitative and qualitative observations; Investigate thoughtful questions; Make logical predictions; Design and conduct experiments; Collect and organize data; Explore possible conclusions; Make well-reasoned, data based decisions 8/9-8/16/10 25 Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate) Use Inquiry (Directed, Guided and Full) Think-Pair-Share Differentiated Instruction (Centers) Cooperative Learning Utilize Graphic Organizers 8/9-8/16/10 26 The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage: Stimulate involvement Explore: Involve student in activity Explain: Put abstract experience in communicable form Elaborate: Expand on concepts learned Evaluate: To determine if student attained understanding of concepts and knowlege 8/9-8/16/10 27 How do we make student thinking explicit during scientific inquiry? Jigsaw Activity: Assessment Group 1: Informative Questioning Cycle and Setting and Aligning Goals. Group 2: Eliciting Student Responses + Fig 1 Group 3: Recognizing Student Responses + Fig 2 Group 4: Acting on Student Responses + Fig 3 8/9-8/16/10 28 BIG IDEA 8: Properties of Matter Topic II: Observing and Measuring Matter SC.2.P.8.1 Observe and measure objects in terms of their properties Source: Activity Book P. 7 Scott Foresman 8/9-8/16/10 29 Here is a sample of DI in a Grade 5 Science How many centers can you identify in this video? 8/9-8/16/10 30 Florida Department of Education http://www.fldoe.org/ Florida Standards and Course Descriptions http://www.floridastandards.org/ Department of Instructional Technology http://it.dadeschools.net/ http://it.dadeschools.net/riverdeep.htm Curriculum and Instruction: http://curriculum.dadeschools.net/ 8/9-8/16/10 31 Prepare a presentation to discuss with your department what you have learned at this workshop. Send Agenda signed by administrator along with a copy of the sign-in sheet to [email protected] (scanned pdf) Fax: 305 995 7690 attention Dr. Millard E. Lightburn 8/9-8/16/10 33