Embedding the Florida Standards:
Scaffolding for Science Success
K-5 SCIENCE TEACHERS
Division of Academics-Department of Science
July 2014
Name Tent
• Fold a blank sheet of paper to set up a name
tent
• Front: Your Name
• Back: If you were to write your Autobiography,
what would the title be and why?
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Agenda
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Goals, Outcomes and Objectives
Suggested Agreements
Florida Standards Connections in Science
Factors Influencing Science Instruction
Scaffolding Science Standards K-5
Good Science Instruction and Successful Science
Strategies
• Hands-On Activities
• District Resources
• Bring Your Own Device (BYOD) Resources
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Suggested Agreements
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Be Present
Keep an Open Mind
Refrain from judging
Share wisdom
Trust the Process
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Goal and Outcome
Goal
• To develop learners that use a variety of
instructional strategies to consistently infuse
Florida Standards during effective science
instruction
Outcome Statement
• Participants will develop skills and practice using
tools to facilitate structures that will be utilized
during planning and instruction to effectively
infuse Florida Standards into their science
curriculum
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Session Objectives
• By the end of this session, participants will have a clear
understanding of:
a.
How the Florida Standards are correlated to the Elementary
Science Next Generation Sunshine State Standards
(NGSSS).
b. How the Florida Standards can be infused into the science
curriculum
c. The scaffolding nature of the Next Generation Sunshine State
Standards and learn how the Florida Standards facilitate a
deeper understanding of the Science content.
d.
How to implement protocols to aide in the development of a
Professional Learning Community (PLC) targeted to develop a
support system at their school sites focused on maximizing
planning and instructional time
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Impact of Florida Standards
on Science Instruction
How do you integrate the Florida Standards into
your science instruction?
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Florida Standards that Impact
Science Instruction
LAFS
MAFS
LAFS.5.W.3.9.
Draw evidence from literary or informational texts to
support analysis, reflection, and research.
LAFS.5.SL.1.1.
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
LAFS.5.RI.1.3.
Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on
specific information in the text.
LAFS.5.W.3.8.
Recall relevant information from experiences or
gather relevant information from print and digital
sources; summarize or paraphrase information in
notes and finished work, and provide a list of
sources.
MAFS.5.MD.2.2.
Represent and interpret data.
MAFS.5.G.1.
Graph points on the coordinate plane to solve realworld and mathematical problems.
MAFS.K.MD.2.3
Classify objects into given categories; count the
numbers of objects in each category and sort
the categories by count.
MAFS.K12.MP.5
Use appropriate tools strategically
MAFS.K12.MP.1
Make sense of problems and persevere in solving
them
MAFS.K12.MP.2
Reason abstractly and quantitatively
MAFS.K12.MP.3
Construct viable arguments and critique the
reasoning of others.
Division of Academics-Department of Science
Florida Standards
Connected to Science
Standard (Sample)
• SC.5.N.2.1:
Recognize and explain that science is grounded in empirical
observations that are testable; explanation must always be
linked with evidence.
Remarks/Examples
Annually assessed on Grade 5 Science FCAT 2.0. Also assesses
SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6.
• LAFS Connections: LAFS.5.W.3.9. Draw evidence from literary or
informational texts to support analysis, reflection, and research.
• MAFS Connections: MAFS.K12.MP.1: Make sense of problems and
persevere in solving them; and, MAFS.K12.MP.2: Reason abstractly
and quantitatively; and, MAFS.K12.MP.3: Construct viable
arguments and critique the reasoning of others.
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Factors Influencing Science
Instruction
Data Carousel Protocol
• What are the challenges that impede you from effectively infusing
the Florida Standards during the Science Instructional Block?
• What should effective instruction look like in a science classroom?
• What tools/resources are available to facilitate science
instruction?
• What instructional strategies should be used in a science
classroom?
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10 min. Break
Scaffolding Science
Standards K-5
How are science topics and standards
interconnected across grade levels?
(1) Big Idea 8: Matter
(2) Big Idea 9: Changes in Matter
(3) Big Idea 10: Forms of Energy
(4) Big Idea 12: Motion
(5) Big Idea 13: Force and Motion
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Overall Driving Question:
How can we support our students in crafting
evidence based arguments in science and
across the curriculum?
Integration of Florida Standards through a
Claims, Evidence and Reasoning (CER)
SHAMWOW Video
What does Vince want you to do?
Why is Vince so convincing?
Write down all the evidence that Vince uses to convince you to buy Sham Wow.
Claim: You should buy a Sham Wow because it absorbs
water better than any other towel.
Evidence:
Does not drip.
Holds 20 times it’s weight in liquid.
Absorbs all liquid from a carpet.
What more could Vince do to convince you that you should
buy Sham Wow? (Hint: think like a science teacher)
Let’s make Vince’s presentation even better and add the
reasoning to his evidence.
Reasoning: The Sham Wow towel works so well because it contains micro
fibers. Micro fiber towels are made from two synthetic (man made)
materials, usually nylon and polyester. The fibers are treated with
chemicals and mechanically changed to make them very small, smaller
than 1/100th the diameter of a human hair. This gives the towel a lot of
surface area to make contact with the spill and absorb the liquid. The
tiny fibers get into small places where most towel fibers cannot reach.
Source:
http://www.cleanlink.com/cp/article/Microfiber-101-The-Science-ofTiny-Threads--3488
Claim
Claims are the statements that answer your
original question.
• The claim must be accurate, specific, and
answer the question.
• The claim is usually one sentence in length.
Evidence
The evidence is all the scientific data that supports
your claim.
• It can come from a variety of sources such as:
textbook, reading selections, videos, lab
investigations, news reports, class notes, etc.
• When possible, it should include both qualitative
and quantitative data.
• It is important to have numerous pieces of evidence
in order to support or prove your claim.
Reasoning
• Reasoning is the explanation that connects your claim to
the evidence that supports it or why you think your
claim (answer to the question) is correct.
• It shows why the data you chose counts as evidence.
• It shows a detailed understanding of the scientific
principles involved and uses correct science vocabulary.
• This explanation acts as a conclusion.
• If evidence is from an experiment, it can be used to
support the “conclusion” of the lab.
• It is usually several sentences in length.
Progression for Argumentation K-12
Grade
K-2
3-5
6-8
9-12
Argumentation Focus
Claim + Evidence
 Claim – Make conclusions from investigations.
 Evidence – Use observations from investigations.
Claim + Evidence + Reasoning
 Claim – Make conclusions.
 Evidence - Use observations and measurements.
 Reasoning – Provide a simple connection between claim and evidence using the big ideas they have
learned in science.
Claim + Evidence + Reasoning (greater complexity)
 Claim – Make conclusions.
 Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate
data. Consider sufficiency of evidence.
 Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.
Claim + Evidence + Reasoning + Rebuttal
 Claim – Make conclusions.
 Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate
data. Consider sufficiency of evidence.
 Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.
Each piece of evidence may have a different justification.
 Rebuttal – Describe why a counter-claim is not appropriate by critiquing the alternative evidence and
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reasoning.
Division of Academics-Department of Science
K-2 Claim-Evidence (CE)
SC.K.P.8.1, SC.1.P.8.1: Sort objects by observable properties.
Assignment: (Write a scientific explanation that answers the
question?) How can we sort our school supplies?
Claim: (The answer to the question, teacher records)
Class discussion: We can sort our school supplies by observing
them with our senses.
Evidence: (Record all the evidence you gathered from reading
passages, articles, videos, interactives, and/or hands-on
explorations).
Teacher records at least three pieces of evidence from class
discussion that supports the claim.
The school supplies can be sorted by size, some objects were small
and some were large. Other objects were sorted by color by using
the sense of sight. The objects can be sorted by observing their
weight (heavy or light).
Grades K-2
Division of Academics – Department of Science
3-5 Claim-Evidence-Reasoning (CER)
SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2:
Observe and measure objects by their properties.
Assignment: (Write a scientific explanation that answers the
question?) What properties can be used to classify your school
supplies?
Claim: (The answer to the question)
Physical properties can be used to classify my school supplies.
Evidence: (Record all the evidence you gathered from hands-on
investigations). Ex. Observation/Measurement Table
School
Supplies/Qty.
Mass
Shape
Property
Use
Sense of touch
(texture)
Magnetic?
Pencil (1)
5 grams
Hexagonal
prism
writing
smooth/hard
Partial
Scissor (1)
26 grams
Irregular
cutting
Smooth/hard
partial
Crayon (1)
4 grams
cylinder
writing
Smooth/hard
No
Marker (1)
10 grams
cylinder
writing
Smooth/hard
No
Glue stick (1)
16 grams
cylinder
stick
Smooth/hard
No
3-5 Claim-Evidence-Reasoning (CER)
SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2:
Observe and measure objects by their properties.
Claim: (The answer to the question)
Physical properties can be used to classify my school supplies.
Reasoning: (Write a statement that explains why you think your
claim or answer to the question is right.)
My school supplies can be classified by their mass, shape, color,
hardness, texture, odor and attraction to magnets. As a result of
measuring my supplies I learned some are greater in mass than
others. For example, two of the five objects had a mass of less
than 10 grams compared to the other three objects that were up to
26 grams. Based on the exploration using my senses of sight and
touch, I discovered that I could sort my objects by color, hardness
and texture. In addition, the objects could also be classified by
shape such as regular versus irregular. Therefore, my school
supplies can be classified by several physical properties.
Grades 3-5
Effective
Science Strategy
Wagon Wheel Protocol
When can the Claims Evidence and
Reasoning (CER) strategy be used during
your science lesson?
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How can the
Florida Standards be infused into the
Science Curriculum?
When can a CER be used?
• Use it to engage in structured argumentation
to explain a scientific concept.
• Use it after an experiment to explain why a
hypothesis was proven correct or not.
• Use it to justify an answer choice for a
multiple (FCAT type) test question is correct.
• Use it to discuss claims made in videos,
commercials, documentaries or news reports.
Claim, Evidence, Reasoning
after Viewing a Video, News
Report or a Documentary
• What is the scientific explanation?
• What key points did you learn from this video?
• What vocabulary words are connected to the
lesson?
• What is the claim the reporter is making?
• What evidence does he or she cite in the report
that supports that claim?
ELA CCSS Literacy Supports
Content Area State Assessment
Sample FCAT 2.0 Science Question
reasoning
A radiometer is a device with fins that spin when light energy strikes them.
A picture of a radiometer is shown below. As part of an experiment, a
light source was placed 50 centimeters (cm) from a radiometer. The
light source gave off four different-colored lights for 30 seconds (s)
each. After each color of light was turned off, the amount of time the fins
on the radiometer spun was recorded. The results are shown in the
table below.
Which color of light provided the greatest amount of light energy according
to the data in the table?
F. red
evidence
G. green
H. blue
claim
I. white
SAMPLE INFORMATIONAL TEXT
Claim
Evidence
LUNCH
Benchmark Focus
Science Big Idea 8: Properties of Matter
Grades K-1
Grade 2-3
Grade 4-5
SC.K.P.8.1
SC.1.P.8.1
SC.2.P.8.1
SC.3.P.8.1
SC.4.P.8.1
SC.5.P.8.1
Sort objects by
observable
properties.
Observe and measure
objects according to
their properties.
Compare and contrast
basic properties of
solids, liquids, and
gases
Florida Standards Integration
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•
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LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
LAFS.K12.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.
MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of
grams (g), kilograms (kg), and liters.
MAFS.4.MD.2 Know relative sizes of measurement units within one system of units including km,
m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
Practicing Science:
Hands-on Activities
Grades K - 5
Observing, Sorting, Measuring
and Comparing Matter
Embedding the Florida Standards
Division of Academics - Department of Science
Essentials for a Successful Science Class
computers
Department of Mathematics and Science
Science Department
Website Overview
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CER Jingle
Claim – My way to fame
stating my answer is part of the game
Evidence – Got to show and prove
To support the claim is my next move
Reasoning – The why is the end
This acts as my conclusion
“So What? Now What?”
Reflect
With what you’ve learned, what will your future
classroom and science teaching look like?
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Learning Goals Grade 5
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and
temperature. (Level 2: Basic Application of Skills and Concepts)
Learning Progression
Scale

I am able to differentiate (tell the
difference between) the physical
properties (mass, volume, color, texture,
and temperature) of solids, liquids, and
gases.
Go on a phase scavenger hunt and find at least two
objects that represent one state of matter, two objects
that represent two states, and two objects that represent
all three states of matter. Create a chart to identify all of
your objects’ properties.

I am able to classify a material as a solid,
liquid, or gas based on its physical
properties.
Use a three circle VENN diagram to classify a small group
of materials (at least five for each) that represent solids,
liquids, and gases based on their physical properties.
Explain and record how you classified the materials.

I am able to compare physical properties
of solids, liquids, and gases.
Use a graphic organizer to compare the physical
properties of solids, liquids and gases with examples of
each.

I am able to identify the physical
properties of solids, liquids, and gases.
Create a foldable. Illustrate the physical properties of
basic solids, liquids, and gases.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Score/Step 2.0
Target
Sample Progress Monitoring and Assessment Activities
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Bring Your Own Device
(BYOD)
Power My Learning Grade 5 – Play Lists
www.powermylearning.org
Dr. Lightburn’s Class: Class Code: 278894
• Quarter 1:
– Big Idea 8: Properties of Matter and Big Idea 9: Changes in
Matter
• http://powermylearning.org/user/playlist/gr-5---qtr-1---big-idea-8properties-of-matter-275176
Interactive Sites for Education
http://interactivesites.weebly.com/science.html
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