Science Content and Pacing
Embedding the Florida Standards:
Scaffolding for Science Success
Millard E. Lightburn, Ph.D., District Supervisor K-5
Mary Tweedy, Curriculum Support Specialist
Jessica Hernandez, Facilitator
Caroline Valdez, Facilitator
Division of Academics-Department of Science
August 12, 2014
Department of Mathematics and Science
Name Tent
• Fold a blank sheet of paper to set up a name
tent
• Front: Your Name
• Back: School
Grade
Self-contained or Departmentalized
Department of Mathematics and Science
Norms
•
•
•
•
Be present/Participate actively
Share wisdom
Try out something new and then reflect
Trust the process
Department of Mathematics and Science
Agenda
• Goals and Outcomes
• Discovery Education Session A: 8:45- 10:15
Session B: 10:15 - 11:30
Session C: 12:30 - 2:00
• Florida Standards Connections in Science
• Scaffolding Science K-5 Physical Science Big Ideas
• Big Idea 8 Hands-On Activities
• Claim-Evidence-Reasoning (CER)
• Observation, Measurement and Investigation Hands-on Stations
• District Resources
• Dream in Green Session A: 2:30
Session B: 2:40
Session C: 2:50
• Factors Influencing Science Instruction
• Essentials for a Successful Science Class
Department of Mathematics and Science
Goal and Outcome
Goal
• To develop learners that use a variety of
instructional strategies to consistently infuse
Florida Standards during effective science
instruction using the Science Pacing Guides
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
Department of Mathematics and Science
Discovery Education Presentation
http://www.dadeschools.net/ Employee portal
Become a
DEN star
….
Get the
Science
Techbook
Resource
Available for all schools
Department of Mathematics and Science
Florida Standards that Impact
Science Instruction
LAFS
MAFS
LAFS.5.RI.3.7
Draw on information from multiple print
or digital sources, demonstrating the
ability to locate an answer to a question
quickly or to solve a problem efficiently.
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.
MAFS.K12.MP.1.1
Make sense of problems and persevere
in solving them.
MAFS.K12.MP.2.1
Reason abstractly and quantitatively
MAFS.K12.MP.3.1
Construct viable arguments and
critique the reasoning of others.
MAFS.K12.MP.5.1
Use appropriate tools strategically.
MAFS.5.MD.2.2.
Represent and interpret data.
Division of Academics – Department of Science
Impact of Florida Standards
on Science Instruction
How do you integrate the Florida Standards
into your science instruction?
Department of Mathematics and Science
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
Division of Academics-Department of Science
Department of Mathematics and Science
9
Science Pacing Guides
Year-At-A-Glance
2014-2015
Grades K-5
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
•
•
•
•
•
•
LAFS.5RI.3.7 Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a problem efficiently.
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.
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.
Department of Mathematics and Science
What is Matter?
• Matter is everything around you,
including you!
• Look around the classroom. Everything,
from the clothes you are wearing to the air
you breath is matter.
• Matter is what all objects are made of.
• Matter is All Around Us (song)
• Name a type of matter you see.
• How do we tell the difference between the
matter around us?
Department of Mathematics and Science
All Matter has Properties.
What are properties?
Properties are the characteristics of matter
that can be observed.
What does it mean to observe?
To observe an object means to carefully
explore all of its properties.
Department of Mathematics and Science
Look for words that describe properties of matter as you read.
Make a list in your notebook.
What other properties
can you name? Add them.
How do we study properties of matter?
We use our Senses
(K-5)
• Sight - Looks
• Eyes
– Color
– Shape
– Size
• Touch – Feels (texture)
• Hear – Sounds when
dropped
• Smell – Odor
• Taste
• Hands and Fingers
• Ears
• Nose
• Mouth
to observe properties of matter
Department of Science
We use our senses to tell
about an object’s properties.
Looks
Feels
Texture –
fuzzy
Shape - round
like a sphere
color –
yellow green
Smells
Odor musty
Sounds
bouncy thump, thump
Properties of a Tennis Ball
What else can we use to help
observe properties?
Measurement Tools (2-5)
• Ruler
Properties
length
• Tape measure
length
• Measuring cup
volume
• Graduated cylinder
volume
• Balance
mass
• Thermometer
temperature
Department of Mathematics and Science
What are my Properties?
Choose an object from your table tray to observe
using your senses and measurement tools. Write
its name and properties in your notebook.
Looks
Length
Feels
Mass
Sounds when
dropped
Odor
Other(s)
Department of Mathematics and Science
How Can We Sort?
We can use our senses to classify matter in different ways.
We can group matter by how it feels.
Some matter may feel hard or bumpy.
We can group matter by shape. Matter can have
many different shapes.
(Gr. 1 Scott Foresman Quick Study)
How can we sort these buttons?
We can sort by color:
blue - red – green – yellow
Matter can be different colors.
We can sort by size:
small - medium – large
Matter can be different sizes.
small
Department of Mathematics and Science
Practicing Science
Sort, Group, Classify
1. Observe the school supplies in your basket.
2. Make a data chart to list the properties
observed and measured in your notebook.
3. Decide on a way to sort your objects.
4. Sort the objects. Name your groups.
5. Talk about why you classified them as you did.
6. Can you sort your objects in another way?
Try it.
Department of Mathematics and Science
Matter Jeopardy
Game Rules
Game Rules
What is my matter?
• Select an object you
observed.
• List both qualitative and
quantitative properties
(begin with the most
obvious properties).
• Give descriptions to
other group as they try
to guess the object
based on its properties.
Qualitative Properties: (uses five
senses)
• Texture: smooth and hard
• Shape: long cylinder
• Other: Not magnetic
Quantitative properties: (Uses
measurement tools)
• Mass: 10 g
• Length: 14 cm
• What is a marker?
Division of Academics – Department of Science
Practicing Science:
Teacher Reflection
How did you see the Florida Standards being
integrated in the hands-on activities?
Division of Academics - Department of Science
How else can the
Florida Standards be infused into the
Science Curriculum?
Department of Mathematics and Science
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.
Department of Mathematics and Science
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
Department of Mathematics and Science
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.
Department of Mathematics and Science
Evidence
The evidence is all the scientific data that supports
your claim.
• This data helps to answer the question or problem
that the students are examining.
• It can come from a variety of sources such as:
lab investigation, textbook, reading selections,
videos, news reports, class notes, etc.
• It should include both qualitative and quantitative
data.
• It is important to have numerous pieces of evidence
in order to prove your claim.
Department of Mathematics and Science
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 is the justification that shows why the data is relevant and
should be used to support the claim 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 the
“conclusion” of the lab.
• It is usually several sentences in length.
Department of Mathematics and Science
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
reasoning.
Department of Mathematics and Science
Claim Evidence (CE)
Assignment: Think like a scientist to write an
answer to this question:
How do you learn about the properties of objects?
Claim: (A sentence that states how you learn about
properties of objects.)
Evidence: (Examples (data) of what you did to learn
about properties of objects.)
Department of Mathematics and Science
Getting Started
First think about:
Use your resources:
 What is a possible claim?
 Where can you find your
evidence (data)?
 Where can you find
science and other words
to help you write?
 What science words will
you want to include?
 Science notebook
 Observations from
hands-on activities
and videos
 Reading passages
 Your textbook
 Classroom
charts,
word
walls
and
bulletin boards
Division of Academics - Department of Science
Writing Scaffolds
Sentence Starters:
Writing Words:
• My evidence to support
my claim is…
• The data…
• According to the text…
• On page ___, it said …
• For instance…
• From the reading, I know
that…
• The graphic showed…
• For example…
• My evidence supports my
claim because..
• “Uncertainty” words:
usually, generally,
suggests, indicates
• Sequencing words:
first, second, third,
• next, last
• Therefore
• Because
• If… Then…
• However
Division of Academics - Department of Science
You can look for help in your textbook. Let’s read.
Claim: I use my senses to…
Science words
Evidence
I can see …
I can
feel…
Department of Mathematics and Science
CE Samples
Claim: I use my senses to
observe properties of
objects.
Evidence:
Properties of my eraser
Looks
Color – pink
Shape – rectangle like
Feels – smooth - bends
Drop and hear – thump,
thump
Smells - rubbery
Claim: I can use my senses to
observe properties of objects.
Evidence: My eraser’s
properties - First I used my
eyes to look. My eraser’s
color is pink. Its shape is
like a box. Next I used my
hands to feel it. It is
smooth. It can bend. I smell
it with my nose. It smells
like rubber. Then I used my
ears to describe the sound it
made when I dropped it. It
bounced a little and sounded
like a thump, thump.
Gr. 2 CER Sample
Claim: I know I can use my
senses to learn about
properties of objects.
Evidence:
Pencil’s properties:
Color: blue and yellow
Shape: long and round like a
can with one end sharpened
and the other end with an
eraser.
Feels: smooth and hard
One end feels sharp and the
other end feels rubbery.
Sounds when dropped: plop,
plop
Smell: woody
Reasoning: Here is how I used
my senses to observe my pencil’s
properties. First I used my eyes
to look at my pencil. I can see my
pencil’s color is blue with yellow
stars. Its shape is long and round
like a can. I can see one end is
sharpened with a point. Next I
used my hands to feel it. It feels
smooth and hard. Then I used my
ears to describe the sound it
made when I dropped it. It
sounded like a plop, plop. Last I
used my nose to smell it. It
smells like wood. My pencil like all
objects have properties that I
can observe with my
senses.
3-5 Claim-Evidence-Reasoning (CER)
Assignment: What properties can be used to classify
your school supplies?
Claim: My school supplies can be classified by their mass,
length, shape, texture, and attraction to magnets.
Evidence: (Record all the evidence you gathered from hands-on
investigations).
Data: School Supplies Observations Table
School
Supplies/Qty.
Mass
Length
Shape
Texture
Magnetic?
Pencil (1)
5 grams
16 cm
Hexagonal
prism
smooth/hard
part
Scissor (1)
26 grams
13 cm
Irregular
Smooth/hard
part
Crayon (1)
4 grams
9 cm
cylinder
Smooth/hard
No
Marker (1)
10 grams
16 cm
cylinder
Smooth/hard
No
Glue stick (1)
16 grams
8 cm
cylinder
Smooth/hard
Department of Mathematics and Science
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.
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, length, shape,
texture, 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. Next
using my senses of sight and touch, I discovered that I could not sort
my objects by texture. They were all smooth and hard. However, the
objects could be classified by shape such as regular versus irregular.
Some had parts that were magnetic. My evidence supports my claim
because objects and materials can be compared to one another
based on their observable properties.
Department of Mathematics and Science
Matter CER Questions
•
•
•
•
•
•
•
•
•
How do you learn about matter?
How do scientists study the properties of matter?
How do scientists describe the basic properties of matter?
What are the basic properties that scientists use to describe
matter?
How can we tell the differences between types of matter?
How do people use the properties of matter?
What are some ways that a substance’s properties depend on
its state?
How do we know matter is all around us?
What characteristics of solids, liquids and gases are alike and
different?
Department of Mathematics and Science
Matter Online Resources
Videos and Interactive
Discovery Education:
•
•
•
•
•
•
•
•
Sites for Reading Passages:
Measuring Matter
Fundamental: What’s the Matter
Identifying Properties of Matter
Matter Is Everywhere
Matter
How Matter Looks and Feels
Properties of Matter
Matter is All Around Us (song)
Inquiry in Action:
• http://www.inquiryinaction.o
rg/classroomactivities/
Study Jams:
• Matter
•
•
http://www.readworks.org/books/passages
http://k12reader.com
Scott Foresman Science through
Teacher Portal or
https://www.pearsonsuccessnet.
com/snpapp/login/login.jsp
Printable Resources:
• Quick Study
• FCAT Benchmark MiniLessons
Discovery Education: Search
matter -reading passage
Division of Academics – Department of Science
Effective Science Strategy
When can the Claims Evidence and
Reasoning (CER) strategy be used during
your science lesson?
Department of Mathematics and Science
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.
Department of Mathematics and Science
Claim, Evidence, Reasoning
after Viewing a Video, News
Report or a Documentary
• What key points did you learn from this video?
• What is the scientific explanation?
• 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?
Department of Mathematics and Science
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
G. green
evidence
H. blue
claim
I. white
Grades 2 - 5
Practicing Science Like a Scientist
1.
2.
3.
4.
5.
6.
Observation, Measurement and
Investigation Stations
Observe a Rock
Classify Rocks
Measure a Rock’s Length
Weigh a Rock
Measure a Rock’s Volume (Gr. 4 & 5)
Bubbles and Fizz (Gr. 4 & 5)
Department of Mathematics and Science
Science Department
Website Overview
Department of Mathematics and Science
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
47
Division of Academics-Department
of Science
Department
of Mathematics and Science
Bring Your Own Device
(BYOD)
Power My Learning Grade 5 – Play Lists
http://powermylearning.org
Dr. Lightburn’s Class: Teacher 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
Department of Mathematics and Science
Dream in Green Program
Factors Influencing Science
Instruction
Carousel Data 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?
Department of Mathematics and Science
Essentials for a Successful Science Class
Hands-on Materials
&
Measurement Tools
Office of Academics - Department of Science
“So What? Now What?”
With what you’ve learned, what will your
classroom and science teaching look like?
Department of Mathematics and Science
Slip
3-2-1 Reflection
Have a STEM-filled school year!
Department of Mathematics and Science