Science Content and
Pacing
INQUIRY, STANDARDS, QUESTIONING
AND COMMON CORE
QUARTER 1 – 2
SEPTEMBER 2012
Presented by:
Dr. Ava D. Rosales, Instructional Supervisor
Division of Mathematics and Science
Office of Academics and Transformation
Miami-Dade County Public Schools Curriculum and Instruction Secondary Science
2007
Welcome
 Name Tent:
 Include Your Name and School on both sides
 Respond to the Essential Question:
 What does effective science instruction mean to you?
M-DCPS Division of Mathematics and Science 2012
Community Norms
 Learner centered
 Engage in all activities
 Act in common
 Respect each other
 Negotiate for consensus
 __________________
Interactive Notebook (IN) Front Matter
IN left
Norms
 Learner centered
 Engage in all activities
 Act in common
 Respect each other
 Negotiate for consensus
 ________________
Bathroom and
Electronic Devices
IN right
Session Goals
Deliver content and pedagogical
strategies to effectively:
 Engage students through inquiry,
questioning and real-world
contexts
 Plan standards and data driven
daily lessons
 Probe for student understanding
 Utilize Pacing Guide instructional
tools
 Incorporate common core
standards
Session Goals
Deliver content and pedagogical
strategies to effectively:
 Engage students through inquiry,
questioning and real-world contexts
 Plan standards and data driven daily
lessons
 Probe for student understanding
 Utilize Pacing Guide instructional
tools
 Incorporate common core standards
Overview of Agenda
Effective Science Instruction: 5-E
Instructional Model
 Engage: Essential Question and
Instructional Tools
 Explore: Content Investigation
Rotation Stations
 Explain: Student-led vs Teacher-led
 Elaborate: Data-Driven Decisions
 Evaluate: Formative and Summative
Miami-Dade County Public Schools Curriculum and Instruction Secondary
7
DUE: October
Submit a one page reflection on the
implementation of workshop
strategies/concepts and sample
student work (remove student
name)
•
And
INCLUDE:
•
•
•
•
•
•
Name
Employee Number
Session Date
7
Engage with K-W-L
Know-Want to know-Learned
8
As a small group, assign each member a role
(think lab)
 On chart paper provided, make a 3-column
K-W-L chart and indicate:
 What the group knows about :
 Effective science instruction
 What the group wants to know about:
 Effective science instruction
 The last column: learned will be completed
at conclusion of the day’s agenda
KWL: Group Report-out
(2 min. per group)
9
 Spokesperson
◦ Introduce members of group
◦ Report-out K-W columns
◦ No need to duplicate responses. Instead you can choose to
respond to one or more of the questions below.




How is your K-W chart like your colleague’s?
Are there changes that you wish to make on your chart? K-W
What are they and how can you change it?
What information is missing from your K-W that would help
you?
SCIENCE INTERACTIVE
NOTEBOOK
“YOUR KEY TO SUCCESS IN SCIENCE”
Prepared by
Eboni DuBose
Portions adopted from A. Holder & D. Saunders
 A interactive notebook (INB) your own
personalized DIARY of learning about science
 A portfolio of your work in ONE convenient
spot. This is great for studying for upcoming
quizzes & test
 A great ORGANIZATIONAL tool that gives
you permission to be PLAYFUL AND
CREATIVE in your responses without "messing
up" your notes.
 Allows you to be like a REAL SCIENTIST!
D
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O
S
S
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Y
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The notebook is divided into TWO sections.
 The Left SIDE “LOVES” student work.
This is the side that you can use to show me
your creativity. This is the “output” or
product side.
 The Right side is “RESTRICTED” and
contains only information given by Mrs.
DuBose. Nothing else should be
placed on the RIGHT SIDE!!
The notebook is divided into TWO sections.
LEFT side “loves”
RIGHT side is “restricted” to
TEACHER INPUT
STUDENT work = OUTPUT
WARMUP #1 Fill in the missing word.
Decomposer Producer Consumer
Plants are ____. Lions, tigers, and bears are
____. Worms and mushrooms are____
 The LEFT SIDE belongs to you.
 It contains your warm-up (QUESTION
MARK) and the day’s activity (LIGHTBULB).
On this page you may include diagrams,
cartoons, drawings, poems, foldables,
etc. Let your CREATIVITY go wild!
ODD PAGES =1, 3, 5, 7, 9…YOU GOT
IT..
WARMUP #1 Fill in the missing word.
Decomposers Producers Consumers
Plants are _________. Lions, tigers, and
bears are ________. Worms and
mushrooms are_________
The DAY’S ACTIVITY
is placed on the LEFT
side of the notebook.
INCLUDES:
WARM-UP
 DAY’S ACTIVITY
Fill in the missing word.
Decomposer Producers Consumers
Plants are _________. Lions, tigers, and bears are
________. Worms and mushrooms are_________
The TOP of the left side of the has a question mark and is
referred to as the WARM-UP. This “warm-up” is either on the
whiteboard or on Powerpoint. It acts as a review before the start
of class and should be completed within the first FIVE minutes
of class
The day’s activity is placed
on the LEFT or OUTPUT
side of the notebook. This is
indicated with a yellow light
bulb icon. This section acts
as a reinforcement for the
RIGHT or INPUT side side
and is referred to as the
WARMUP. This side
entails hands on, tactile
learning
 Science Warm-Ups
 Graphic Organizers
 Drawings/Illustrations
 Poems, Rap Songs
 Cartoons/Comics
 Lab Analysis
 Teach Your Parent
 The RIGHT SIDE belongs to me and
should only contain information given
or “input” from Mrs. DuBose. Nothing
else should be placed on this page!
 The RIGHT SIDE contains the notepad
icon and will contain all the TESTABLE
material.
Even Pages = 2,4,6,8..YOU KNOW IT.
The RIGHT side of
the notebook contains
information given to
you by Mrs. DuBose.
It has a purple
notepad in the corner.
This is the ESSENTIAL
information that will
DEFINITELY be on a
quiz or test. Nothing
else should go on this
side.
 Notes from
 Teacher guided PowerPoint notes
 Movie/Video
 Article Readings
 Vocabulary words
 Lab procedures
 Study Guides
 “ISN's are easy to do and worth
a lot of points, so take time and
effort to do them well.“
 "Always update your table of
contents so papers don't get
messed up - or in case of an ISN
check.“
 "An ISN is a great tool, keep it
organized!“
 "You have to spend quality time
on your ISN.“
 "Don't leave your ISN until the last
day, otherwise you may be up to the
early morning hours finishing
assignments.“
 "Colorize things. It looks so much
better that way”
 "Keep it in order, because you
never know when a notebook check
might come up.“
 "Do not save your ISN until the last
minute. Remember, it counts as
much as a test."
Scissors
TWO 1- SUBJECT
Spiral NotebookS
Glue or glue
stick
(2 PER MONTH)
Erasable pens & pencils
“MEAD works BEST”
HIGHLIGHTER
colored pencils
NO MARKERS!
 The name of the course:

My Adventures in Sixth Grade
Science
 The words: Interactive Science
Notebook
 The class period that you have
science:

Block 1, for example
 The school year: 2008 – 2009
 Your “awesome” teacher: Mrs.
DuBose
 Your name: (self explanatory)
 TWO OR MORE SCIENCE
PICTURES:

You can draw, get from magazine or
Internet.
Sample
Author
Page
 No RIPPED OUT pages or torn corners
 No DOODLING that doesn’t relate to science
 Notebook should only be used for SCIENCE
CLASS ONLY
 DATE AND NUMBER each page
 All entries must go into the Table of Contents
 BE COLORFUL & LOVE YOUR NOTEBOOK
 Many thanks to these wonderful teachers for creating
wonderful POWERPOINT slides from




Annette Holder, rockin’ Science
Doug Saunders, bringing History Alive!
ScienceNotebook.com, great resource
Mr. Taft, student quotes
Interactive Notebook Science Activities
http://www.middleschoolscience.com/notebook-2010-2011.htm
M-DCPS Division of Mathematics and Science Programs 2012
Achieving Standards through Collaboration
and Inquiry
 Students need to work collaboratively
 Lab role assignments
Project Director
 Materials Manager
 Technical Manager
 Safety Director

Miami-Dade County Public Schools Curriculum and Instruction Secondary
Explore: Essential Laboratory
Activities
MINIMUM LABORATORY EXPERIENCES FOR
EACH GRADE LEVEL
Miami-Dade County Public Schools Curriculum
and Instruction Secondary Science 2007
Lab Rotations
43
IN right
Grade 6: Melting Ice (EL), Showing Off the Heat (EL),
Analyzing Energy Transformations (EL)
Grade 7: Temperature Changes Everything (EL); Solar
Energy vs. Color (EL); Visualizing Convection Currents(QL);
Bent Light (QL)
Grade 8: Chemical Change in a Bag (EL), Density of Matter
(EL), Precipitating Bubbles(EL)
Technology (Pearson, GIZMO, The Khan Academy, Study Jams,
1.
2.
3.
4.
Discovery)



Grade 6:
Grade 7: Topic 3
Grade 8:
Lab Rotations
IN left
44
 Record Laboratory Notes and data in Interactive
Notebook (LEFT side)
 After completing each Lab, as a group
1.
Identify the Content (E or P) and Process (N) Benchmarks
◦
◦
◦
2.
Grade 6 Content: Earth and Space Science (E)
Grade 7 Content: Physical Science (P)
Grade 8 Science: Physical Science (P)
Identify an expected student claim, evidence and reasoning
Lab Rotation Tasks
 How well does the activity address the NGSSS
benchmark and the requirements as delineated in
the FCAT 2.0 Test Item specifications?
 Implications
 Recommendations
Miami-Dade County Public Schools Curriculum and Instruction Secondary
Explain
STUDENT LED REPORT-OUT
Miami-Dade County Public Schools Division of Mathematics and Science 2012
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 2
Course Code: 200207001
BODY OF KNOWLEDGE: P: Physical Science; N: Nature of Science
Pacing
Traditional
Block
TOPIC III: Properties of Waves
NEXT GENERATION SUNSHINE
STATE STANDARD(S)
Big Idea 10: Forms of Energy
SC.7.P.10.1Illustrate that the sun's energy arrives as
radiation with a wide range of wavelengths, including
infrared, visible, and ultraviolet, and that white light is
made up of a spectrum of many different colors. . AA
(Cognitive Complexity: Low)
Big Idea 1: Practice of Science
SC.7.N.1.3 Distinguish between an experiment (which
must involve the identification and control of variables)
and other forms of scientific investigation and explain
that not all scientific knowledge is derived from
experimentation. Assessed as SC.8.N.1.1 (Cognitive
Complexity: Moderate)
SC.7.N.1.4 Identify test variables (independent
variables) and outcome variables (dependent
variables) in an experiment. Assessed as SC.8.N.1.1
(Cognitive Complexity: Low)
MACC.6.SP.2 Summarize and describe
distributions.
MACC.6.SP.2.5 Summarize numerical data sets in
relation to their context, such as by:
MACC.6.SP.2.5a Reporting the number of
observations.
MACC.6.SP.2.5b Describing the nature of the
attribute under investigation, including how it was
measured and its units of measurement.
MACC.6.SP.2.5c Giving quantitative measures of
center (median and/or mean) and variability
(interquartile range and/or mean absolute deviation),
as well as describing any overall pattern and any
striking deviations from the overall pattern with
reference to the context in which the data was
gathered.
LACC.68.RST.1 Key Ideas and Details
LACC.68.RST.1.3 Follow precisely a multistep
procedure when carrying out experiments,
taking measurements, or performing technical tasks.
ESSENTIAL
CONTENT
A.
Electromagnetic vs.
Mechanical
1. Properties of
waves:
Wavelength
Frequency
2. Transverse vs
longitudinal
B.
The Sun’s energy as
radiation Electromagnetic
Spectrum
1. Radio
2. Infrared
3. Visible
4. X-ray
5. Ultraviolet
6. Microwaves
7. Gamma-rays
C.
Scientific Investigations
M-DCPS Division of Mathematics and Science 2012
16 Days
8 Days
Date(s)
09-28-12 to 10-19-12
09-28-12 to 10-19-12
OBJECTIVES
INSTRUCTIONAL TOOLS
 Compare and contrast characteristics
of electromagnetic and mechanical
waves by constructing a Venn diagram.
 Explain the relationship between
wavelength and frequency.
 Calculate the frequency of a transverse
wave
 Construct a graph to show the
relationship between the frequency and
wavelength of electromagnetic waves
(they are inversely related).
 Investigate how colored shadows
combine red, blue and green light to
make white light
 Sequence the different types of waves
in the electromagnetic spectrum based
on their wavelength.
 Analyze the types of electromagnetic
waves and their wavelengths as they
transport energy from the sun to Earth.
 Model an electromagnetic spectrum
that is 70 cm long, each section 10 cm,
listing the wave frequency and
illustrating an example of each section
of the spectrum
 Identify common uses and /or
applications of electromagnetic waves
 Compare and/or contrast the variety of
types of radiation present in radiation
from the sun
 Identify and/ or compare characteristics
of the electromagnetic spectrum
 Explain that scientific explanations are
based on empirical evidence
Core Text Book: Pearson Interactive Science Florida Ch. 1.6; Ch. 2.1 and 2.4;
Ch. 9.1
Vocabulary: wave, energy, infrared, light, radiation, sound wave, ultraviolet,
wavelength, longitudinal, transverse, electromagnetic, mechanical, amplitude,
frequency, experiment, investigation, model, observation, replication, hypothesis,
empirical evidence, , test variable (independent variable), outcome variable
(dependent variable)
Technology:
1. Pearson My Science Online:
2. BBC/Bitesize: Waves Activity
3. View sun though electromagnetic range
4. Wave simulation- manipulating frequency & amplitude
5. Electromagnetic Spectrum
6. Visible Light Waves
7. GIZMOS: Longitudinal Waves, Hearing: Frequency and Volume,
Earthquake: Determination of Epicenter, Photoelectric Effect, Doppler Shift
8. BRAINPOP: waves, light, color, rainbows, electromagnetic spectrum
Strategies:); Waves Powerpoint, Interactive Science Notebook, RAFT Writing
Prompts
o ELL:
o Enrichment: Research hazardous electromagnetic waves in South Florida.
Pearson TX: Interactive Art Activity pg. 317, Apply it Activity pg. 321
o SPED:
Assessment: Rubrics, Formal/Authentic
Formative Assessment Probes: Doing Science (V3)
Labs:
1. (TX LabZone Quick lab Activites: Light Sources, Models in Nature, What is an
Electromagnetic Wave Made Of? Differences Between Waves, Parts of the
Electromagnetic Spectrum
2. CPALMS Manipulative: Color Vision
3. Making Waves & The Wave Factory
4. Introductory Activities of Waves
5. How is an oscilloscope used to tune a musical instrument?
6. Colored Shadows Exploration
Related Program: Science Fair
Lab Rotations
IN left
48
 On the chart paper provided in small groups◦
◦
◦
◦
Identify the Content and Process Benchmarks.
Identify what part(s) of the benchmark are addressed
and what part(s) are not addressed
Describe how to connect the lab experience with the
science content and to the real world
Identify an expected student claim, evidence and
reasoning for this lab
Reading in Science
49
Strategy: Descriptive Text Structures
The author explains a topic, idea,
person, place, or thing by listing
Characteristics, features, and
examples. Focus is on one
thing and its components.
Task
 Jigsaw Read
Return to Home Group and
 Identify the Author’s Purpose
 Develop a Concept Map
M-DCPS Division of Mathematics, Science and Advanced Academic
Reading in Science
51
52
Traffic Light Cards Probe
The traffic light icons- red-, yellow-, and green-colored
“lights” are used to represent levels of student
understanding.
Students are given three different-colored cards, asked to
self-assess their understanding about a concept or skill
they are learning, and hold up the card that best matches
their understanding:
• green- “I understand this very well,”
• yellow- “I understand most of it but could use a little
help,” and
• red- “Help. I don’t get it.
Traffic light icons promote metacognition and help
students develop self-assessment skills (Black & Harris,
2004). Students use the cards to indicate to the teacher
when they need additional support for their learning.
53
Explain – Teacher led: Connecting the Concepts
54
 Were the expectations for doing the
investigation/classroom activities met? Why/Why
not?
 After reading the article – what implications are
there for students to provide claim, evidence, and
reasoning in explanations of investigations
Vertical Alignment of Curriculum
55
 On the chart paper provided in small groups◦
◦
Identify any concepts that are built on across grade
levels
What opportunities are there to support benchmarks
from earlier grade levels
Elaborate/Extend
WHAT DOES THE DATA SAY?
Miami-Dade County Public Schools Curriculum
and Instruction Secondary Science 2009
Grade 8 Baseline and
FCAT 2.0 Item Specification Sample Items
57
In order for students to be successful with these
items What student misconception will need to be
addressed?
 What specific content or instructional
implications do these questions highlight?
Item Specification -
Miami-Dade County Public Schools Curriculum and Instruction Secondary
Item Specification -
Miami-Dade County Public Schools Division of Mathematics and Science
Item Specification -
Miami-Dade County Public Schools Curriculum and Instruction Secondary
Item Specification -
Miami-Dade County Public Schools Curriculum and Instruction Secondary
M-DCPS Middle School Assessment Trends
2011 - 2012
2012
FCAT 2.0 Data
Formative Assessments
IN right
66
 Formative assessments are used to gather information about





student learning throughout the teaching and learning process.
This information is used to adjust instruction as well as to
provide feedback to students (see p. 94).
The purpose of this assessment probe is to elicit students’ ideas
about scientific investigations (see p. 94).
The probe is designed to find out if students recognize that
scientists investigate the natural world in a variety of ways
depending on the question they pose (see p. 94).
There is no fixed sequence of steps called the “scientific
method” that all scientists use and follow rigidly (see p. 94).
The idea that there is a common series of steps that is followed
by all scientists is likely to be the most common myth of science
(McComas 1998) – see p. 97
Exit Slip

Complete K-W-L chart with what
your group learned about:
 Effective science instruction
Miami-Dade County Public Schools Curriculum and Instruction Secondary