Miami-Dade County Public Schools
Department of Science
K – 8 Science STEMposium:
“The Future is Now”
Synergy at
Miami Jackson Senior High
July 2015
Curriculum Support Specialists:
Ms. Jessica Daniels
Mr. Daniel Gangeri
Ms. Cristina Madrigal
Ms. Laura Pena
Instructional Supervisors:
Ms. Melissa Martinez and Ms. Yoly McCarthy
Agenda and Opening Moves:
Auto-Pictorial Activity
Make name tents with a drawing that would
represent what you think education may look like
in 20 years.
Department of Science
Guiding Questions
• How can we increase rigor and the frequency of open
inquiry during effective NGSSS aligned science content
instruction?
• How can we use the Florida Standards to facilitate a deeper
understanding of the Science content?
• How do STEM engineering practices and competitions
increase the rigor and support the instructional focus for
science content?
• How can we reinforce and illustrate the scaffolding nature of
the Next Generation Sunshine State Standards and the
importance of standards-aligned content instruction in the
lower grade levels?
Department of Science
Synergy Science Agenda
•
•
•
•
•
•
•
•
•
•
Introduction / Ice Breaker / Agenda
Defining STEM – Affinity Mapping
Open Inquiry with Vertical Planning (3rd and 6th Grade)
Digital Convergence – Discovery Ed. Board Builder/ Mini Digital Science
Fair
Lunch
Florida Standards and Open Inquiry
Effective Reading and Writing Instruction in Science (3rd and 7th Grade)
STEM: Introduction to Engineering
Replicating Photosynthesis (5th and 8th Grade)
Ideal vision for STEM science classes – Back to the Future
Department of Science
Session Objectives
Participants will be able to:
• Identify effective utilization of vertical planning to improve science
instruction with rigor
• Infuse LAFS and MAFS into the science curriculum
• Utilize exploration activities and open-inquiry labs
• Utilize the engineering cycle to solve real world problems
• Create digital presentations to communicate experimental results and
conclusions
• Identify and implement STEM practices and strategies in their classes
• Access district created science and STEM resources
Department of Science
Session Norms:
Agreed upon at Opening Session
Department of Science
How do we define a STEM science classroom?
Sticky Note Discussion / Affinity Mapping
Pre-Assessment
-On sticky notes, write one characteristic of a STEM
science classroom
-Make sure to put one idea per note and provide a
minimum of three ideas
-On the class chart paper, group different ideas into
clusters of similar or related ideas
Department of Science
Using Data to Support STEM in
the Science Classroom
Department of Science
Using Data to Support STEM in
the Science Classroom
Modified Data Driven Dialogue:
-In your groups review data for the district using new individual
school information
-Phase I Predictions Surfacing perspectives, beliefs,
assumptions, predictions, possibilities, questions, and
expectations
-Phase II Observations Analyzing the data for patterns, trends,
surprises, and new questions that “jump” out
-Phase III Inferences Generating hypotheses, inferring,
explaining, and drawing conclusions. Defining new actions and
interactions and the data needed to guide their
implementation. Building ownership for decisions
Department of Science
Fostering Frequent Open Inquiry in the Science
Classroom with Vertical Integration
This activity will integrate both 3rd and 6th grade
benchmarks.
Energy Benchmarks:
•
•
•
•
SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound,
electrical, and mechanical.
SC.3.P.10.2: Recognize that energy has the ability to cause motion or create change.
SC.6.P.11.1: Explore the Law of Conservation of Energy by differentiating between
potential and kinetic energy. Identify situations where kinetic energy is transformed
into potential and vice versa.
SC.6.P.12.1: Measure and graph distance versus time for an object moving at a
constant speed. Interpret this relationship.
Department of Science
Hands-On Open Inquiry:
Rollercoaster Lab with CER
1. Engage
-Observe the motion of a roller coaster through video NBC Learn “Take a ride
on the Fury 325…” and online virtual simulation “Roller coaster Physics”
(Gizmos)
-Discuss as a group the limitations of the model based on the rollercoaster and
its limitations from outside design.
Department of Science
Hands-On Open Inquiry:
Rollercoaster Lab with CER
2. Explore
-3rd grade groups will create a design for a rollercoaster that has one hill
and one loop.
-6th grade groups will create a design for a rollercoaster that has two
hills, one loop, and a turn.
-The groups will then build and test their rollercoasters using a small
marble.
-The groups will record their observations.
The group will then use a larger marble on their course and record
observations with that marble.
Department of Science
Hands-On Open Inquiry:
Rollercoaster Lab with CER
3. Explain
CER: Using the information gathered from the investigation,
complete your CER. (Rubric)
How does the amount of loops and hills affect the amount of
energy in a rollercoaster system (develop a 3rd grade question)? *
Department of Science
Digital Convergence – Presentation
“One Stays and the Rest Stray”
4. Elaborate/Evaluate:
• Using the data and information from
your lab, draft lab report and C-E-R from
the chart paper, produce a digital
science fair board.
• Each group will have one member stay
behind with their digital board to give
an oral presentation on their findings
• On their way out to lunch the
participants will write a reflection on the
inquiry skills developed and needed
from the activity. (EXIT SLIP)
Department of Science
Lunch Break – 1 Hour, 10 Minutes
11:10 – 12:20
Department of Science
Reflection on Open Inquiry:
Project Evaluation Discussion
Display your digital board and have a post-it note discussion about
the digital board around the topic of Florida Standards prompted by
the following questions:
• What Florida Standards were infused into the open inquiry and
board builder activities?
• How do the Florida Standards enrich student learning in the
science classroom?
• What was the role of technology in this activity?
• Substitution – tech is a direct substitute for something else
• Augmentation – tech is a substitute with some functional
improvement
• Modification – tech allows for significant task redesign
• Redefinition – tech allows for previously inconceivable task
Department of Science
Department of Science
Effective use of Florida Standards In the Science
Curriculum: Modeling Effective Reading and
Writing Instruction in Science
4th and 7th Grade
•
•
•
•
•
•
SC.4.E.6.1: Identify the three categories of rocks: igneous (formed from molten rock), sedimentary
(pieces of other rocks and fossilized organisms), and metamorphic (formed from heat and
pressure).
SC.4.E.6.4: Describe the basic differences between physical weathering (breaking down of rock by
wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind,
water, and ice).
SC.4.E.6.5: Investigate how technology and tools help to extend the ability of humans to observe
very small things and very large things.
SC.7.E.6.2: Identify patterns within the rock cycle and relate them to surface events (weathering
and erosion) and sub-surface events (plate tectonics and mountain building).
SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization,
desertification, erosion, air and water quality, and changing the flow of water.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies
its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each
cell, and that heredity is the passage of these instructions from one generation to another.
Department of Science
Effective use of Florida Standards In the Science
Curriculum: Modeling Effective Reading and
Writing Instruction in Science
LAFS Integration:
•
•
LAFS.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks.
LAFS.7.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
– Come to discussions prepared having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
– Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
– Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed.
– Acknowledge new information expressed by others and, when warranted, modify
their own views.
Department of Science
Effective Reading and Writing in Science
• Grade 4 article: “The Rocks
of the Great Wall”
• Grade 7 article: “Do
Earthquakes Deposit Gold?
New Study Shows that Fault
Lines May Be Linked To The
Precious Metal.” (Grade 7
Q2)
•
•
•
•
•
•
•
Comprehension Instructional
Sequence (CIS)
Predictive Written Response To
Complex Test
Vocabulary Instruction
Text Marking
Directed Note Taking
Written Response to Essential
Question – Draft
Question Generation
Written Response to Essential
Question – Final
Department of Science
Effective Reading and Writing in Science
• Rock cycle
Demonstration/
Observation and
inquiry
• Video: Note Taking
As groups, Reflect on utilizing
the Florida Standards for
Reading and Writing in terms
of vertical planning.
• Think-Ink-Pair-Share (10
minutes)
• Write the specific skills and
strategies (one for each)
from the FL standards that
are evidenced in the
concept maps.
• Share with another
participant. Prepare to
share out.
Department of Science
STEM Engineering Practices
• Using the package of cards given to you divide them
evenly among your group
• Use consensus in a Round Robin fashion to place
them in the order you would use to design a
solution.
• Select one member to stay behind with your
developed engineering design process and engage in
a Q&A with members from other groups in a gallery
walk.
Department of Science
Replicating Photosynthesis – OpenInquiry Engineering Activity
5th and 8th Grade Benchmarks Addressed:
•
•
•
•
•
SC.5.L.14.2: Compare and contrast the functions of organs and other physical structures
of plants and animals, including humans, for example: some animals have skeletons for
support – some internal skeletons others with exoskeletons – while some plants have
stems for support.
SC.4.L.17.3 (AA for 5th grade): Trace the flow of energy from the Sun as it is transferred
along the food chain through the producers to the consumers.
SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of
light, carbon dioxide, water, and chlorophyll; production of food; release of oxygen.
SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass
and Energy.
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 Science
Replicating Photosynthesis – OpenInquiry Engineering Activity
ENGAGE: Ask the students: “What are the benefits and
constraints of replicating photosynthesis as a model to
generate energy?”
Department of Science
Replicating Photosynthesis – OpenInquiry Engineering Activity
EXPLORE: Gathering Data from Informational Text Reading and Multimedia
Resources: “Three Level Text”
- 5th Grade: read the informational text from Discovery Education: “Leaves on Your
Dinner Plate”
- 8th Grade: read the Informational text from NBC Learn: “Power Plants: Engineers
Mimic Photosynthesis to Harvest Light Energy”
• Read passage- Groups of four; Choose one as timekeeper
–
–
–
–
Level 1-Have one person take up to 3 minutes to summarize passage
Level 2- Person discusses implications of using these types of articles in class for content
Level 3- Person discusses the issues or benefits with the reading level of the passage.
(2 min) Group responds to Person 1
• Repeat with another question.
• -Watch video: “Chemistry of Changing Leaves”
Department of Science
Replicating Photosynthesis – OpenInquiry Engineering Activity
Hands on investigations
Maximizing Photosynthesis Lab: (STEM Engineering Practices)
Creating a plant design that maximizes the plant’s ability to undergo
photosynthesis.
• Discuss as a group what factors may affect a plant’s ability to undergo
photosynthesis.
• Create a problem statement around a plant’s ability to maximize photosynthesis.
• Design a solution (plant design) that maximizes the ability to undergo
photosynthesis
• Test out your design and record your results.
• Redesign and retest your plant.
Department of Science
Replicating Photosynthesis – OpenInquiry Engineering Activity
EXPLAIN: Graphing your results (MAFS) (10 minutes)
• (Data given if time does not allow to produce it)
EVALUATE: CER (10 minutes)
• Using the experiment data, create a CER discussing
which design worked best and why.
Supplemental Resource Discussion- Dream in Green
Challenge
Department of Science
Replicating Photosynthesis – OpenInquiry Engineering Activity
“One sentence summary”: Write
down the parts of this activity
that support STEM in science.
Department of Science
Department of Science
“Back to the Future”
Discuss in your group:
-What a rigorous STEM science classroom
should look like with Florida Standards.
-What it will look like at the beginning of
the year.
-What processes will get you there.
Department of Science
Department of Science
Rigor in Science
• Essential Labs with
Project Based STEM
Activities (New)
• Competitions
• Learning Goal Activities
• CIS Science Reading
Resource (New)
• STEM engineering
practices
• Student digital
resources - Bring Your
Own Deice
• CODE.org
• Open Inquiry Labs
Department of Science
Science Department
Dr. Ava D. Rosales
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
Supervisor
Ms. Yoly McCarthy
Supervisor
Mr. Sebastian Oddone
Supervisor
Ms. Noreyda Casanas
Curriculum Support
Specialist
Mr. Dane Jaber
Curriculum Support
Specialist, MS
Mr. Daniel Gangeri
Curriculum Support
Specialist
Ms. Cristina Madrigal
Curriculum Support
Specialist, K-8
Ms. Mary Tweedy
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone: 305- 995-1939
Department of Science
State Statutes and Board Rules
Updates
• Safety Goggles: 1006.063 Eye-protective
devices required in certain laboratory courses.
• Board Rule: H7 (2015) Animal Dissection in
Schools – eliminates cats.
• Board Rule: H11 (2008) Science Fair Project
entry requirement.
Department of Science