Hands-On Science and Essential Labs Grade 11

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Science Pacing
and
Content
Sebastian Oddone
District Supervisor
Division of Math, Science, and Advanced Academic Programs
Goals for Day 1
 Explore aspects of the nature of science (NOS) as it
is embedded in content lab and exploration
activities
 Effective Implementation of the 2010 Pacing
Guides with an emphasis in hands-on learning
 Enhanced questioning strategy skills
 Explore hands-on activities designed to promote
understanding of specific science content and the
nature of science using an “explicit-reflective”
approach.
Norms
 We are all learners today
 We are all working towards the same goal
 We share discussion time
 We are respectful of each other
 We turn off all electronic devices
 __________________
The Foundation of Science:
Teaching the Nature of Science (NOS)
and Making Sense of Science:
 Why is the Nature of Science the foundation of all
science courses?
 What aspects of the NOS must be revisited and
reinforced?
 Activity: Drops on a Coin
Explicit-reflective approach
 In the past, it was assumed that students would learn
NOS just by doing science
 Students learn about observations by making
observations and learn about scientific theory in
the course of studying specific theories
 Research in science education disputes this idea
 Students need to be encouraged to explicitly reflect
on NOS ideas.
 Participants will reflect and explicitly incorporate
ideas relative to NOS into all their lessons/activities
Effective Implementation of the 2010
Pacing Guides with an Emphasis in
Hands-On Instruction
 Year at a Glance
 Examining the New Pacing Guides
 What Does it Mean to Effectively Implement the
Pacing Guide?
 Unwrapping the Benchmarks
Year-at-a-Glance: ISIII
1ST Nine Weeks
I.
The Characteristics of
Scientific Knowledge
A. Introduction to
Course
B. Lab Safety:
C. Experimentation
II.
Big Bang Theory &
Formation of the Solar
System
A. Big Bang Theory
B. Stellar Evolution
C. Formation of Solar
System and
planetary motion
III. Earth, Sun, and Moon
System
A. Earth, Sun, Moon
System
IV. Motion
A. Motion
V.
Forces
A. Forces
VI. Energy Related to Work
and Machines
A. Energy:
B. Work:
VII. Kinetic Molecular Theory
& Thermal Energy
A. Phase Changes
VIII. Weather and Climate
A. Factors Affecting
Climate
B. The Law of
Conservation of
Energy
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Matter: Elements,
Molecules, and
Compounds:
A. Matter: Elements,
Molecules, and
Compounds:
B. Structure of an
Atom
C. Periodic Table
D. Periodic Trends
X.
Earth Materials
A. Continental Drift
B. Plate Tectonics
C. Earthquakes
D. Earth’s Interior &
Volcanoes
XI. Chemical Reactions
A. Chemical
Reactions
XII. Biochemical Reactions
A. Photosynthesis
B. Cellular Respiration
C. Enzymes
XIII. Biological Changes
(Evolution, Natural
Selection, Geologic Time,
& Fossils)
XIV. Biodiversity and
Interdependence of Living
Things
A. Interdependence
B. Human Impact on
the Environment
XV. The Nature of Matter
A. Phase Changes
B. Rates of Reaction
C. Periodic Table
XVI. Energy
A. Energy
XVII. Force and Motion
A. Motion
B. Forces
XVIII. Processes that Shape the
Earth
A. Earth Sun Moon
System
B. Earth Systems
C. Earth Materials
XIX. Earth and Space
A. Earth, Sun, Moon
System
B. Formation of Solar
System and
planetary motion.
XX. Processes of Life
A. Processes of Life
XXI. How Living Things Interact
With Their Environment
A. Interdependence
B. Human Impact on
the Environment
XXII. Introduction
Environmental Crisis:
“Weather and Climate”
Weather and Climate
A. Weather and
Climate
XXIII. Energy that Shapes the
Earth
A. Renewable and
Nonrenewable
B. Origins of Energy
C. Environmental
Effects
D. Personal Energy
Audit
XXIV.Earth’s Resources
A. Non-Renewable
B. Renewable
C. Advantages/Disadv
antages
D. Water in the Earth
XXV. Environmental Crisis:
“Pollution and
Conservation
A. Pollution (Fossil
Fuels)
B. Renewable Energy
Sources
C. Conservation
IX.
Unwrapping the Benchmarks
 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?
Pacing Guides
Integrated Science III (Topic 3)
Chemistry (Topic 2)
Group Activity: Unwrapping the Benchmarks
● Course Specific Groups
● What are the priority activities for each topic?
● What are the specific instructional strategies?
● How can “depth of knowledge” be achieved for
each topic?
Enhancing Content Knowledge:
Implementing NOS and Unwrapping the
Benchmarks
 Chemical/Physical: Cleaning Up an Oil Spill
(Topic 2)
 Integrated Science III: Phases of the Moon
(Topics 3)
Presentation
 Using the Unpacking Benchmarks Worksheet and lab
activity for each lab station, discuss each lab activity:
 How will you teach the labs? Describe methodology
and questioning strategies. Design questions that will
address the objective of the lab and enhance the
instruction of the content as prescribed in the pacing
guide.
 Constraints/limitations. What do you expect your
students to find challenging about these ideas?
 Modifications. What misconceptions might students
hold about NOS and the specific content of each lab?
Enhanced Questioning
How do we make student thinking explicit
during scientific inquiry?
Resources
Writing in Science
http://science.dadeschools.net
 Parts of a Lab Report
 Power Writing Model 2009
 Modeling Framework – demonstrations, models
Power Writing
 The Power Writing Model
 Challenges students to write quality reports
 Enhance inquiry in science through writing
 The Power Writing Model answers seven basic
14
questions that serve as a model for students to
improve their performance in the “Florida Writes”
test.
Resources
Technology
http://it.dadeschools.net/
 Gizmos
 Riverdeep – Logal Express
 Podcasts
 CPALMS
Links
 District Science Website
http://science.dadeschools.net
 Department of Instructional Technology
http://it.dadeschools.net/
 Gizmos
http://www.explorelearning.com
 Florida Department of Education
http://www.fldoe.org/
 Florida Standards and Course Descriptions
http://www.floridastandards.org/
Explicit Scientific Inquiry
Lab Activity: Density
 Complete the Unpacking Benchmarks Worksheet
 Design lesson addressing Pacing Guide topic content and
objectives.
 Design questions that will address the objective of the lab
and enhance the instruction of the topic content.
 Discuss lab activity:
 Questioning strategies before, during, and after activity.
 Benefits, constraints, limitations, modifications.
 Writing in Science.
 Appropriate technologies to enhance instruction.
Reflections and Feedback
 3 Things I Observed
 2 Things I Learned
 1 Thing That I will do differently
 Question(s) I still have
Complete additional feedback questionnaire
Goals for Day 2
 Plan lesson for specific topics
 Effective Implementation of the 2010 Pacing Guides
focusing on unwrapping the benchmarks
 Explore hands-on activities designed to promote
understanding of specific science content and the
nature of science using an “explicit-reflective”
approach.
 Review the 5 E Model
 Enhanced Questioning Strategies
The 5 E Model
An instructional model based on the constructivist
approach to learning, where 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 knowledge
Lab Rotation
 Integrated Science: Motion Relative to the
Frame of Reference: Velocity and Acceleration
 Chemistry: Conservation of Mass during
change
Lesson Discussion
 Complete the Unpacking Benchmarks Worksheet
 Design lesson addressing Pacing Guide topic content and
objectives.
 Design questions that will address the objective of the lab
and enhance the instruction of the topic content.
 Discuss lab activity:
 Questioning strategies before, during, and after activity.
 Benefits, constraints, limitations, modifications.
 Writing in Science.
 Appropriate technologies to enhance instruction.
Lab Rotation
 Integrated Science: Kinetic and Potential
Energy and Their Work (Energy)
 Chemistry: Changes of State
Lesson Discussion
 Complete the Unpacking Benchmarks Worksheet
 Design lesson addressing Pacing Guide topic content and
objectives.
 Design questions that will address the objective of the lab
and enhance the instruction of the topic content.
 Discuss lab activity:
 Questioning strategies before, during, and after activity.
 Benefits, constraints, limitations, modifications.
 Writing in Science.
 Appropriate technologies to enhance instruction.
Lab Rotation
 Integrated Science: Changes of State
 Chemistry: Models of Atomic Structure and
Electrostatic Forces
Lesson Discussion
 Complete the Unpacking Benchmarks Worksheet
 Design lesson addressing Pacing Guide topic content and
objectives.
 Design questions that will address the objective of the lab
and enhance the instruction of the topic content.
 Discuss lab activity:
 Questioning strategies before, during, and after activity.
 Benefits, constraints, limitations, modifications.
 Writing in Science.
 Appropriate technologies to enhance instruction.
Follow Up
 Prepare a presentation to discuss with your
department what you have learned in these two
days.
 Send Agenda signed by administrator along
with a copy of the sign-in sheet for meeting to
[email protected] (scanned pdf)
Fax: 305 995 7690 attention Sebastian Oddone
Reflections and Feedback
 3 Things I Observed
 2 Things I Learned
 1 Thing That I will do differently
 Question(s) I still have
Complete additional feedback questionnaire
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