PACING AND CONTENT FIRST GRADING PERIODGRADE 1

Presented by Dr. Ava D. RosalesInstructional Supervisor

Miami-Dade County public SchoolsDivision of Mathematics, Science and Advanced Academic Programs

WELCOMEMake a Name Tent and include:

NAMESCHOOLOne thing exciting that happened in your classroom last year

AGENDADay 1 Goals of the Inservice Making Sense of Science Instruction:

Why is the Nature of Science the foundation of science courses?

Effective Instructional Strategies to teach the Nature of Science.

Effective Implementation of the 2010 Pacing Guides Emphasizing Hands-On Instruction

Modeling a Lesson Reading and Science Content Knowledge in Science

Rotation Labs Resources and Web Sites

GOALS FOR THE SESSIONGOALS FOR THE SESSION◦ Effective Implementation of the 2010

Pacing Guides with an emphasis in hands-on learning

◦ Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities

◦ Enhance questioning strategy skills◦ Explore learning activities designed to

promote understanding of content and nature of science using an “explicit-reflective” approach.

NORMS Participate Actively Ask questions Learn by doing Set your own learning into action _______________________________

Bathroom and Electronic Devices

MAKING SENSE OF SCIENCE:THE FOUNDATION OF SCIENCETEACHING THE NATURE OF SCIENCE (NOS)

Activity: Why is the Nature of Science the foundation of all

science courses? What aspects of the NOS must be revisited and

reinforced?

TEACHING THE NATURE OF SCIENCEAs with content knowledge, the concepts

underlying the nature of science need to be made explicit to our students if we want them to develop a clear working knowledge of what science is and how it is done.

GETTING WARMED UP… We are going to watch a short clip from a

nature video.

Take a minute before the video begins and think about how you would distinguish an observation from an inference.

As the video proceeds, write down everything that you observe.

WHAT DID YOU OBSERVE?Observations:

ARE ALL OF OUR “OBSERVATIONS” ACTUALLY OBSERVATIONS?

How can we differentiate between observations and inferences?

HOW ARE OBSERVATIONS AND INFERENCES DIFFERENT FROM EACH OTHER? Observations describe what is readily

discernable by the senses. They tend not to create controversy among different observers because the evidence of their senses agree.

Example: There is a book on the table.

Inferences attempt an explanation of some phenomenon or describe something not readily discernable by the senses.

Example: Sam left his book on the table.

ARE OBSERVATIONS MORE IMPORTANT IN SCIENCE THAN INFERENCES? NO!

Observations and inferences are both fundamental elements of science. All scientific knowledge is based on observation and inference.

Humans are naturally inclined to create explanations for the observations that we make, so students often need help thinking about differences between what can be perceived (observations) and their interpretations (inferences).

NOW THAT WE HAVE DISTINGUISHED BETWEEN THE TWO, LET’S TRY IT AGAIN.

We have three pictures taken of a rock surface with a set of impressions on it.

As you are shown each picture, write down what you observe in that picture and then come up with as many inferences as possible based on those observations.

Picture 1

PICTURE 2

PICTURE 2How have our inferences changed with the

addition of this new information?

PICTURE 3

PICTURE 3Which inferences are we left with?

OBSERVATIONS AND INFERENCES The emphasis on distinguishing between

observations and inferences is not meant to keep students from making inferences. Inferences are also critical to the process of science.

The point is to help students recognize that inferences based on scientific observations and other forms of data are influenced by background experiences, prior knowledge, creativity, etc. This is why scientists find it helpful to discuss their inferences with others, particularly those with different backgrounds.

INSTRUCTIONAL INSTRUCTIONAL STRATEGIESSTRATEGIES Explicit-reflective approach

◦ In the day’s activities, participants were encouraged to explicitly reflect on how they were thinking about ideas relative to NOS

In the past, it was common to assume that students would learn NOS by doing science◦ Students learn about observations by making

observations◦ Students learn about scientific theory in the course

of studying specific theories Research in science education disputes this idea

◦ Students tend NOT to learn about the nature of making observations, laws, theories and other aspects of science by just engaging in science.

◦ Students need to be encouraged to explicitly reflect on NOS ideas.

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EFFECTIVE IMPLEMENTATION OF THE 2010 PACING GUIDES WITH AN EMPHASIS IN HANDS-ON/MINDS-ON INSTRUCTION

Year at a Glance Unwrapping the Benchmarks Examining the New Pacing Guides and the Next

Generation Sunshine State Standards What Does it Mean to Effectively Implement the

Pacing Guide?

CONNECTING INSTRUCTIONAL STRATEGIES, CONTENT, AND STANDARDS Design of this session

1- Examine Standards & benchmarks2- Narrow the focus to benchmarks of particular

interest3- Identify important content represented within

these benchmarks4- Develop learning goals related to that content5- Select activities and instructional strategies

consistent with the learning goals

YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PULIC SCHOOLS DISTRICT PACING GUIDE

YEAR-AT-A-GLANCE

Grade 1 COURSE CODE: 50200201 Big Idea 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation . B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. These Big Ideas should be introduced during the first nine weeks, and then embedded in all science lessons throughout the year as they blend easily with teaching inquiry and are the basis of an activity/lab-based science classroom.

SC.1.N.1.1 Question, Investigate, Explain SC.1.N.1.2 Use Five Senses to Observe, Describe, and Compare Objects

SC.1.N.1.3 Keep Records SC.1.N.1.4 Communication

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Big Idea I: The Practice of Science

I. Practicing Science Big Idea 14: Organization and Development of Living Organisms

II. SC.1.L.14.3 Differentiate between Living and Nonliving Things

III. SC.1.L.14.1 Use the Five

Senses to Observe Living Things and Their Environments

IV. SC1.L.14.2 Identify Plant

Structures Big Idea 16: Heredity and Reproduction

V. SC.1.L.16.1 Compare Traits of Parent and Offspring in Plants and Animals and Observe Variations

Big Idea 17: Interdependence VI. SC.1.L.17.1 Plants and Animals

Interact and Depend on Each Other and the Environment for Basic Needs

Big Idea 5: Earth in Space and Time VII. SC.1.E.5.2 Explore the Law of

Gravity by Demonstrating that the Earth’s Gravity Pulls on Objects Near and Far Without Touching Them

VIII. SC.1.E.5.1 Observe and Discuss

the Vast Number of Stars Scattered Unevenly in the Sky SC.1.E.5.3 Investigate Magnifiers and Their Uses

IX. SC.1.E.5.4 Identify Beneficial

and Harmful Effects of the Sun

Big Idea 8: Properties of Matter X. SC.1.P.8.1. Sort Matter by

Observable Properties Big Idea 12: Motion of Objects

XI. SC.1.P.12.1 Demonstrate and Describe Various Ways Objects Can Move

Big Idea 13: Forces and Changes in Motion XII. SC.1.P.13.1 Demonstrate that

the Motion of an Object Changes by Applying a Push or Pull

Big Idea 6: Earth Structures XIII. SC.1.E.6.1 Recognize

Components Found on Earth’s Surface

XIV. SC.1.E.6.3 Recognize Earths

Fast and Slow Occurring Events XV. SC.1.E.6.2 Water

UNWRAPPING THE BENCHMARKSWHAT?...WHY?...HOW?...

EXPLORING THE PACING GUIDES TOPICS I THRU V

Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each

topic?

PACING GUIDE TOPIC IGRADE 1 MIAMI-DADE COUNTY PUBLIC SCHOOLS

Instructional Focus Calendar GRADE 1 Course Code: 5020020 BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method ." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. TOPIC I: Practicing Science

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free explorations, and generate appropriate explanations based on those explorations. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “How do you know?” in appropriate situations.

A. Practice of Science 1. Ask questions 2. Collaborate with a partner and

explore. 3. Observe using five senses. 4. Describe objects in terms of

a. Color b. Shape c. Texture d. Size e. Weight/mass f. Temperature g. Quantity/Number h. Motion

5. Collect and record data a. Pictorial b. Written

6. Compare observations and justify results (“How do you know?”)

7. Communicate and explain.

Demonstrate how to ask questions about the natural world.

Investigate and explore questions in teams freely and be able to generate explanations.

Use five senses to make careful observations.

Understand how to describe objects in terms of color, shape, texture, size, weight (mass), temperature, quantity, and motion.

Know how to compare observations with others.

Know how to keep records both pictorial and written of investigations conducted.

Demonstrate knowledge of general safety procedures

Keep records, including pictures and writing, of investigation through the use of a Science Journal.

Core Text Book: Scott Foresman TE pp. xxii—xxxii Vocabulary: Observe, discover, senses, investigate, predict, experiment, data Technology: (see p. 2) Strategies: (see p. 2) Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations. o ELL: o Enrichment: o SPED: Assessment: Teacher Observation, Portfolio Assessments, Lesson Check Point, Journal, Lab Report Labs: (see p. 2) Activity Book: pp. 1, 3,13,17,19, 23 AIMS Science Florida 1st Grade:

Treasures from the Earth, Sizing Up Bears, Wash and Wear Caves, What Goes Up

Pacing Date(s) 10 Days 08-23-10 to 09-03-10

OUR TASK Complete Unpacking Benchmarks Worksheet

and lab activity for assigned topic What?…Why?…How?

Report-out Findings What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for

each topic? Benefits Constraints/limitations Modifications

TOPIC I: PRACTICING SCIENCE

Big idea 1: Big idea 1: The Practice of Science

SC.1.N.1.1SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.

SC.1.N.1.2 SC.1.N.1.2 Using the five senses as tools, make careful

observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare

their observations with others. .

SC.1.N.1.3 SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records -

of investigations conducted.

SC.1.N.1.4 SC.1.N.1.4 Ask “How do you know?” in appropriate situations

WHAT ARE THE PRIORITY ACTIVITIES?Topic 1: Practicing Science Activity Book: Practice Observing; Practice Communicating; Practice

Interpreting DataAddresses SC.1.N.1.2 Addresses SC.1.N.1.2 Using the five senses as tools, make careful observations number, shape, texture, size, weight, color, and motion, and compare their observations with others. .

Practice Making DefinitionsAddresses SC.1.N.1.2 Addresses SC.1.N.1.2 Using the five senses as tools, make careful observations

Practice PredictingAddresses SC.1.N.1.1Addresses SC.1.N.1.1 Raise questions about the natural world, investigate generate appropriate explanationsSC.1.N.1.4 SC.1.N.1.4 Ask “How do you know?”

Practice Observing; Practice Communicating; Practice Making a Hypothesis

SC.1.N.1.3 SC.1.N.1.3 Keep records of investigations

Practice Predicting; Practice Interpreting Data SC.1.N.1.4 SC.1.N.1.4 Ask “How do you know?”

MODELING LESSONS

Scott Foresman Activities and Real-world Applications

SQUARE OF LIFE COLLABORATIVE PROJECT

EXPLICIT INSTRUCTION Nature of Science

Discuss and compare results obtained among groups of students

Define a problem, investigate and report

Practice science skills - questioning, observing, predicting, investigating, explaining .

Writing in Science – tapping into student thoughts

DISCUSSIONBenefitsConstraints/limitationsModifications

What’s the difference between a

fish and a submarine?One has lettuce and tomato and one has

tarter sauce!

WHAT ARE THEY THINKING?

QUESTIONS TO STIMULATE STUDENT THINKING

To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions.

Florida Curriculum Framework, p. 146

Helping students work together to make sense of mathematics or science:"What do others think about what Sam said?""Do you agree? Disagree?""Does anyone have the same answer but a different way to explain it?""Would you ask the rest of the class that question?""Do you understand what they are saying?""Can you convince the rest of us that makes sense?"

QUESTIONS TO STIMULATE STUDENT THINKING

Helping students to rely more on themselves to determine whether something is correct:

"Why do you think that?" "Why is that true?" "How did you reach that conclusion?" "Does that make sense?“ "Can you make a model to show that?"

QUESTIONS TO STIMULATE STUDENT THINKING

Helping students learn to reason: 

“How do you know?” "Does that always work?" "Is that true of an opposite/different example?" "How would you show that this is true?” “Can you give examples that support this?” “How did you figure this out?"

QUESTIONS TO STIMULATE STUDENT THINKING

Helping students learn to conjecture, invent, and solve problems:

"What would happen if...?" "Do you see a pattern?" "What are some possibilities here?" "Can you predict the next one? What about the last one?" "How did you think about the problem?" "What decision do you think he should make?" "What is alike and what is different about your method of

solution and hers?"

QUESTIONS TO STIMULATE STUDENT THINKING

Helping students to make connections within the content, between content areas, and to the real world

"How does this relate to...?""What ideas that we have learned before were useful in solving the problem?" "Have we ever solved a problem like this one before?""What uses of mathematics [science] did you find at home/in your video game/ on television last night?" "Can you give me an example of ... in the real world?"

QUESTIONS TO STIMULATE STUDENT THINKING

REMEMBERQuestions drive the

inquiry process.

READING IN SCIENCELeveled Readers

ENHANCING CONTENT KNOWLEDGE

Lab Rotations:◦ What is a Living Thing? (Topic II) ◦ Where Do Animals Live? Topic III)

Discussion Content with Depth of UnderstandingIncorporating Reading

TAKE THE LEAD Complete Unpacking Benchmarks Worksheet

and lab activity for assigned topic

Report-out Findings What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for

each topic? Benefits Constraints/limitations Modifications

WHAT CAN I DO?WHAT CAN I DO?TEACHING THE CONTENTTEACHING THE CONTENT How might you use your current curricular

materials and the discussions we have had within this session to teach the following in your classroom? Nature of Science

What do you expect your students to find challenging about these ideas?

What misconceptions might students hold about NOS that you will need to address?

DISTRICT SCIENCE WEB SITE

RESOURCES Scott Foresman

http://www.pearsonsuccessnet.com/

Curriculum and Instruction http://curriculum.dadeschools.net/

Florida Standards and Course Descriptions http://www.floridastandards.org/

THE SCIENCE CLASSROOM ESSENTIALS

Contact information:Dr. Ava D. Rosales, Instructional Supervisor

arosales@dadeschools.net305-995-4537

REFLECTIONS AND FOLLOW-UP