SCIENCE CONTENT AND PACINGGRADE 7

DECEMBER 9, 2010

PLANNING FOR TEACHING AND LEARNING

Q2 – 3

Presented by Ava D. Rosales, PhDInstructional Supervisor

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

WELCOME BACKMake a Name Tent and include:

1. NAME2. SCHOOL3. Sketch an image that comes to mind based on statement below

Essential Question: What does ideal teaching and learning look like?

AGENDA

Goals of the Inservice Pacing Guide Updates

Essential Labs Content and Focus

Reviewing student work and alignment to standards

Resources and Web Sites

GOALS FOR THE SESSIONGOALS FOR THE SESSION

◦ Review Pacing and Content◦ Reflect on student work◦ Teach with an “explicit-reflective”

approach.

NORMS

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

Bathroom and Electronic Devices

Q 2 – 3 PACING AND CONTENT–

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

YEAR-AT-A-GLANCE

M/J COMPREHENSIVE SCIENCE 2 COURSE CODE: 200207001 1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

I. Heat Energy A. Heat and Temperature B. Properties of Matter C. States of Matter D. Changes of Matter

II. Conservation of Energy and

Energy Transformations A. Law of Conservation of

Energy

III. Properties of Waves A. Electromagnetic vs.

Mechanical B. Electromagnetic Spectrum C. Scientific Investigations

IV. Properties of Light A. Light Properties B. Wave Speed in

Different Materials

V. Layers of Earth A. Crust B. Mantle C. Core D. Structural Zones

VI. Changes in Earths Surfaces

A. Rock Cycle B. Scientific Theory of Plate

Tectonics C. Tectonic Plate Movement D. Surface Features

VII. Rock Cycle

A. Types of Rocks B. Formation of Rocks

VIII. Age of Earth/ Geological Time

A. Law of Superposition B. Absolute Age C. Geologic Time

IX. Fossils A. Formation of Fossils B. Index Fossils C. Evidence of Species

Change

X. Environmental Factors and Evolution

A. Scientific Theory of Evolution

B. Natural Selection C. Limiting Factors D. Limiting Factors Affecting

the Everglades

XI. Human Impact on Earth A. Resources B. Biodiversity C. Land D. Air E. Water

XII. Evidence of Species Change A. Evidence of Scientific

Theory of Evolution B. Adaptations/Natural

Selection C. Extinction

XIII. Relationships in Ecosystems

A. Relationships B. Food Web C. Energy Flow in

Ecosystems

XIV. Reproduction A. Asexual-Mitosis B. Sexual-Meiosis C. Effect on Natural Selection D. Human Growth and

Reproduction

XV. Heredity A. DNA /RNA B. Replication C. Chromosomes

XVI. Genetic Traits A. Mendelian Genetics B. Genotype/Phenotype C. Punnett Squares and

Pedigrees

XVII. Biotechnology A. Cloning B. Genetic Engineering C. Artificial Selection D. Impact on Society

XVIII. Health and Disease

Prevention A. Human Growth and

Development B. HIV/AIDS C. Abstinence D. Mental and Emotional

Health

EXPLORING THE PACING GUIDES TOPICS VII THROUGH X

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?

WHAT ARE THE PRIORITY ACTIVITIES?Topic VII: SC.7.E.6.2 – Identify the patterns within the rock cycle and

relate them to surface…and subsurface eventsEssential Content: Patterns in rock cycle related to surface events Describe Earth is built-up and torn down by physical and

chemical weathering, erosion, deposition Include context of plat tectonics to assess the rock cycleLab Activities

◦ Classifying Rocks

Technology◦ Rock Cycle and Rock Classification◦ BBC and Discovery Rock Cycle

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

EXPLORING THE PACING GUIDES COMPREHENSIVE SCIENCE 2TOPICS VII - IX

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?

LAB ROLESMaterials Manager (MM)

The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.

Roles and responsibilities:

The only person allowed to be out of their seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area

Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.

Roles and responsibilities:

Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time

Assists the MM as needed.

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.

Roles and responsibilities:

Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.

Roles and responsibilities:

Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

WHOLE GROUP LAB ACTIVITIES

M/J COMPREHENSIVE SCIENCE 2 Course Code: 200207001 BODY OF KNOWLEDGE: E: Earth Science TOPIC VIII: Age of Earth/Geological Time

NEXT GENERATION SUNSHINE STATE

STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 6: Earth Structures SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.

A. Law of Superposition 1. Relative Age

i. Unconformities

B. Absolute Age 1. Radioactive Dating 2. Radiometric Age 3. Scientific Theory of

Earth’s Evolution

C. Geologic Time 1. Epochs 2. Periods 3. Eras 4. Eons

Explain the methods used to assign relative ages of rock layers

Differentiate relative and absolute age

Identify patterns in rock layers that can be correlated with other rock layers

Explain why scientists cannot use half life to date sedimentary rocks

Use the half-life of a radioactive element to find the age of a rock

Explain why there are gaps in the rock record

Explain how relative and absolute ages contributed to the geologic time scale and its units

Sequence geologic time units (e.g., largest to smallest; smallest to largest)

Differentiate the relative time periods between epochs, periods, eras and eons

Explain how the discovery of radiometric dating changed scientists’ understanding of Earth’s age

Investigate and report various real life stories in which scientists determined the age of a fossil such as an ice man or dinosaur

Core Text Book: Glencoe: Florida Science Grade 7 (TX p.258-273) Vocabulary: evolution, radioactive dating, law of superposition, relative age, absolute age Technology: 1. Understanding Geologic Time 2. Law of Superposition 3. Whale Evolution 4. Beta Decay (Concepts in Motion) 5. Alpha Decay (Concepts in Motion) 6. GIZMOS: Nuclear Decay, Half Life, Human Evolution

and Skull Analysis, Evolution: Mutation and Selection 7. BRAINPOP: Carbon Dating, Geologic Time, Earth,

Radioactivity 8. JASON Project (see p. 2)

Strategies: JASON Project (see p. 2) o ELL: o Enrichment: o SPED:

Assessment: Formative, Authentic/Formal, Midterm Exam

Labs: 1. Fossils and the Law of Superposition 2. M&M Radioactive Decay Lab 3. Evidence of Evolution 4. Relative Ages (TX p. 268) 5. Modeling Carbon-14 Dating (TX p.270) 6. Trace Fossils (TX p.274) 7. JASON Project (see p. 2)

Related Program:

Pacing Date(s) Traditional 13 Days 01-03-11 to 01-20-11 Block 6 Days 01-03-11 to 01-20-11

FOSSILS AND THE LAW OF SUPERPOSITION

Liz LaRosa 5th Grade Science http://www.middleschoolscience.com 2009

This PPT was created with the information from the FOSREC Activity “Who’s on First?” and “Fossil Inferences” by UEN.

FOSSILS AND SUPERPOSITION What is a fossil?

The trace or remains of an organism that lived long ago, most commonly preserved in sedimentary rock

What is a superposition?

Younger rocks lie above older rocks if the layers have not been disturbed

RELATIVE DATING AND INDEX FOSSILS

What is relative dating?◦ Any method of determining whether an event or

object is older or younger than other events or objects.

What is an index fossil?◦ A fossil that is found in the rock layers of only

one geologic age and is used to establish the age of the rock layers.

◦ Is found in rock layers around the world, ex Trilobites

ACTIVITY # 1 On your desk, you have 8 large colored index

cards with nonsense letters placed on them. Your task is to determine what the correct

sequence of the letters are. You have two clues:

1. The card with the letters “C” and “T” is on the bottom, or the oldest layer

2. Look for a card that has either a “T” or “C” written on it for the second layer

C T

AGC

UA

NBUNB

ONDXO

MD

This is one possible way to arrange the cards. Questions:

1.What letter is the oldest?2.What letter is the youngest?3.What letter showed up the most?4.Which letters only showed up once?5.Which letters could be index fossils?6.How did you know which was older: “M” or “X”?

ACTIVITY # 2 Flip your eight index cards over Arrange the index cards that represent layers

of rock and fossils Clues:

1. The oldest layer has the letter “M” in it2. Find a rock layer that has at least one of the

fossils you found in the oldest rock layer3. Extinction is forever - once an organism

disappears from the sequence it cannot reappear later

Teacher Note: I replaced the letters with nonsense letters b/c spelling the word “organism” was too easy for my 5th graders

TO THINK ABOUT…

What problems did you run into when trying to arrange the fossils into the correct sequence?

Would this have been more difficult if you did not know which layer was the oldest to start the activity?

Which organism is the most complex of all the fossils and why?

EXPLICIT INSTRUCTIONTOPIC VIII

:Identify examples of and/or explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes.

Identify and/or describe current scientific methods for measuring the age of Earth and its parts.

Understand use of fossil records Folding and faulting as related to the Law of

Superposition Understand, conceptually, radioactive dating

WHAT ARE THE PRIORITY ACTIVITIES?Topic VIII:

Lab Activities Fossils and Law of Superposition (EL) M&M Radioactive Decay Lab

M/J COMPREHENSIVE SCIENCE 2 Course Code: 200207001

Curriculum and Instruction - Science Page 1 of 3 Third Nine Weeks

BODY OF KNOWLEDGE: L: Life Science TOPIC IX: Fossils

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 15: Diversity and Evolution of Living Organisms SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.

A. Formation of Fossils 1. Formation

a. Mummification b. Amber c. Tar Seeps d. Freezing e. Petrification

2. Conditions needed 3. Types of

Preservation a. mineral replacement b. carbon films c. coal d. molds and casts e. original remains f. trace fossils g. Trails and Burrows

B. Index Fossils 1. Date rock layer 2. Used to infer

environment C. Evidence of Species

Change

Explain how fossils are used to show evidence of changes in plants and animals over long periods of time

Describe several processes of fossil formation and a possible scenario for each type of preservation

Summarize the conditions needed for fossils to form

Demonstrate that fossil correlation can be used to determine rock age

Cite evidence that fossils can be used to explain changes in Earth’s life forms and environments

Predict which current organisms will become fossils in the future

Explain how index fossils are used to determine rock age

Determine relative scales used to describe activities on Earth

Investigate fossil records as a means to provide evidence of species change

Analyze pictures showing changes in species over time

Core Text Book: Glencoe: Florida Science Grade 7 Chapter 9 (TX p. 250-257) Glencoe: Florida Science Grade 8 Chapter 17.3 p. 508 - 511 Vocabulary: fossil, mold, cast, index fossil, evolution, species Technology: 1. How can fossil and rock data determine when an

organism lived? (VL) 2. Fossil Mysteries 3. Shark Fossil Diving 4. Smithsonian Museum Virtual Dinosaur Dig 5. Trace Fossils/ Mystery Footprints PowerPoint 6. BRAINPOP: Fossils, Human Evolution, Extinction,

Natural Selection Strategies: Active Reading: Jigsaw TE pg 252, Inquiry o ELL: o Enrichment: Use Science Words (TE p 254) o SPED: Assessment: Formative, Formal/Authentic Labs: 1. Predicting Fossil Preservation (TX p.251 Mini-lab) 2. Who’s on First? A Relative Dating Activity 3. The Great Fossil Find 4. Making a Fossil Cast 5. Becoming Whales (EL)

Related Program:

Pacing Date(s) Traditional 5 Days 01-24-11 to 01-28-11 Block 3 Days 01-24-11 to 01-31-11

WHAT ARE THE PRIORITY ACTIVITIES?

TOPIC IX :LabBecoming Whales: Fossil Records (EL)

TechnologyHow can fossil and rock data determine when

an organism lived? (VL)

ALIGNING SECONDARY BENCHMARKSReteach – Revisit – Review

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 in the news last night?"

"Can you give me an example of ... in the real world?"

ESSENTIAL QUESTIONS AND SECONDARY BENCHMARK

ALIGNMENT

EXAMINING STUDENT WORK

FROM ANTICIPATED TO ACTUAL

Anticipated – What did the instructor expect to accomplish?

Delivery – What strategies were used - How was it presented?

Perceived – What was the student understanding?

Actual – What was the outcome of the lesson – How did the student respond?

CONNECTING INSTRUCTIONAL STRATEGIES, CONTENT, AND STANDARDS

Looking for evidence of student thinking …• What did you see in this student’s work

that was interesting or surprising?• What did you learn about how this student

thinks and learns?• What about the process helped you to see

and learn these things?

Listening to colleagues thinking …• What did you learn from listening to your

colleagues that was interesting or surprising?• What new perspectives did your colleagues

provide?• How can you make use of your colleagues’

perspectives?

Reflecting on one’s own thinking …• What questions about teaching and

assessment did looking at the students’ work raise for you?

• How can you pursue these questions further?• Are there things you would like to try in your

classroom as a result of looking at this student’s work?

LAB WRITE-UP FORMATS

Writing in Science – tapping into student thoughts

Modeling Framework – demonstrations, models

Power Writing and the Art of Scientific Conclusions

Parts of a Lab Report Engineering design

RERUNRecall –Explain-Results-Uncertainties-New

RERUN – WRITING ABOUT LABORATORY EXPERIENCES

Write one or two sentences for each letter of the acronym

Recall: Summarize what you did in the labExplain: Explain the purpose of the labResults: Describe the results of the lab and

what they meanUncertainties: Describe what you are still

unsure aboutNew: Write at least two new things that you

learned from this lab

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

Instructional Technology (Examview Item Bank) http://it.dadeschools.net

Florida Department of Education http://www.fldoe.org/ FCAT Resources - http://fcat.fldoe.org/

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

Florida PROMiSEhttp://flpromise.org/

Gizmos http://www.explorelearning.com

SCIENCE WEB SITE: HTTP://SCIENCE.DADESCHOOLS.NET

THE SCIENCE CLASSROOM ESSENTIALS

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

arosales@dadeschools.net305-995-4537

Mail Code #9628

Click here to launch podcast

FROM ANTICIPATED TO ACTUAL

Anticipated – What did I the instructor expect to accomplish?

Delivery – What strategies were used - How was it presented?

Perceived – What was the student understanding?

Actual – What was the outcome of the lesson – How did the student respond?

Helpful websites:

Math and science department: science.dadeschools.net

FCAT vocabulary flash cards: http://quizlet.com/183282/fcat-science-vocabulary-flash-cards/

Science lessons on PowerPoint: http://science.pppst.com/physics.html

Science Jeopardy: http://jeopardylabs.com/all/

Glencoe 6th grade book website:

http://highered.mcgraw-hill.com/sites/007869387x/student_view0/

Glencoe 7th grade book website:

http://glencoe.mcgraw-hill.com/sites/0078693896/student_view0/unit1/chapter2/fcat_practice.html

Glencoe 8th grade science plans

http://glencoe.com/sites/florida/teacher/science/assets/gsisblue.html

Glencoe 7th grade science plans

http://glencoe.com/sites/florida/teacher/science/assets/gsisgreen.html

Nasa interactive space game:

http://www.nasa.gov/audience/forkids/kidsclub/flash/games/levelfive/KC_Solar_System.html

Science games by grade level: http://www.uen.org/3-6interactives/science.shtml

Jefferson labs interactive games: http://education.jlab.org/indexpages/elementgames.php

Interactive sites for science topics:

Glencoe site map: http://glencoe.mcgraw-hill.com/sites/0078693918/sitemap.html

Periodic Table game: http://chemistry2.csudh.edu/ptablegames/ptablegames.html

Brain-Pop video clips: http://glencoe.mcgrawhill.com/sites/0078693918/student_view0/brainpop_movies.html#

REFLECTIONS AND FOLLOW-UP

Reflection: Based on today’s discussions and activities, sketch the image that comes to mind when asked – what will I include in my classroom to make teaching and learning more ideal?

Follow-up: Write a one-page reflection on the progress of increasing the rigor in student work to ensure that the actual student product meets my anticipations/expectations?

Mail Code #9628