Embedding the Florida Standards: Scaffolding for Science Success

K-5 SCIENCE TEACHERSDivision of Academics-Department of Science July 2014

Name Tent

• Fold a blank sheet of paper to set up a name tent

• Front: Your Name• Back: If you were to write your Autobiography,

what would the title be and why?

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Agenda

• Goals, Outcomes and Objectives • Suggested Agreements• Florida Standards Connections in Science• Factors Influencing Science Instruction • Scaffolding Science Standards K-5• Good Science Instruction and Successful Science

Strategies• Hands-On Activities• District Resources• Bring Your Own Device (BYOD) ResourcesDivision of Academics-Department of Science

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Suggested Agreements

• Be Present• Keep an Open Mind• Refrain from judging• Share wisdom• Trust the Process

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Goal and Outcome Goal• To develop learners that use a variety of

instructional strategies to consistently infuse Florida Standards during effective science instruction

Outcome Statement• Participants will develop skills and practice using

tools to facilitate structures that will be utilized during planning and instruction to effectively infuse Florida Standards into their science curriculum

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Session Objectives• By the end of this session, participants will have a clear understanding

of: a. How the Florida Standards are correlated to the Elementary Science Next Generation Sunshine State Standards (NGSSS). b. How the Florida Standards can be infused into the science curriculum c. The scaffolding nature of the Next Generation Sunshine State Standards and learn how the Florida Standards facilitate a deeper understanding of the Science content. d. How to implement protocols to aide in the development of a Professional Learning Community (PLC) targeted to develop a support system at their school sites focused on maximizing planning and instructional time

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Impact of Florida Standards on Science Instruction

How do you integrate the Florida Standards into your science instruction?

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Florida Standards that Impact Science Instruction

LAFSLAFS.5.W.3.9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

LAFS.5.RI.1.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

LAFS.5.W.3.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

MAFS

MAFS.5.MD.2.2. Represent and interpret data. MAFS.5.G.1.

Graph points on the coordinate plane to solve real-world and mathematical problems.

MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MAFS.K12.MP.5

Use appropriate tools strategically MAFS.K12.MP.1

Make sense of problems and persevere in solving them

MAFS.K12.MP.2 Reason abstractly and quantitatively

MAFS.K12.MP.3Construct viable arguments and critique the reasoning of others.

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Florida Standards Connected to Science Standard (Sample)

• SC.5.N.2.1: Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. Remarks/Examples Annually assessed on Grade 5 Science FCAT 2.0. Also assesses SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6. • LAFS Connections: LAFS.5.W.3.9. Draw evidence from literary or informational

texts to support analysis, reflection, and research.• MAFS Connections: MAFS.K12.MP.1: Make sense of problems and persevere

in solving them; and, MAFS.K12.MP.2: Reason abstractly and quantitatively; and, MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.

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Factors Influencing Science Instruction

Data Carousel Protocol

• What are the challenges that impede you from effectively infusing the Florida Standards during the Science Instructional Block?

• What should effective instruction look like in a science classroom?

• What tools/resources are available to facilitate science instruction?

• What instructional strategies should be used in a science classroom?Division of Academics-Department of Science

10 min. Break

Scaffolding Science Standards K-5

How are science topics and standards interconnected across grade levels?

(1) Big Idea 8: Matter (2) Big Idea 9: Changes in Matter (3) Big Idea 10: Forms of Energy (4) Big Idea 12: Motion (5) Big Idea 13: Force and Motion

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Overall Driving Question:How can we support our students in crafting evidence based

arguments in science and across the curriculum?

What does Vince want you to do?Why is Vince so convincing?Write down all the evidence that Vince uses to convince you to buy Sham Wow.

SHAMWOW Video

Integration of Florida Standards through a Claims, Evidence and Reasoning (CER)

Claim: You should buy a Sham Wow because it absorbs water better than any other towel.Evidence: Does not drip. Holds 20 times it’s weight in liquid. Absorbs all liquid from a carpet. What more could Vince do to convince you that you should buy Sham Wow? (Hint: think like a science teacher)

Let’s make Vince’s presentation even better and add the reasoning to his evidence.

Reasoning: The Sham Wow towel works so well because it contains micro fibers. Micro fiber towels are made from two synthetic (man made) materials, usually nylon and polyester. The fibers are treated with chemicals and mechanically changed to make them very small, smaller than 1/100th the diameter of a human hair. This gives the towel a lot of surface area to make contact with the spill and absorb the liquid. The tiny fibers get into small places where most towel fibers cannot reach. Source: http://www.cleanlink.com/cp/article/Microfiber-101-The-Science-of-Tiny-Threads--3488

Claim

Claims are the statements that answer your original question.

• The claim must be accurate, specific, and answer the question.

• The claim is usually one sentence in length.

Evidence

The evidence is all the scientific data that supports your claim.• It can come from a variety of sources such as: textbook, reading selections, videos, lab investigations, news reports, class notes, etc.• When possible, it should include both qualitative

and quantitative data.• It is important to have numerous pieces of

evidence in order to support or prove your claim.

Reasoning

• Reasoning is the explanation that connects your claim to the evidence that supports it or why you think your claim (answer to the question) is correct.

• It shows why the data you chose counts as evidence.• It shows a detailed understanding of the scientific

principles involved and uses correct science vocabulary.• This explanation acts as a conclusion. • If evidence is from an experiment, it can be used to

support the “conclusion” of the lab.• It is usually several sentences in length.

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Progression for Argumentation K-12

Grade Argumentation Focus

K-2Claim + Evidence Claim – Make conclusions from investigations. Evidence – Use observations from investigations.

3-5

Claim + Evidence + Reasoning Claim – Make conclusions. Evidence - Use observations and measurements. Reasoning – Provide a simple connection between claim and evidence using the big ideas they have

learned in science.

6-8

Claim + Evidence + Reasoning (greater complexity) Claim – Make conclusions. Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data.

Consider sufficiency of evidence. Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.

9-12

Claim + Evidence + Reasoning + Rebuttal Claim – Make conclusions. Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data.

Consider sufficiency of evidence. Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.

Each piece of evidence may have a different justification. Rebuttal – Describe why a counter-claim is not appropriate by critiquing the alternative evidence and

reasoning.

K-2 Claim-Evidence (CE)SC.K.P.8.1, SC.1.P.8.1: Sort objects by observable properties.

Assignment: (Write a scientific explanation that answers the question?) How can we sort our school supplies?Claim: (The answer to the question, teacher records) Class discussion: We can sort our school supplies by observing them with our senses.Evidence: (Record all the evidence you gathered from reading passages, articles, videos, interactives, and/or hands-on explorations). Teacher records at least three pieces of evidence from class discussion that supports the claim.The school supplies can be sorted by size, some objects were small and some were large. Other objects were sorted by color by using the sense of sight. The objects can be sorted by observing their weight (heavy or light).

Grades K-2

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3-5 Claim-Evidence-Reasoning (CER)SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2:

Observe and measure objects by their properties.

Assignment: (Write a scientific explanation that answers the question?) What properties can be used to classify your school supplies?Claim: (The answer to the question)Physical properties can be used to classify my school supplies.Evidence: (Record all the evidence you gathered from hands-on investigations). Ex. Observation/Measurement Table

School Supplies/Qty.

Mass Shape Property Use

Sense of touch

(texture)

Magnetic?

Pencil (1) 5 grams Hexagonal prism

writing smooth/hard Partial

Scissor (1) 26 grams Irregular cutting Smooth/hard partial

Crayon (1) 4 grams cylinder writing Smooth/hard No

Marker (1) 10 grams cylinder writing Smooth/hard No

Glue stick (1) 16 grams cylinder stick Smooth/hard No

3-5 Claim-Evidence-Reasoning (CER)SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2:

Observe and measure objects by their properties.

Claim: (The answer to the question)Physical properties can be used to classify my school supplies.Reasoning: (Write a statement that explains why you think your claim or answer to the question is right.)My school supplies can be classified by their mass, shape, color, hardness, texture, odor and attraction to magnets. As a result of measuring my supplies I learned some are greater in mass than others. For example, two of the five objects had a mass of less than 10 grams compared to the other three objects that were up to 26 grams. Based on the exploration using my senses of sight and touch, I discovered that I could sort my objects by color, hardness and texture. In addition, the objects could also be classified by shape such as regular versus irregular. Therefore, my school supplies can be classified by several physical properties.

Grades 3-5

Effective Science Strategy

Wagon Wheel Protocol

When can the Claims Evidence and Reasoning (CER) strategy be used during

your science lesson?

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How can the Florida Standards be infused into the

Science Curriculum?

When can a CER be used?

• Use it to engage in structured argumentation to explain a scientific concept.

• Use it after an experiment to explain why a hypothesis was proven correct or not.

• Use it to justify an answer choice for a multiple (FCAT type) test question is correct.

• Use it to discuss claims made in videos, commercials, documentaries or news reports.

Claim, Evidence, Reasoning after Viewing a Video, News Report or a Documentary

• What is the scientific explanation? • What key points did you learn from this video?• What vocabulary words are connected to the

lesson? • What is the claim the reporter is making? • What evidence does he or she cite in the

report that supports that claim?

ELA CCSS Literacy Supports Content Area State Assessment

Sample FCAT 2.0 Science Question

A radiometer is a device with fins that spin when light energy strikes them. A picture of a radiometer is shown below. As part of an experiment, a light source was placed 50 centimeters (cm) from a radiometer. The light source gave off four different-colored lights for 30 seconds (s) each. After each color of light was turned off, the amount of time the fins on the radiometer spun was recorded. The results are shown in the table below.

Which color of light provided the greatest amount of light energy according to the data in the table? F. red G. green H. blue I. white

claim

reasoning

evidence

SAMPLE INFORMATIONAL TEXT

Claim

Evidence

LUNCH

Benchmark FocusScience Big Idea 8: Properties of Matter

Florida Standards Integration• LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and

research.• LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

• LAFS.K12.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

• MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

• MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters.

• MAFS.4.MD.2 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Grades K-1 Grade 2-3 Grade 4-5

SC.K.P.8.1SC.1.P.8.1

SC.2.P.8.1SC.3.P.8.1

SC.4.P.8.1SC.5.P.8.1

Sort objects by observable properties.

Observe and measure objects according to

their properties.

Compare and contrast basic properties of solids, liquids, and

gases

Practicing Science:Hands-on Activities

Grades K - 5 Observing, Sorting, Measuring

and Comparing MatterEmbedding the Florida Standards

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Supplemental Resources

Textbook, Notebook (Journal)

Common Grade Level Planning

Hands-on Materials

&Measurement Tools

Essentials for a Successful Science Class

computers

LCD digital projector

Internet Access

Designated School Science Leader

Pacing Guide &

Focus Calendar

Gizmos, PBS

Discovery

5 E’s

Explicit Instruction

Department of Mathematics and Science

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Science Department Website Overview

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CER Jingle

Claim – My way to fame stating my answer is part of the gameEvidence – Got to show and prove To support the claim is my next moveReasoning – The why is the end This acts as my conclusion

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“So What? Now What?”

Reflect

With what you’ve learned, what will your future classroom and science teaching look like?

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Learning Goals Grade 5SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. (Level 2: Basic Application of Skills and Concepts)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to differentiate (tell the difference between) the physical properties (mass, volume, color, texture, and temperature) of solids, liquids, and gases.

Go on a phase scavenger hunt and find at least two objects that represent one state of matter, two objects that represent two states, and two objects that represent all three states of matter. Create a chart to identify all of your objects’ properties.

Score/Step 4.0

I am able to classify a material as a solid, liquid, or gas based on its physical properties.

Use a three circle VENN diagram to classify a small group of materials (at least five for each) that represent solids, liquids, and gases based on their physical properties. Explain and record how you classified the materials.

Score/Step 3.0 Target

(Learning Goal)

I am able to compare physical properties of solids, liquids, and gases.

Use a graphic organizer to compare the physical properties of solids, liquids and gases with examples of each.

Score/Step 2.0 Target

I am able to identify the physical properties of solids, liquids, and gases.

Create a foldable. Illustrate the physical properties of basic solids, liquids, and gases.

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Bring Your Own Device (BYOD)

Power My Learning Grade 5 – Play Lists

www.powermylearning.org

Dr. Lightburn’s Class: Class Code: 278894

•Quarter 1:

– Big Idea 8: Properties of Matter and Big Idea 9: Changes in Matter• http://powermylearning.org/user/playlist/gr-5---qtr-1---

big-idea-8-properties-of-matter-275176

Interactive Sites for Education

http://interactivesites.weebly.com/science.htmlDivision of Academics-Department of Science