Grade 5

Sebastian OddoneDistrict Science Supervisor

Division of Mathematics, Science, and Advanced Academic Programs

SCIENCE PACING AND CONTENT

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

Become familiar with the Pacing Guide

Be able to implement hands-on activities according to required benchmarks

Enhance questioning strategies

GOALS FOR DAY 1

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Participate activelyAsk questionsLearn by doingSet your own learning into action

NORMS

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Do you think that you have what it takes to be a scientist, to be an investigator?

How many of you ever snooped for a B-day or Christmas gift that was hidden away? I will prove to you that if you are a snooper, then you are an investigator and that every scientist must be an investigator

THE FOUNDATION OF SCIENCE:TEACHING THE NATURE OF SCIENCE (NOS) AND MAKING SENSE OF SCIENCE:

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What is a hypothesis? Must have a question or problem to

solve The hypothesis is a suggested answer

to a problem or question Structure a suggested answer to any

problem in an IF – THEN – BECAUSE format

Why is this important?

DEVELOPING A HYPOTHESIS

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Problem: Where did my parents hide my (holiday) gift?Hypothesis: If last year they hid my gift in their closet, Then they will probably hide it there this yearBecause I do not have a reason to be in their closetVariables: Present locationPast location

UNDERSTANDING A HYPOTHESIS AND ITS CONNECTION TO VARIABLES

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(dependent or responding)

(independent or manipulative)

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A variable is something that can change.Observations can be described as variables.Data are representations of variables.Observations that are recorded in our memory or on paper are examples of data.

Types of Data:

Qualitative: Use senses to observe results. (sight, smell, touch, taste, hear)

Quantitative: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers

WHAT ARE DATA?

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Miriam chose a packet of her favorite kind of tomato seeds. Miriam wants to conduct an investigation to find the best temperature for sprouting the seeds. Design a procedure to find the best temperature for sprouting tomato seeds that would result in the data shown in the table below.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

25oC Sprout 1 cm 2.5 cm 3.5 cm 5 cm 7 cm

15oC No growth

Sprout 0.5 cm 0.75 cm

1 cm 1.5 cm

5oC No growth

No growth

No growth

No growth

Sprout 0.5 cm

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Amounts per day

Plant 1 Plant 2 Plant 3

Water 10 ml 15 ml 20 ml

Fertilizer 2 grams 5 grams 10 grams

Sunlight 3 hours 6 hours 4 hours

Chris wanted to find out what would make his tomato plants grow best. He set up an experiment to find out and planted three little plants. He gave them each different amounts of water, fertilizer, and sunlight. The amounts of each are shown below.What is the main problem with the way Chris ran his experiment? What should he have done to get better results?

Examine the Year at a Glance and the new Pacing Guides

Identify important content represented within main benchmarks

CONNECTING INSTRUCTIONAL STRATEGIES, CONTENT, AND STANDARDS

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http://curriculum_materials.dadeschools.net/pacing_guides

Prerequisite Skillso What knowledge, understanding, or reasoning will you

require to achieve this benchmark?

Vocabularyo What vocabulary needs to be understood to achieve

this benchmark?

Achievement Criteriao What performance skills or products will you require to

demonstrate achievement of this benchmark?

Extending Learningo How will you differentiate instruction to extend the

learning of the standard?

How will you assess achievement?o What test or performance will give you data about

student progress toward achievement of this benchmark?

UNWRAPPING THE BENCHMARKS

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What are the priority activities for topic 2?

What are the specific instructional strategies?

Develop learning goals related to that content

Select activities and instructional strategies consistent with the learning goals

How can “depth of knowledge” be achieved for this topic?

GROUP ACTIVITY: UNWRAPPING THE BENCHMARKS

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Lab Activity: Making a Density ColumnAfter performing the lab, using the Unpacking Benchmarks Worksheet to discuss the following: 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, including NOS.

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?

ENHANCING CONTENT KNOWLEDGE: UNWRAPPING THE BENCHMARKS AND IMPLEMENTING NOS

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Imagine you have 5 plastic cubes arranged in a straight line. Each cube’s side measures 1.0 cm. How can you determine the volume of the line of five cubes?

___ = _____ cm3

(l) x (w) x (h)

Effective science learning enable students to: Engage in quantitative and qualitative

observations; Investigate thoughtful questions; Make logical predictions; Design and conduct experiments; Collect and organize data; Explore possible conclusions; Make well-reasoned, data based

decisions

EFFECTIVE SCIENCE LEARNING

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How do we make student thinking explicit during

scientific inquiry?

ENHANCED QUESTIONING

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Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate)Use Inquiry (Directed, Guided and Full)Think-Pair-ShareDifferentiated Instruction (Centers)Cooperative LearningUtilize Graphic Organizers

SCIENCE TEACHING STRATEGIES

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Writing in Science (http://science.dadeschools.net)o Parts of a Lab Reporto Power Writing Model 2009o Modeling Framework –

demonstrations, models

RESOURCES

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The Power Writing Model Challenges students to write quality

reports Enhance inquiry in science through

writing

The Power Writing Model answers seven basic questions that serve as a model for students to improve their performance in the “Florida Writes” test.

POWER WRITING

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Technology (http://it.dadeschools.net/)o Pearson (Scott Foresman)o Gizmoso Riverdeepo Podcastso CPALMS

RESOURCES

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District Science Websitehttp://science.dadeschools.net

Department of Instructional Technologyhttp://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/

LINKS

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Lab Activity: Un-Mixing a Mixture?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.

EXPLICIT SCIENTIFIC INQUIRY

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Lab Activity: Un-Mixing a Mixture?Discuss lab activity: Questioning strategies before, during,

and after activity. Benefits, constraints, limitations,

modifications. Writing in Science. Appropriate technologies to enhance

instruction.

EXPLICIT SCIENTIFIC INQUIRY

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Cereals are made of many different ingredients. The diagram below shows some of these ingredients. Which term describes the cereal?

A. compound B. element C. mixture D. solution

3 Things I Observed

2 Things I Learned

1 Thing That I will do differently

Question(s) I still have

Complete additional feedback questionnaire

REFLECTIONS AND FEEDBACK

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Plan lesson for specific topicso 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.o Review the 5 E Modelo Enhanced Questioning Strategies

GOALS FOR DAY 2

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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 activityExplain: Put abstract experience in

communicable formElaborate: Expand on concepts learnedEvaluate: To determine if student

attained understanding of concepts and knowledge

THE 5 E MODEL

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Complete the Unpacking Benchmarks Worksheet for Topic 4 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.

LESSON PLANNING

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Is This a Physical or Chemical Reaction?Discuss lab activity: Questioning strategies before, during,

and after activity. Benefits, constraints, limitations,

modifications. Writing in Science. Appropriate technologies to enhance

instruction.

LAB ACTIVITY

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Raheem is investigating the properties of several substances. He prepared a beaker containing substances J, K, and L and filtered the contents through a funnel into a flask, as shown below. What term best describes substances J, K, and L inside the beaker before Raheem poured them through the filter paper?

A. Mixture B. SolutionC. CompoundD. Pure substance

Discuss Newton’s Laws of Motion (ppt)

Modeling Framework

Experiment Design, Test, and Presentation

MODELING FRAMEWORK – TOPIC 5

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Topic 5Discuss lab activity: Questioning strategies before, during,

and after activity. Benefits, constraints, limitations,

modifications. Writing in Science. Appropriate technologies to enhance

instruction.

LAB ACTIVITY

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Felipe and Marsha were studying friction and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched the blocks move down the tray. Which block would experience the least amount of friction as it moved down the tray?

A. Ice BlockB.Sponge Block C.Sandpaper Block D.Plastic Block

Annually Assessed and Content Sampled Benchmarks

Item Specification detailso Benchmark clarificationo Content Limits

ITEM SPECIFICATION (GRADE 5 SCIENCE)

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3 Things I Observed

2 Things I Learned

1 Thing That I will do differently

Question(s) I still have

Complete additional feedback questionnaire

REFLECTIONS AND FEEDBACK

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