pacing and content first grading period grade 1
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Pacing and Content First Grading Period Grade 1. Presented by Dr. Ava D. Rosales Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs. Welcome. Make a Name Tent and include: NAME SCHOOL - PowerPoint PPT PresentationTRANSCRIPT
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
REFLECTIONS AND FOLLOW-UP