Miami-Dade County Public Schools Department of Science Middle Grades Science STEMposium: The Future is Now Synergy at Miami Jackson Senior High July 2015 Curriculum Support Specialists: Mr. Dane Jaber Ms. Cristina Madrigal Ms. Wendy Forteza Instructional Supervisors: Ms. Melissa Martinez and Ms. Yoly McCarthy Agenda and Opening Moves: Auto-Pictorial Activity Make name tents with a drawing that would represent what you think education may look like in 20 years. Department of Science Guiding Questions How can we increase the frequency of open inquiry during effective NGSSS aligned science content instruction? How can we use the Florida Standards to facilitate a deeper understanding of the Science content? How do STEM engineering practices and competitions increase the rigor and support the instructional focus for science content? How can we reinforce and illustrate the scaffolding nature of the Next Generation Sunshine State Standards and the importance of standards-aligned content instruction in the lower grade levels? Department of Science Synergy Science Agenda Introduction / Ice Breaker / Agenda Defining STEM Affinity Mapping Using Data to Support STEM in the Science Classroom Fostering Frequent open Inquiry in the Science Classroom (6 th Grade) Digital Convergence Discovery Ed. Board Builder/Mini Digital Science Fair Lunch Florida Standards and Open Inquiry STEM: Introduction to Engineering Engineering Challenge Keeping the Heat Out (7 th Grade) Using Language Arts Florida Standards in Science Cause of Seasons(8 th Grade) Ideal vision for STEM science classes Back to the Future Department of Science Session Objectives Participants will be able to: Identify effective utilization of vertical planning to improve science instruction and rigor Infuse LAFS and MAFS into the science curriculum Utilize exploration activities and open-inquiry labs Utilize the engineering cycle to solve real world problems Create digital presentations to communicate experimental results and conclusions Identify and implement STEM practices and strategies in their classes Access district created science and STEM resources Department of Science Session Norms: Agreed Upon at Opening Session Department of Science How do we define a STEM science classroom? Sticky Note Discussion / Affinity Map Pre-Assessment Department of Science -On sticky notes, write one characteristic of a STEM science classroom -Indicate one idea per note and provide a minimum of three ideas -On the class chart paper, group different ideas into clusters of similar or related ideas Using Data to Support STEM in the Science Classroom Department of Science Using Data to Support STEM in the Science Classroom Department of Science Modified Data Driven Dialogue: -In your groups, review data for the district using new individual school information -Phase I Predictions Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and expectations -Phase II Observations Analyzing the data for patterns, trends, surprises, and new questions that jump out -Phase III Inferences Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data needed to guide their implementation. Building ownership for decisions Fostering Frequent Open Inquiry in the Science Classroom Department of Science Grade 6 - Modeling the Greenhouse effect SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet. SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. (AA) SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. LAFS.68.WHST.1.1 Write arguments to support claims with clear reasons and relevant evidence. LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. MAFS.6.SP.2.5: Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Hands-On Open Inquiry: Modeling the Greenhouse effect Department of Science Engage -Observe the insulation of heat within a model using a physical barrier. -Discuss as a group the limitations of the model based on the greenhouse effect resulting in a combination of gasses in the atmosphere. Explore -On chart paper, develop a model to improve upon the limitation of the observed greenhouse effect model. -Build and test your model How does the Greenhouse Effect influence temperature on Earth? Department of Science Explain CER- Cell Structure and Function: Using the information gathered from the investigation, complete your CER. (Rubric) -How does the Greenhouse Effect influence temperature on Earth? Hands-On Open Inquiry: Modeling the Greenhouse effect Digital Convergence Presentation One Stays and the Rest Stray Elaborate/Evaluate: Using the data and information from your lab, draft lab report and C-E-R from the chart paper, produce a digital science fair board. Each group will have one member stay behind with their digital board to give an oral presentation on their findings On their way out to lunch the participants will write a reflection on the inquiry skills developed and needed from the activity. (EXIT SLIP) Department of Science Lunch Break 1 Hour, 10 Minutes 11:10 12:20 Department of Science Reflection on Open Inquiry: Project Evaluation Discussion Department of Science Display your digital board and have a post-it note discussion about the digital board around the topic of Florida Standards prompted by the following questions: What Florida Standards were infused into the open inquiry and board builder activities? How do the Florida Standards enrich student learning in the science classroom? What was the role of technology in this activity? Substitution tech is a direct substitute for something else Augmentation tech is a substitute with some functional improvement Modification tech allows for significant task redesign Redefinition tech allows for previously inconceivable task Department of Science STEM Engineering Practices Department of Science Using the package of cards given to you, divide them evenly among your group Use consensus in a Round Robin fashion to place them in the order you would use to design a solution. Select one member to stay behind with your developed engineering design process and engage in a Q&A with members from other groups in a gallery walk. Engineering Design Challenge Keeping the Heat Out Department of Science SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another. SC.7.P.11.3: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another Scenario: In order to save money while reducing the carbon footprints based on electrical consumption, you have applied to design a residential home that will limit the entry of heat from the outside for a community developer. Engineering Design Challenge Keeping the Heat Out Problem In order to save money while reducing the carbon footprint from electricity costs, you have been applied to design a residential home that will limit the entry of heat from the outside for a community developer. Expected Outcome Develop a model house that is designed to minimize the entry of heat from the outside and present research (their own findings), as a sales pitch to the developer, demonstrating effects of their insulation efforts. Department of Science Engineering Design Challenge Keeping the Heat Out The House must have at least two scale windows per side per story and 2 doors (1 front door and 1 back door). The initial test for the house should be done without any insulation to determine the effects of insulation. To mimic different times of the day, the heat lamp should relocated to simulate light during the morning, mid-day and afternoon. Department of Science Base area maximum of 645cm2 (100in 2 ), maximum height of 40cm (15.75in). File folders must only be one layer thick on the model. Criteria and Constraints Materials: Drinking straws or tongue depressor for the frame of the house, file folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging app such as Thermal Camera FREE by Fingersoft (App Store and Andriod) or Seek Heat (multiple platforms). Product: Physical model that has been tested and redesigned. Written description of completed task and proposed solution to presented problem or scenario. Include reference to the thermal images and recorded temperature before and after insulating the structure to provide evidence of effectiveness of their design. Presentations: Present your project as a sales pitch for a community developer including the highlights from their project summary Department of Science Engineering Design Challenge Keeping the Heat Out Department of Science Using Language Arts Florida Standards in Science Department of Science 8 th Grade - Causes of the Seasons SC.8.E.5.9 Explain the impact of objects in space on each other, including: 1. the Sun on the Earth, including seasons and gravitational attraction; 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Misconceptions in Science Think-Ink-Pair-Share After watching the video A Private Universe, discuss the development of students understanding.A Private Universe Comprehension Instruction Sequence (CIS): Cause of the Seasons Department of Science Essential Question: How is weather related to location on Earth and the date? First Draft to Essential Question Causes of the Seasons Hands on investigations Observe a model of the solar system using a lamp as the sun and a globe for the Earth. Develop and test method for simulating the seasons. Department of Science Gathering Data from Informational Text Reading: Three Level Text Informational Text Reading from NBC News: Learn the Scientific Reasons behind Earth's Seasons Learn the Scientific Reasons behind Earth's Seasons 1.Read passage independently using text marking code: C = Cause and E = Effect 2.In groups of four, choose one time keeper. 3.Each person reads the article and independently selects a passage with important implications 4.Level 1-Have one person take up to 2 minutes to summarize passage 5.Level 2- Same person discusses implications of using this type of article in class for content understanding 6.Level 3- Same person discusses the issues or benefits with the reading level of the passage. 7.Group responds to Person 1 (2 minutes) 8.Repeat with another person until all members share their passage. Comprehension Instruction Sequence (CIS): Cause of the Seasons Group Reflection Department of Science Exit Slip How was the experience of the reasons for the seasons activity helpful to deepen understanding of text? Write a final draft to essential question: How is weather related to location on Earth and the date? Comprehension Instruction Sequence (CIS): Cause of the Seasons Back to the Future Department of Science Discuss in your group: -What a rigorous STEM science classroom should look like with Florida Standards. -What it will look like at the beginning of the year. -What processes will get you there. Department of Science Rigor in Science Essential Labs with Project Based STEM Activities (New) Competitions Learning Goal Activities CIS Science Reading Resource (New) STEM engineering practices Student digital resources - Bring Your Own Device CODE.org Open Inquiry Labs Department of Science Dr. Ava D. Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Supervisor Ms. Yoly McCarthy Supervisor Mr. Sebastian Oddone Supervisor Ms. Noreyda Casanas Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist, MS Mr. Daniel Gangeri Curriculum Support Specialist Ms. Cristina Madrigal Curriculum Support Specialist, K-8 Ms. Mary Tweedy Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: Department of Science Science Department State Statutes and Board Rules Updates Safety Goggles: Eye-protective devices required in certain laboratory courses Board Rule: H7 (2015) Animal Dissection in Schools eliminates cats. Board Rule: H11 (2008) Science Fair Project entry requirement.H11 Department of Science