FCRSTEM AND THE FDOE presents UNDERSTANDING AND IMPLEMENTING THE NEW SUNSHINE STATE STANDARDS FOR K1

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FCRSTEM AND THE FDOE presentsUNDERSTANDI
NG AND IMPLEMENTING THE NEW SUNSHINE STATE
STANDARDS FOR K-12 SCIENCE ANALYSIS OF A
LESSONUTILIZING THE 5E METHOD OF INSTRUCTION

• Jill DiGiorgi Bartley, NBCT
• Pine Lake Elementary
• Project RISE
• May 12, 2008

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Goals of this session

• What does instruction that builds scientific
  proficiency look and feel like?
• How do educators build student conceptual
  knowledge and skills that enable students to
  successfully complete tasks that require higher
  levels of cognitive complexity?
• What strategies can teachers use to differentiate
  instruction in math and science that allow the
  knowledge and skills of all students to grow?

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The 5E Model of Instruction

• Developed by Rodger Bybee
• Engage, Explore, Explain, Elaborate, Evaluate
• Benchmark SC.3.P.9.1 Describe the changes water
  undergoes when it changes state through heating
  and cooling by using familiar scientific terms
  such as melting, freezing, boiling, evaporation,
  and condensation.

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Assess Prior Knowledge

• What are the three states of matter?
• Which state of matter is water?
• An ice cube is which state of water?
• Explain evaporation and condensation.

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ENGAGE

• If you breathe on a mirror, part of the mirror
  clouds up. What are you actually seeing when you
  see the mirror cloud up?
• 2005 NAEP released item
• Grade 8 54 answered correctly

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ENGAGE (cont)

• Sea water contains dissolved salts and is not
  suitable for drinking. Describe a procedure that
  can be used to obtain a cup of drinking water
  from a bucket of sea water.
• TIMSS 8th grade 2003

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Reflection

• Level of questioning
• Strategy for Individual Accountability
• Communication student to student

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ENGAGE - Part 2

• What is water?
• Where is water found?

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EXPLORE IS IT STILL WATER?

• Changing containers?
• A whole ice cube?
• A broken ice cube?

• How do you know?
• How would you prove it?
• Where have you seen this before?
• Does anyone disagree?

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EXPLORE INVESTIGATE METHODS OF MELTING AN ICE
CUBE

• Challenge what is the fastest method?
• Hypothesize which method will be fastest and
  explain why you think so
• How will you determine which method is fastest?
  What will you observe and/or measure? What
  materials will you need?
• How will you record your data?

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EXPLORE Thinking Critically

• Do you think the amount of ice will affect how
  fast it melts? Why? Can you think of any
  observations you have made that support your
  explanation?
• Do you think it is important that we start with
  similar amount of ice each times we test a
  melting method? Why or why not?

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EXPLORE Thinking Critically

• Do you think it matters whether we have many
  small pieces of ice or one big piece of ice, as
  long as we have the same amount? Why?
• How did you determine that the ice cube melted?
• What was common about the best way to melt the
  ice cube?
• What did we learn from this investigation?

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EXPLANATION - Vocabulary Development

• Introduce concepts and vocabulary involved in
  melting, boiling, evaporation, and condensation
• Introduce vocabulary through student experiences
• Students learn best when they have a need for the
  word

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Vocabulary Development (cont)

• What do we have to do to an ice cube to melt it?
• What are you supplying the ice cube?
• Where does it come from?

• What do you think happens if we add more heat to
  the liquid water?
• For the methods of melting the ice cube that you
  used, where did the heat come from?

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Vocabulary Development(cont)

• As we heat the water, is it still water?
• Where is the water going?
• What differences in answers were there in your
  group?
• Can these ideas be tested?

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Vocabulary Development- (cont)

• How could we show that the water disappears?
• How could we show that it goes into the air?
• Can we show that water is in the air?
• In your experiences, have you made observations
  that lead you to the conclusion that water is in
  the air?

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Vocabulary Development(cont)

• What do you observe about these two glasses?
• How would you explain what is happening here?

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ELABORATE

• Challenge By presenting a demonstration, prove
  to your fellow classmates that water exists in
  three phases (liquid, solid, and gas). As you
  explain your demonstration to the rest of the
  class, try to use the words condensation and
  evaporation. You can use any of the materials
  supplied and your creativity.

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ELABORATE-(cont)

• While creating your demonstration, what did you
  learn about water and energy?
• While watching the presentations of your
  classmates, what did you learn about water and
  energy?

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EVALUATE

• Option 1
• Repeat carousel activity done previously
• Refer back to K-W-L

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EVALUATE (cont)

• Option 2
• Present one of the real world applications below.
  Participants must draw and explain each
  individually, in groups and then to the rest of
  the class. Notice that the small groups will be
  explaining to the other small groups.
• When you put a glass or a can of soda with cold
  soda or other liquid in it and you put it outside
  on a warm day, it sweats and water gets on the
  outside, how does this happen?
• When you go outside on a cold day, you can see
  your breath, how does that happen?
• When you touch your tongue to an ice cube, your
  tongue sticks to the ice cube, what happened?
• When you boil water, bubbles come up, what is in
  the bubbles and where did it come from?

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EVALUATE (cont)

• Option 3
• Students must draw how they would take solid
  water ice and change it to liquid water, then
  turn the liquid water to a gas (water vapor to
  steam), then turn the gas into a liquid, then
  turn the liquid into a solid. Be sure to
  indicate when you add heat or you take heat away.
• Solid water to liquid water
• Liquid water to gaseous water
• Gaseous water to liquid water
• Liquid water to solid water

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THE END