Miami-Dade County Public Schools Department of Science Science STEMposium: Chemistry Miami Dade College – North Campus September 23, 2015 Presented by

Miami-Dade County Public Schools

Department of Science

Science STEMposium: Chemistry

Miami Dade College – North CampusSeptember 23, 2015

Presented by Dr. Jose Almeida

Agenda

– Welcome and Introductions– What is STEM?– Incorporating Engineering Practices in the Science

Classroom: “Where does the process begin?”– Density Lab: A way of demonstrating science inquiry– Beanium Lesson and Lab: Calculating the average atomic

mass using 3 isotopes of an element– Naming Ionic Substances Lesson and Lab– Reflections/My Learning Plan Evaluations


NORMS

• Be present• Trust the process • Trust intent and own your impact• Watch your air-time• Be open to outcome• Focus on solutions


Session Outcomes

Participants will be able to:• Incorporate M-DCPS instructional resources to support

science teaching and learning• Effectively plan for science instruction by unwrapping

benchmarks• Identify how M-DCPS integrates Mathematics and Language

Arts Florida Standards for effective science teaching and learning

• Plan for Inquiry in science• Develop STEM centered Classrooms


What is STEM?

Science Technology

Engineering Math

STEM


Defining STEM

– Science – Science seeks to explain. Scientists write explanations based on evidence to explain the natural world.

– Technology – Technology is a tool that improves and extends our ability -- in research, measurement, accuracy and collaboration.

– Engineering – Designs solutions to solve problems using the explanations of science, the language of math, and the tool of technology. It is innovative and creative.

– Math – Math is a language used to problem solve and explain numerically how the natural world works.

W = F x DDepartment of Science

STEM-Centered Classroom

A STEM-centered classroom focuses on– Standards– Teacher Actions– Student Actions– Learning Environment

Exemplary Learning Environment– Cooperative Group Work– Center & Stations– Student Independence – Prepared environment


Scientific & Engineering Practices

• Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations and designing solutions• Engaging in argument from evidence • Obtaining, evaluating, and communicating

information


Engineering Design Process



Icebreaker Engineering Design Process:

EDP Card Game– Using the package of cards given to you, have one team

member shuffle and deal the cards.– One designated player will begin by placing one of the

cards on the table. Look at your cards and choose the one that comes first.

– Each of the next players will do the same, but will begin to organize the cards in the order that the team decides the design process should follow.

– Discuss with your team and defend your Claim with Evidence for the card’s EDP position on the table.

– Be creative and do not think only of a linear process.


10-minute break

http://www.google.com/url?sa=i&rct=j&q=time+for+a+break&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.collegenetwork.com/blog/do-you-think-its-time-for-a-break-think-again&ei=I17eVI6tCYqmyAT6q4CgDQ&bvm=bv.85970519,d.aWw&psig=AFQjCNEpz5h6xB5wWBXCGwOqbVC8pX6tNw&ust=1423945631815226

Chemistry Year at a Glance


Unwrapping a BenchmarkUnwrapping a Standard Worksheet (Regular and Table

format) available in the Team Room• Prerequisite Skills• Vocabulary• Achievement Criteria• Differentiated Instruction• Assessing Proficiency• Standard Support Material• Technology• High Order Questioning Strategies• Item Specs – Benchmark Clarifications and Content Limits• Language


Unwrapping Benchmark Formats


Unwrapping a BenchmarkSC.912.N.1.1 – Define a problem based on a specific body of knowledge (1) Pose questions about the natural world, (2) Conduct systematic observations, (5) Plan investigations, (6) Use tools to gather, analyze, and interpret data, (7) Pose answers, explanations, or descriptions of events; (8) Generate explanations that explicate or describe natural phenomena (inferences); (9) Use appropriate evidence and reasoning to justify these explanations to others; (10) Communicate results of scientific investigations; and (11) Evaluate the merits of the explanations produced by others.


SC.912.N.1.1Essential Content:

• Develop the logic of using metric units• Practice “measurements” by measuring

– Review basic measurement skills and units of mass, length, temperature, volume, etc.

• SI Unit Conversions – Review metric prefixes– Apply the decimal point rule to convert

between metric quantities. • Data analysis, graphing and interpretation• Develop the concepts of mass, volume and

density relationships. – Explain the meaning of mass and describe the

units for measuring mass.– Differentiate between mass and weight– Define volume and explain how volume is

measured.– Solve density problems.

Objectives:• Demonstrate proper knowledge of SI metric units.• Convert measurements from one basic unit to

another.• Show how to use proper measuring tools with basic

laboratory equipment and hands on application.• Gather, analyze, and interpret data.• Demonstrate ability to skillfully graph data.• Create graphs using proper labels (x and y

axis/independent and dependent variable, title, etc.) to create a visual representation of data.

• Compare data sets and analyze trends on a graph.• Explain the differences between direct relationship

and an inverse relationship.• Explain the meaning of mass and describe the units

for measuring mass.• Distinguish between mass and weight.• Define volume and explain how volume is

measured.• Define density in terms of mass and volume and

apply the formula to solve problems.


Unwrapping a Benchmark for Density Lab

SC.912.N.1.1SC.912.P.8.2

Let’s Complete the Unwrapping a Benchmark sheet for this benchmark.


Determining the Densities of Different Metals

– Work in teams of 3-4 members – Consider all ideas brought forth by team members– Problem: How to effectively determine the density of various

metals using electronic balances and graduated cylinders– Criteria: Each team will produce density data which will be

matched to published densities provided by the teacher– Constraints: Quality of instruments and time– Goal: To match the team’s data collected to real data with

minimal errors


Review Density Lab – Debrief• Review CER’s• Did the Lab address everything in the benchmark

description?• Where other benchmark descriptions addressed in

this activity?• If everything from the benchmark description was

not addressed, how can we modify the activity to address all (or more) of the content or include other benchmark/standards (LAFS/MAFS)?


Enjoy your lunch!

Be back no later than 12:30


Unwrapping a Benchmark for Beanium Lab

SC.912.P.8.3SC.912.P.8.4



Beanium Lab: Determining the Average Atomic Mass of an Element

• Work in teams of 3-4 members • Consider all ideas brought forth by team members• Problem: After reviewing the process where average atomic masses

are calculated, students will measure the average mass and percent abundance of the 3 isotopes of a new element recently discovered (Beanium).

• Criteria: Using only the materials given, students will be evaluated to determine if their measured average atomic mass matches the predetermined established value.

• Constraints: Only the materials given can be used.• Goal: To determine the average atomic mass of Beanium and

compare the mass to other groups.


Beanium Lab – Debrief• Review CER’s• Did the Lab address everything in the benchmark





Unwrapping a Benchmark for Naming Ionic Compounds

SC.912.P.8.7



Making and Naming New Ionic Compounds

• This activity requires to work by yourself • Problem: After reviewing the concept of balancing the charges of positive

and negative species in ionic compounds, students will create as many different unique ionic compounds as possible in the time frame allowed.

• Criteria: Using only the materials given, students will be evaluated to determine if they can create and name as many unique, correctly balanced, and different ionic compounds as possible.

• Constraints: Only the materials given can be used, and limited time.• Goal: To create and name as many different unique ionic compounds as

they can.


Naming Ionic Compounds – Debrief• Review CER’s• Did the Lab address everything in the benchmark





Science Website

• Teachers• Parents• Students


State Statutes and Board Rules Updates

• Safety Goggles: 1006.063 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.


http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1006/Sections/1006.063.html

http://pdfs.dadeschools.net/Bdarch/2008/Bd011608/agenda/H11rev2.pdf

Reflections

What?• What did you do?

So What?• When thinking about incorporating a STEM-Centered

Classroom into your science classroom how would you easily include this day’s activities?

• Why should STEM be brought into your science classroom?

Now What?• How will you make sure there is alignment of content?


MyLearningPlan Follow-Up

Please remember to complete your

MyLearningPlan evaluation (all 3 steps)

The link for the evaluation is in the

Team Room.

For more information please see the

MyLearningPlan Overview PowerPoint in

the Team Room


Dr. Ava RosalesExecutive Director

Elementary Middle High

Dr. Millard LightburnInstructional Supervisor

Mr. Dane JaberInstructional Supervisor

Mr. Sebastian OddoneInstructional Supervisor

Ms. Noreyda CasanasCurriculum Support

Specialist

Ms. Cindy JolicoeurCurriculum Support Specialist, MS / K-8

Mr. Daniel GangeriCurriculum Support

Specialist

Ms. Yusimi Perez-OsteenCurriculum Support

Specialist

Ms. Mary TweedyCurriculum Support

Specialists

Ms. Mildred FarberDistrict Administrative Assistant

Phone: 305-995-1939

Documents

Miami-Dade County Public Schools Department of Science Science STEMposium: Chemistry Miami Dade College – North Campus September 23, 2015 Presented by