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Mathematics and ScienceModel Lesson Series

Elementary Science Module

Developed by the Florida Department of

Education

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Mathematics and ScienceModel Lesson Series

Goals Provide models of standards-based

teaching and learning in mathematics and science

Provide examples of applications of the RtI framework to mathematics and science lessons

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What is RtI?

RtI is the practice of

(1) providing high-quality instruction/intervention matched to student needs and

(2) using learning rate over time and level of performance to

(3) make important educational decisions to guide instruction

National Association of State Directors of Special Education, 2005

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Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student

need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction

and supports.

Tier 2: Targeted, Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support in addition to and

aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all

settings.

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Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized, Interventions.

Individual or small group intervention.

Tier 2: Targeted, Strategic Interventions & Supports.

More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program.

Tier 1: Core, Universal Instruction & Supports.

General instruction and support provided to all students in all

settings.

Tier 1: Core, Universal Instruction

& Supports General academic and

behavior instruction and support provided to all students in all settings

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Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized, Interventions.

Individual or small group intervention.

Tier 2: Targeted, Strategic Interventions & Supports.

More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program.

Tier 1: Core, Universal Instruction & Supports.

General instruction and support provided to all students in all

settings.

Tier 2: Targeted, Supplemental

Interventions & Supports

More targeted instruction/intervention

and supplemental support in addition to and aligned with the core academic and behavior curriculum

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Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized, Interventions.

Individual or small group intervention.

Tier 2: Targeted, Strategic Interventions & Supports.

More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program.

Tier 1: Core, Universal Instruction & Supports.

General instruction and support provided to all students in all

settings.

Tier 3: Intensive, Individualized Interventions The most intense

(increased time, narrowed focus, reduced group size)

instruction and intervention based upon individual student need

provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports

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Step 1 – Problem Identification: Step 1 – Problem Identification: What is the problem?What is the problem?

To identify a problem, we start with three To identify a problem, we start with three pieces of datapieces of data Expected level of performanceExpected level of performance Student(s) level of performanceStudent(s) level of performance Peer level of performancePeer level of performance

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Step 2 – Problem Analysis: Step 2 – Problem Analysis: Why is it occurring?Why is it occurring?

Hypothesize about why the Hypothesize about why the student is not demonstrating student is not demonstrating adequate progress adequate progress academicallyacademically

Collect assessment data to Collect assessment data to validate the hypothesesvalidate the hypotheses

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Step 3 – Intervention Design: What are we going to do?

Match intervention type and intensity to student(s), setting, problem

Interventions must focus on teaching replacement behavior or skill

Select evidence-based interventions that match context of school/classroom culture

Provide support for implementation Training/Coaching, as needed Evaluation of implementation integrity

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Step 4 – Evaluate Effectiveness:Is the intervention working?

Is the intervention evidence-based? How effective is this intervention with

students from similar backgrounds? How “intense” is the intervention? - the

dosage (time & focus of intervention) Was the intervention implemented as

planned?

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Florida’s Vision for Science Education

Science literacy is essential for all students

Next Generation Sunshine State Standards for Science allow for a greater depth of study and understanding of a smaller number of learning targets

Integration of science content and science process

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Next Generation Sunshine State Standards

Science Standards Four Bodies of Knowledge

Earth/Space Science Life Science Physical Science Nature of Science

Eighteen Big Ideas

Florida’s Next Generation Sunshine State Standards (www.floridastandards.org)

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Next Generation Sunshine State Standards

Benchmark Code

SC 4 P 11 1

Content Area Grade Level Body of Knowledge

Big Idea Benchmark

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Grade 4 Science BenchmarkSC.4.P.11.1

SC 4 P 11 1

Content Area:

Science

Grade Level: 4

Body of Knowledge:

Physical Science

Big Idea: 11 – Energy Transfer and

Transformations

Benchmark: 1 - Recognize

that heat flows from a hot object to a cold object and that heat

flow may cause

materials to change

temperature.

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Grade 4 Science BenchmarkSC.4.P.11.1

Body of Knowledge: Physical ScienceBig Idea 11: Energy Transfer and TransformationsA. Waves involve a transfer of energy without a transfer of

matter.B. Water and sound waves transfer energy through a

material.C. Light waves can travel through a vacuum and through

matter.

Benchmark SC.4.P.11.1Recognize that heat flows from a hot object to a cold object and

that heat flow may cause materials to change temperature.

Florida’s Next Generation Sunshine State Standards www.floridastandards.org

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Grade 4 Science BenchmarksSC.4.N.1.1 – SC.4.N.1.8

Body of Knowledge: Nature of ScienceBig Idea 1: The Practice of Science Observing Identifying questions and hypotheses Designing and conducting investigations Collecting and evaluating data Drawing conclusions based on evidence and communicating

explanations

The Nature of Science benchmarks from Big Idea #1 are integrated throughout the science lesson

Florida’s Next Generation Sunshine State Standards www.floridastandards.org

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Science Bodies of Knowledge

Nature ofScience

PhysicalScience

LifeScience

Earth/Space

Science

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Data Driven Decision Making

Florida’s Comprehensive Assessment Test (FCAT)

End-of-Course (EOC) Assessments Summative Assessments Formative Assessments Other Types of Assessments

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Learning Objectives

Students will Recognize the difference between

heat and temperature. Recognize that the direction of heat

flow is always from hotter object to cooler object.

Recognize that heat flow may cause a change in temperature of the objects.

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Acknowledgments

Zachary Champagne and his students Florida’s National Mathematics

Finalist for the 2006 Presidential Awards for Excellence in Mathematics and Science Teaching

Mandarin Oaks Elementary School Duval County Public Schools

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Problem-Solving andResponse to Instruction/Intervention

PS/RtI Integrates Efforts