Cristina Madrigal 7 th Grade Science Teacher Department of Mathematics and Science

Cristina Madrigal

7th Grade Science Teacher

Department of Mathematics and Science

AGENDAAM• Benchmark Analysis (QSBA Data)• Infusion of LAFS and MAFS Instructional Strategies• FCAT Achievement Level Descriptions (Learning Goals)

PM• Reflecting on the Curriculum• Pre-planning with the Pacing Guide• Development of Individual Lesson Plans


NORMS

• Lift expectations• Everyone is a learner• Ask questions and actively participate• Reserve judgment • Network responsibly


Name Tents

• Write your name• School • Grade Level


General information• Mathematics and Language Arts Florida Standards

benchmarks aligned in District Pacing Guides• Achievement Level Descriptors for FCAT 2.0 Science • Next Generation Science Standards – Final version released• NAEP 2012 – students have problems with providing

evidence and reasoning for claims• Insights: Benchmark instruction with fidelity and rigor +

Students exposed to application of concepts (inquiry, assessments) = Success


Session Outcomes

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

support science teaching and learning– Identify how M-DCPS integrates Mathematics and

Language Arts Florida Standards for effective science teaching and learning

– Plan for rigorous instruction using 5E Model



Benchmark AnalysisNat

ure

of S

cienc

e

Energ

y flow

in

Ecosy

stem

s and

Limitin

g Fac

tors

Today’s Benchmarks• SC.7.L.17.1 Explain and illustrate the roles of and

relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Assessed as SC.7.L.17.2)

• SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. (Assessed as SC.7.L.17.2)

SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.


NSTA Formative Assessment

ProbePage Keeley

Available through the Learning Village


Benchmark SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

Oh Deer!A Limiting

Factors Exploration


ExploreLearning GIZMO


Conclusion Writing Claim-Evidence-Reasoning

• Students should support their own written claims with appropriate justification.

• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).


Curriculum and Instruction

How does resource availability affect the population of a species in an ecosystem?

Claim –

Evidence-

Reasoning –


Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate


What FCAT Level Would We Be?

A look at Achievement Level Descriptions (Progression scales for

Learning Goals)


SC.7.L.17.1 Assessed as SC.7.L.17.2: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Level 3:

Strategic Thinking & Complex Reasoning)Scale

Learning ProgressionSample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze food webs to determine if they correctly illustrate the roles, relationships, and transfer of energy among organisms.

Explain and illustrate the relationships among decomposers, producers and consumers including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem including food webs and food chains

Score/Step 4.0

I am able to relate the roles and relationships of organisms in a food web.

GIZMOS: Food Chain

Design a food web and identify the roles and relationships among the organisms.

Explain why the relationships are necessary.

Score/Step 3.0 Target(Learning

Goal)

I am able to infer the roles and relationships of organisms in a food web.

BBC: Food Chains Interactive & Test; Food Pyramids Identify the roles and relationships among organisms in a food web in your backyard or school grounds.

Score/Step 2.0

I am able to trace the flow of energy in a food chain.

Analyze several food chains and explain what happens to energy as it flows through the food chain.

Score/Step 1.0 I am able to identify producers and consumers in a food chain.

SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. (Level 3: Strategic Thinking &

Complex Reasoning)Scale Learning Progression Sample Progress Monitoring and

Assessment Activities

Score/Step 5.0

I am able to hypothesize the effects of limiting factors in an ecosystem.

Research an ecosystem that has had an impact on its populations of organisms. Utilize real-world to discuss the limiting factors that affected the populations of

organisms.

Score/Step 4.0

I am able to analyze some of the effects of limiting factors in an ecosystem.

Gizmo: Prairie Ecosystem

Analyze the factors that affect the populations of grass, prairie dogs, ferrets

and foxes in a prairie ecosystem. Investigate feeding relationships and

determine the food chain.

Score/Step 3.0 Target

(Learning Goal)

I am able to identify limiting factors in an ecosystem. Develop “limiting factors” scenario cards (example, all the trees tin a region have died) and have classmates infer three

things that will happen as a result of the introduction of the limiting factor to a food

web.

Score/Step 2.0

I am able to identify factors that affect populations in an ecosystem.

Identify and describe various limiting factors in an ecosystem and their impact

on populations.

Score/Step 1.0

I am able to define what an ecosystem is.

AFTERNOON SCHEDULE

12:45 pm Reflecting on the Curriculum

1: 30pm Pre-planning with the Pacing Guide

2:30pm Developing a 5E Lesson


REFLECTING ON THE CURRICULUM Strengths Areas for

improvement

Specific recommendation

SCIENCE DEPARTMENT WEBSITE OVERVIEW


Effective Planning (with the end in mind) Implement a routine of inquiry based, hands-on

activities relevant to the objectives of the topic. Develop Higher-Order Questioning Strategies

using Explicit-Reflective instruction to enhance student thinking

Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students

Encourage students to communicate verbally and in writing


GOOD SCIENCE INSTRUCTION

22

GOOD SCIENCE INSTRUCTION (CONT……)

Discovering answers through systematic observations

Asking questions about our surroundings Applying models to formulate solutions to

questions Learning to make systematic observations in order to

formulate answers to events that occur in our surrounding


SUCCESSFUL STRATEGIES TO USE The 5 E’sHOT Questions

(Web’s Depth of Knowledge)

Inquiry Hands-On

Activities/Labs Demonstrations Virtual Labs

Notebooks Graphic Organizers Models & Visuals Cooperative Learning Think-Pair-Share Jigsaw Centers / Stations Internet / Video Differentiated

Instruction strategies24

ASSIGNMENT

5E lesson plan posted to Edmodo group

Each teacher submit an assignment.


Session Outcomes

Participants will be able to:– Incorporate M-DCPS life science instructional

resources to support science teaching and learning

– Identify how M-DCPS integrates Mathematics and Language Arts Common Core Standards for effective science teaching and learning

– Plan for rigorous instruction using 5E Model


Slip

Reflection1. Today I learned ……………………….

2. Questions I still have……………….


Science Department

28

Dr. Ava Rosales,Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist

Mr. Kirk Nieveen Curriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Documents

Cristina Madrigal 7 th Grade Science Teacher Department of Mathematics and Science