Dane Jaber Science Curriculum Support Specialist Department of Mathematics and Science

Dane JaberScience Curriculum Support

Specialist

Department of Mathematics and Science

Name Tents

• Write your name• School • Grade Level


Session Outcomes

Participants will be able to:– Incorporate M-DCPS physical 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


Day One Agenda

4Department of Mathematics and Science

• Norms• Ice Breaker• 5 E’s Lesson (break)• Lunch (11:15-12:15)• Lab Rotations• Computer Lab (1:15-2:15)• Lesson Plan Writing

NormsLift expectations

Everyone is a Learner

Ask Questions and actively participate

Reserve judgment

Network responsibly


New STEM Homepage (stem.dadeschools.net)

Curriculum and Instruction

Science Department Website Overview



General information• Common Core Mathematics and Language Arts literacy

benchmarks aligned in District Pacing Guides• Achievement Level Descriptors for FCAT 2.0 Science and

Biology EOC• 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


What does effective science instruction look like?


What does effective science instruction look like?

• Engage– Question, discussion, activity, uncover ideas (Discovery and PBS

Learning, NBC Learn)• Explore

– Lab activities (Essential Lab/hands-on investigations, Gizmos)• Explain

– Conclusion writing/lab report, C-E-R, discussion, Notebooks/Journals

• Elaborate– Discussion, real-world connections, CIS

• Evaluate: formative and summative by benchmark


Ripping paper to understand atoms

• Challenge: If you can cut the paper in half 31 times. You will have a piece of paper the size of an atom.

• Predict: How many times will you be able to cut the paper in half?


How can models of atoms help us understand matter?

How far did you get? Here are some comparisons to think about!

How many more cuts would it take to get to the size of the nucleus?


Task:

Each group will construct models of atoms of 2 different elements.

Requirements:

The sum of the atomic numbers of the atoms must equal 29.Parts of the model must be labeled.A summary of how your model was developed.

Developing models of atoms

Developing models of atoms rubric

70-80 = A; 55-65 = B; 45-60 = C; 40-50 = D; Under 40 = F

Body continuum

Students vote with their bodies (position) to

decide on an answer. Students at each position

explain their answer to other group members. The

teacher will select a student from the group to

share the group’s reasoning.

Element, Compound, or Mixture?

Butane (lighter fluid)

Element, Compound, or Mixture?Gold

Element, Compound, or Mixture?Apple Juice

HeterogeneousOrHomogeneous?

Solution or not?

Element, Compound, or Mixture?

Silicon

Element, Compound, or Mixture?Ice CreamHeterogeneousOrHomogeneous?

Solution or not?

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).

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).


How can models of atoms help us understand matter?

Claim

Evidence

Reasoning

Break Time

Curriculum and Instruction

Common Core Benchmarks in the Science Curriculum

LACC.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

LACC.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

LACC.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

LACC.68.RST.4.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

LACC.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.


http://www.cpalms.org/Standards/PublicPreviewBenchmark6164.aspx





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HandoutHandout

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Common Core State Standards Connections

Currently we continue to use the Next Generation Sunshine State Standards (NGSSS); however, during teaching and learning, whenever applicable, connections to Common Core State Standards in Language Arts and Mathematics are established.Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides


Common Core Benchmarks in the Science Curriculum

Activate Prior Knowledge!

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• Hook Question: How can chemistry keep you healthy? • Predictive Written Response to Complex Text-Based

Question: How can an understanding of the periodic table help cure diseases?

• Vocabulary Front-Loading• Text Marking (Reading #1):

– An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material.

• Directed Note-Taking (Reading #2)• First draft written response to essential question

HandoutHandout

Radioactivity

Radioactivity (n): • Radiation in the form of particles or waves that

results from the a nuclear reaction.


Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you.


World Heath


Vocabulary Instruction•Direct students to locate words introduced in the text by paragraph number. •Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. •Record meanings of word parts and words on word wall, journal, etc.


Para-gragh #

Academic or Discipline Specific Vocabulary

Word part or context

Para-gragh #

Academic or Discipline Specific Vocabulary

Word part or context

Directed Note-TakingGuiding Question: Using evidence from the text and video clip,

What are some positive and negative consequences of strontium to solve real world problems?

Directed Note-Taking

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Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Guiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of strontium to solve real world problems?

Paragraph #/Source

Note Characteristic

Application Danger Benefit

In small groups, take positions and discuss which factor is most significant/impactful

(based on the text), and come to consensus.

Group Consensus

Individual Vote #1

Individual Vote #2

CharacteristicsApplicationDangerBenefit

1) Count number of groups that selected each category.2) Count number of individuals that selected each category.

3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

Question GenerationPurpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

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Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

Question Generation:

Paragraph #/Source

Note + impact on society or individual

- impact on society or individual

Problem Solution

Final Response After Rereading and Extended Text Discussion

• Purpose: To provide opportunities for students to interact with the text and with their peers to:– identify text information most significant to the final/essential

question.– facilitate complex thinking and deep comprehension of text.

After the final discussion, answer the following question on your handout:

According to the text and extended text discussion, how can an understanding of the periodic table help cure diseases?

41Department of Mathematics and Science

Lunch Time (60 minutes)

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Afternoon Schedule

12:30 pm Technology Exploration1:30pm Hands-On Lab Rotation2:30pm Individual work on lesson plan


Tech-Time


Inquiry Lab– Task: design and conduct a controlled experiment

to change the speed of a reaction.

Summative Assessment


1. The process of passing an electric current through water is known as electrolysis. During electrolysis, the electric current decomposes water into hydrogen and oxygen gases. Why is the electrolysis of water an example of a chemical change? A.An electric current is used.B.New substances are produced.C.Water undergoes a change in state.D.The composition of the original substance remains unchanged.



2. The drawing below illustrates a chemical process.

What chemical process does the drawing best illustrate?

A.Elements combining to form other elements.B.Atoms of different elements combining to form a compound.C.Compounds combining to form elements.D.Elements breaking up into atoms.



3. Robert and Daniela are discussing the phases of water. Robert says that ice, water, and steam are three different compounds since they have three different names. Daniela disagrees and says that all three states are the same compound. Who is correct and why?

A. Robert is correct because the three states of water have different physical properties.B. Robert is correct because unique names are only given to new compounds that are discovered.C. Daniela is correct because all three states of water have the same physical properties.D. Daniela is correct because all three states are made of the same compound with the same ratio of hydrogen to oxygen.

Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate


Common Core Benchmarks Implemented

LACC.68.RST.3.7: • Integrate quantitative or technical information

expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Writing: Text Types and Purposes 1.1a and 1.1b



What FCAT Level Would We Be?

A look at Achievement Level Descriptions


GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …

Ach Level

Specific Physical Science Student Expectations Excerpt

Level 5 o classify and compare substances using data, observations, and measurable physical properties.

o calculate and analyze the densities of various materials using data.

Level 4 o classify and compare substances based on their measurable physical properties.

o calculate and evaluate the densities of various materials.

Level 3 o classify and compare substances based on their measurable physical properties.

o calculate and evaluate the densities of various materials.

Level 2 o identify some substances based on their measurable physical properties.o compare the densities of various materials.


Good Science Instruction

• 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 (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 strategies


Session Outcomes


– Incorporate M-DCPS physical science instructional resources to support science teaching and learning

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

– Plan for rigorous instruction using 5E model

Assignment

• 5E lesson plan by the end of the day• Teachers work in groups of 3-4.• Each teacher submit an assignment.• Remember that one goal of today is to

incorporate various district resources into your teaching


SAVE the Date: October 24 -26, 2013

Florida Association of Science Teachers Conference 2013

DoubleTree by Hilton HotelMiami Airport Convention Center

October 24-26, 2013Join the magical experience of learning new science curriculum

and methods while gaining new resources and skillsthat will spark magic in your teaching.

Go to to https://sites.google.com/site/dcstaonline/stem-conference

https://sites.google.com/site/dcstaonline/stem-conference

Slip

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

2. Questions I still have……………….


Science Department

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Dr. Ava D. 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 NieveenCurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Documents

Dane Jaber Science Curriculum Support Specialist Department of Mathematics and Science