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Initial Development by
Christine Todd-Gibson
7th Grade Science Teacher
Norman S. Edelcup/
Sunny Isles Beach K-8
Kirk Nieveen
Science Curriculum Support Specialist
Department of Mathematics and Science
Department of Mathematics and Science
Name Tents
• Write your name• School • Grade Level
Department of Mathematics and Science
New STEM Homepage (stem.dadeschools.net)
Curriculum and Instruction
Science Department Website Overview
Department of Mathematics and Science
Department of Mathematics and Science
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
Department of Mathematics and Science
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
Department of Mathematics and Science
AGENDAAM• The Essence of Lesson Planning- 5E’s with CER• Infusion of CCSS Instructional Strategies• FCAT Achievement Level Descriptions
PM• Online Exploration• Hands-On Lab Rotation• Development of Individual Lesson Plan
Department of Mathematics and Science
NORMS
• Lift expectations• Everyone is a learner• Ask questions and actively participate• Reserve judgment • Network responsibly
Department of Mathematics and Science
What does effective science instruction look like?
Department of Mathematics and Science
What does effective science instruction look like?
• Engage– Question, discussion, activity, uncover ideas (Discovery, 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
Department of Mathematics and Science
Today’s Benchmarks• SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may
result in a temperature change and possibly a change of state. Assessed as SC.7.P.11.4
• SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)
• SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Assessed as SC.7.P.11.2
• SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)
• SC.7.P.10.1 Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. (AA)
• SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. Assessed as SC.7.P.10.3
• SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (AA)
Department of Mathematics and Science
Where does energy come from and how does it get from one place to another?
http://www.youtube.com/watch?feature=player_embedded&v=_ve4M4UsJQo
Use 5 terms to explain how energy moved.
10 points for each term used correctly
Department of Mathematics and Science
Heat energy scientific law kinetic energy
potential energy
tidal temperature conduction convection radiation
thermal radiant chemical mechanical conservation
hydroelectric geothermal transformation renewable nonrenewable
Essential Lab
Department of Mathematics and Science
SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Assessed as SC.7.P.11.2)
NSTA Formative Assessment Probe Page Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools
Department of Mathematics and Science
Explore Learning GIZMO
Department of Mathematics and Science
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).
Department of Mathematics and Science
Where does energy come from and how does it get from one place to another?
Claim
Evidence
Reasoning
Florida’s CCSS Implementation Plan
19
The Need: Why Develop the CCSS?
• Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning
• Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving
• Equity: Set consistent expectations for all--and not dependent on a student’s zip code
• Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources, and expertise
20
22
Statutory Goals (1008.31)Goal 1:
Highest Student AchievementGoal 2:
Seamless Articulation/Maximum Access
Goal 3:Skilled Workforce/
Economic DevelopmentPreKStudents
Improve kindergarten readiness
K-12 Students
Increase the percentage of students performing at grade level
Increase high school graduation rates
Expand STEM-related educational opportunities in high-demand areas
Increase student participation and performance in accelerated course options
Improve college readiness Expand digital education
Increase career and technical education opportunities
Improve adult education programs in school districts
Teachers & Leaders
Increase the percentage of effective and highly-effective principals
Increase the percentage of effective and highly-effective teachers
Increase the percentage of effective and highly-effective teachers at high-minority, high-poverty and low-performing schools
Reduce the number of out-of-field teachers
Reduce the number of out-of-field teachers at high-minority, high-poverty and low-performing schools
23
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
January 2013 24Department of Mathematics and Science
Common Core Benchmarks in the Science Curriculum
26
HandoutHandout
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.
Department of Mathematics and Science
Comprehension Instructional Sequence
(CIS)
Department of Mathematics and Science
Canada Is Ready For a Transformative Energy Experience
29Huffington Post
Activate Prior Knowledge!
30
• Hook Question: : How can green energy impact our lives, health, and future?
• Predictive Written Response to Complex Text-Based Question: Should countries shift from burning fossil fuels to other energy sources?
• 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
Vocabulary Front-loading
Independently, identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
Renewable
Definition of Renewable (adj)
• Renewable- capable of being replaced by natural ecological cycles or sound management practices
Department of Mathematics and Science
Vocabulary Front-loading
33
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.
Vocabulary Front-loading
34
Text Marking
35
+ -this section of text shows a benefit of shifting from burning fossil fuels to cleaner energy
- - this section of text shows a challenge of shifting from burning fossil fuels to cleaner energyP – this section of text shows a problemS – this section of text shows a solution
Directed Note-Taking
36
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
Directed Note-Takingwith video
First Draft Written Response to Essential Question
Using evidence from the text, Should countries shift from burning fossil fuels to other energy sources?
A truly “Green” energy source
37
HandoutHandout
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
BenefitChallengeProblem Solution
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.
39
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.
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, which factor is most likely the primary concern for scientists when replacing green energy sources with burning fossil fuels?
How does the use of green energy impact society?
40Department of Mathematics and Science
41
Summative AssessmentSC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.Also assessesSC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.
Household appliances convert electricity into one or more different forms of energy. An electric fan can best be described as converting electricity into: a. heat energy only b. heat energy and sound energy only c. heat energy, sound energy, and mechanical energy only d. heat energy, sound energy, mechanical energy, and chemical energy
Department of Mathematics and Science
Identify and indicate the effectiveness of the…
• Engage• Explore • Explain• Elaborate• Evaluate
Department of Mathematics and Science
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
Department of Mathematics and Science
Common Core Benchmarks Implemented
CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-
world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
Curriculum and Instruction
What FCAT Level Would We Be?
A look at Achievement Level Descriptions
Department of Mathematics and Science
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY…
Ach Level
Specific Physical Science Student Expectations Excerpt
Level 5 •Analyze the transformation f energy from one form to another; differentiate potential from kinetic energy; evaluate evidence that supports of the Law of Conservation of Energy.
Level 4 • Evaluate the transformation of energy.
Level 3 •Identify the transformation of energy from one form to another; compare potential and kinetic energy; identify examples of the Law of Conservation of Energy.
Level 2 •Identify examples of energy that has been transformed from one to another; recognize that there is a difference between potential and kinetic energy.
Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.
Department of Mathematics and Science
Good Science Instruction
January 2013 48
• 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……)
January 2013 49
• 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
Department of Mathematics and Science
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
Jan
ua
ry 20
13
50
Afternoon Schedule
12:30 pm Online Exploration1:30pm Hands-On Lab Rotation2:30pm Individual work on lesson plan
Department of Mathematics and Science
Lab Rotation• States of matter
• What does it mean to heat up?
• Wave Speed
• What’s the frequency, ROY G BIV?
Department of Mathematics and Science
Assignment
• 5E lesson plan by the end of the day• Teachers work in groups of 5-6.• Each teacher submit an assignment.• For Explore- Chose from today’s hands-on lab
activities
Department of Mathematics and Science
Session Outcomes
Are you 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
Department of Mathematics and Science
Slip
Reflection1. Today I learned ……………………….
2. Questions I still have……………….
Department of Mathematics and Science
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 https://sites.google.com/site/dcstaonline/stem-conference to https://sites.google.com/site/dcstaonline/stem-conference
Science Department
57
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- 995-1939Department of Mathematics and Science