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MDCPS Elementary Science Science Summer Symposium 2013

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1 MDCPS Elementary Science Science Summer Symposium 2013
Grade 4 Ms. Keisha Kidd, CSS Millard Lightburn, Ph.D. Supervisor Day 2 Department of Mathematics and Science Office of Academics and Transformation

2 Day Two Agenda Welcome back / Day One Reflections
Five E’s Instructional Strategy Guidelines: Five E’s lesson plan Hands-on Activity (Properties of Matter) Vocabulary Integration Hands on Activity (Changes in Matter) LUNCH Data Analysis and Differentiated Instruction Hands on Activity (Sound Energy) Article: Research Using Claims and Evidence Hands on Activity (Heat Energy & Heat Conductors) Day Two Reflection

3 Successful Strategies to Use
Interactive Notebooks HOT Questions (Webb’s Depth of Knowledge) Inquiry Hands-On Activities/Labs Demonstrations Virtual Labs Centers / Stations Graphic Organizers Models & Visuals Cooperative Learning Think-Pair-Share Jigsaw Internet / Video Differentiated Instruction strategies The 5 E’s Ask groups to prepare a list of successful strategies that have worked as their schools. Each group displays their list for a gallery walk. Make instructional strategies explicit by stepping back from the activity to discuss how the content was developed with and for the participants Provide prompts to explicitly structure a conversation about implications for participants’ classroom practices During this module different strategies were modeled for both adult learners and students. In your small groups, make a T chart showing what strategies were used for the adult learners and what strategies were used for students. Put in your science notebooks for future use.

4 Five E’s Overview

5 Follow Up Assignment Complete Five E’s Lesson Plan
Use topics and resources from the Pacing Guide (including presented resources) Must be submitted individually (not as a group) Be sure to include resource links/websites Participants will share their lesson plans with the group. Due on Day Three (electronically) before end of session.

6 Properties of Matter (Hands on Activity)
Big Idea 8: Properties of Matter Properties of Matter (Hands on Activity)

7 15 min. Break

8 Vocabulary Integration
Mix sand and water

9 Big Idea 9: Changes in Matter
(Hands on Activity)


DATA ANALYSIS GRADE 4 SCIENCE SUMMER SYMPOSIUM Millard E. Lightburn, Ph.D. District Science Supervisor Mary Tweedy and Keisha Kidd Curriculum Support Specialists

12 What Kind of Information can Data Provide us?
Data can… provide feedback on the past and provide a basis to begin planning for the future Department of Mathematics and Science

13 IMPORTANCE OF DATA Facilitate a clear understanding of the gaps between where the school or class is and where it wants to be. Show if school or class goals and objectives are being accomplished. Predict and prevent failures. Predict and ensure successes. Establish foundation for Continuous School Improvement/SIP. Data drives instruction, and professional development. Department of Mathematics and Science

14 Effective Use of Classroom Data
Planning Using Results Teaching Student Learning For assessment to be effective, teachers need to use assessment results to diagnose student progress, improve classroom practices, plan instruction, report student progress, and modify teaching and learning processes. We are expected teachers use a variety of performance based-classroom assessments for monitoring student achievement and guiding learners to higher levels of achievement. We require students produce portfolio of their works and rubrics, create project-based learning. Assessing Source: Dr. Yuwadee Wongbundhit Department of Mathematics and Science

15 GOAL Share results of District Quarterly Assessments and discuss its importance in driving instruction. Department of Mathematics and Science


REPORTING CATEGORIES BIG IDEAS NUMBER OF BENCHMARKS NATURE OF SCIENCE Big Idea 1: The Practice of Science Big Idea 2: The Characteristics of Scientific Knowledge Big Idea 3: Role of Theories, Laws, Hypothesis, and Models 8 1 EARTH AND SPACE SCIENCE Big Idea 5 Earth in Space and Time Big Idea 6 Earth Structures 5 6 PHYSICAL SCIENCE Big Idea 8 Properties of Matter Big Idea 9 Changes in Matter Big Idea 10 Forms of Energy Big Idea 11 Energy Transfer and Transformations Big Idea 12 Motion of Objects 4 2 LIFE SCIENCE Big Idea 16 Heredity and Reproduction Big Idea 17 Interdependence TOTAL = 42 Department of Mathematics and Science

18 Quarterly Science Benchmarks Assessment (QSBA)
Question Group PRE-TEST (Average Score % ) 16,721 QUARTER 1 (Average Score %) 17,262 QUARTER 2 16,291 QUARTER 3 3,169 QUARTER 4 (Average Score %) 781 781 Earth & Space 41% 54% Life Science 48% 61% Physical Science 47% 57% 62% Nature of Science 34% 58% 59% 49% Department of Mathematics and Science

19 Grade 4 Science QSBA Results 2012-2013
Assessments Number of Students Satisfactory Progress (70%+) PRE-TEST (Aug 20 – Sept 7) 16,721 5% QUARTER 1 (Oct 29-Nov 9) 17,262 32% QUARTER 2 (Jan 22 –Feb 5) 16,291 19% QUARTER 3 (March 18-Apr12) 3,169 38% Quarter 4 (May 20-23) 781 GRADE 5 SCIENCE BASELINE RESULTS ASSESSMENT NUMBER OF STUDENTS Satisfactory Progress (70%+) BASELINE (August 2012) 23,076 6% Department of Mathematics and Science

20 Performance by Benchmarks Quarter 1 Results (Number of Students = 17,262)
STANDARDS AVERAGE SCORE (%) SC.4.N.1.1 Raise questions about the natural world, conduct both individual and team investigations 57% SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. 59% SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. 58% SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. 41% SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. 62% SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. 70% SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. SC.4.P.8.2 Identify properties and common uses of water in each of its states. 69% SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. 72% SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. 46% Number of Benchmarks Assessed: 11 Department of Mathematics and Science

21 Quarter 2 Assessment Results
STANDARDS AVERAGE SCORE (%) SC.4.N.1.1 Raise questions about the natural world, conduct both individual and team investigations 23% SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. 65% SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. 58% SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. 83% SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. 57% SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. 66% SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month. 56% SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. 53% SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. (Annually Assessed) 24%

22 Quarter 2 Assessment Results cont……
STANDARDS AVERAGE SCORE (%) SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock);sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). (Assessed as SC.4.6.2) 46% SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. (Annually Assessed) 69% SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. . (Annually Assessed) 62% SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). (Annually Assessed) 50% SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). 64% SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass shape, volume, color, hardness, texture, odor, taste, attraction to magnets. , 57% Number of Benchmarks Assessed in Quarter 2 : 16 Department of Mathematics and Science

23 Performance by Benchmarks Quarter 3 Results ( Number of Student = 3,169)
STANDARDS AVERAGE SCORE (%) SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. 69% SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. 40% SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. 64% SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. 68% SC.4.P.11.2 Identify common materials that conduct heat well or poorly. 43% SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction. 77% Department of Mathematics and Science

24 Performance by Benchmarks Quarter 4 Results (Number of Students = 781
STANDARDS AVERAGE SCORE (%) SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. 46% SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. 56% SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. 48% SC.4.L Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. 65% SC.4.L Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. 71% SC.4.L Recognize that animal behaviors may be shaped by heredity and learning. SC.4.L Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. (Annually Assessed) 70% SC.4.L Compare the seasonal changes in Florida plants and animals to those in other regions of the country. 67% SC.4.L Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. 51% SC.4.L Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. (Annually Assessed) 63% SC.4.L Recognize ways plants and animals, including humans, can impact the environment. Department of Mathematics and Science

25 Analysis of Quarter 3 & 4 Results
Number of Students Assessed Q3: 3,169 Satisfactory Progress Q3 : 38% Number of Students Assessed Q4: 781 Satisfactory Progress Q4: 32% Number of Grade 4 students MDCPS : 25,977 What percentage of Gr. 4 students were tested in Q3 and Q4 ? Q3 = 12% Q4= 3% What can you say about the validity of these results? Department of Mathematics and Science

26 Quarterly Assessment Results K-5 2012-2013
QUARTER 1 RESULTS Quarter 1 Results **Cut score for Gr 5 Fall IA = 51% QUARTER 2 RESULTS Grades Average Performance Mastery/ Proficiency Grade 5 51% **49% Grade 4 60% 32% Grade 3 36% Grade 2 72% 64% Grade 1 66% 41% Kinder 85% 76% Grades Average Performance Mastery/ Proficiency Grade 5 53% *52% Grade 4 56% 19% Grade 3 62% 38% Grade 2 79% 76% Grade 1 71% 59% Kinder 91% 93% *Cut score for Gr 5 FALL IA= 51% satisfactory *Cut score for Gr 5 Winter IA= 53% satisfactory Department of Mathematics and Science

27 Debriefing Protocol Teacher’s debriefing protocol
Grade Level Debriefing Protocol

28 Data Chats Sample Data Chats form
Student Name and ID__________________________ Math FCAT: Achiev. Level _______Math DSS _______ Reading FCAT: Achiev. Level ______ DSS __________ Science Assessment data: Pretest: ______ Quarter 1 ______ Quarter 2 ________ Quarter 3 ______ Quarter 4_______Post-Test______ Student Goals:________________________________ ____________________________________________ Teacher Comment_____________________________ Department of Mathematics and Science

29 Differentiated Instruction in the Science Classroom
By Millard E. Lightburn, Ph.D. District Supervisor (Science K-5) Mary Tweedy and Keisha Kidd Curriculum Support Specialists

30 Mathematics and Science
Outcomes Create multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. Become familiar with a variety of instructional activities to meet individual student learning needs. Establish a repertoire of teaching strategies. Mathematics and Science

31 KWL DIFFERENTIATED INSTRUCTION What I know What I want to know
What I learned Maematics and Science

32 What Is Differentiation?
What differentiated instruction is NOT: What differentiated instruction IS: It is not individualized instruction (specific to the 1970's). It is not disorderly or undisciplined. It is not just modifying the instruction up or down.. It is more qualitative than quantitative. It is a blend of whole-class, group and independent learning. It is continually adjusting to meet the goal of matching learner to learning. Mathematics and Science

33 Differentiated Instruction is…
“A set of unique decisions that the educator makes to bring learning within the grasp of all students. Remember, this includes students who are working on grade level, below grade level, and for those students working above grade level!” Carol Tomlinson (2005) “A teaching philosophy based on the premise that teachers should adapt instruction to student differences such as readiness levels, learning preferences, and interests.” Carol A. Tomlinson (2005) It is a thoughtful PROCESS! Mathematics and Science

34 Mathematics and Science
Why Differentiate? All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum. Mathematics and Science

35 Mathematics and Science
“TELL ME AND I WILL FORGET. SHOW ME AND I MAY REMEMBER. INVOLVE ME AND I WILL UNDERSTAND." -Ancient Chinese Proverb After reading this quotation, you can talk about how differentiated instruction is validated by this statement. All students are involved in planning for Differentiated Instruction to work. Mathematics and Science

36 Mathematics and Science
Your Learning Style Activity # 1: What is your primary learning style? Visual, Auditory, Kinesthetic/Tactile Before doing the activity: Predict your learning style Predict which will be the most common learning style in the classroom. Read the direction on the chart “ Learning Styles” and determine your primary learning style. Mathematics and Science

37 Mathematics and Science

38 Principles of a Differentiated Classroom
All students participate in respectful work. Teacher and students work together to ensure continual engagement & challenge for each learner. The teacher coordinates use of time, space and activities. Flexible grouping which includes whole class learning, pairs, student-selected groups, teacher selected groups, and random groups. TOTAL TIME 5 MINUTES Ask participants what consists of “respectful work”. When it says “Teachers and students work together”, what does that mean to the participants? “Teacher coordinates use of time, space and activities” how can a teacher recruit assistance? (answers: planning as a grade level and sharing responsibilities of gathering materials) As for flexible grouping, you may want to ask what their concerns are when grouping students. Mathematics and Science

39 Mathematics and Science
How is DI Implemented? Before beginning instruction, teachers should do three things: Use Diagnostic assessment to determine readiness (e.g. pretest, KWL) Determine students interest (interest inventory) Identify student learning styles and environmental preferences Mathematics and Science

40 Teachers Can Differentiate
Content Process Product What is taught How it is taught How learning is assessed According to Students’ Readiness Interest Learning Profile Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999). Mathematics and Science

41 DI According to Students…
Readiness – Refers to readiness for a given skill, concept, or way of thinking. Interests and Attitudes – Have to do with those things that learners find relevant, fascinating, or worthy of their time. TOTAL TIME 5 MINUTES Give an example of differentiating by readiness (i.e. – PE teachers who teach the same objective, but create different lanes to accommodate those who are “Michael Jordan players, but also creating other lanes for beginners, or slightly advanced but not “quite there yet” students. Interest – Example: the Super Bowl is coming to town, so now your math lesson will include an activity where small groups of students will be advertising executives vying for a commercial spot in-between the game. They must budget accordingly using the skills taught in earlier lessons. Learning Profile – having hands-on activities for Haptic learners, listening activities for auditory learners, etc. Multiple Intelligences. Learning Profile and Need – Refer to things such as learning style, intelligence preferences, how the learner sees himself in relation to the rest of the world. Mathematics and Science

42 Mathematics and Science
Discussion Question What are you already doing to differentiate instruction in your classroom? Activity: Give One/Take One Mathematics and Science

43 Mathematics and Science
Give One/Take One Idea #1 Idea #2 Idea #3 Idea #4 TOTAL TIME = 20 MINUTES We learn most from our peers and it is important to share great ideas with our colleagues. Have participants take a clean sheet of white paper and fold it into fours. Each square will be an idea that they get from another teacher. Ask participants to think of a strategy that they currently use that works successfully in their classroom (it could be a classroom management strategy, transitioning strategy, instructional strategy, etc.). When the instructor says “go!” they have 15 minutes to share that strategy and get four strategies from 4 other teachers. When their card is full, they return to their seats. Afterwards, have them share out their favorite ones that they heard from others. Mathematics and Science

44 Differentiated Instructional Strategies in the Science Classroom
Within the next few slides, you will be introduced to a few differentiated instructional strategies such as… Tiered lessons Exit cards Flexible grouping Anchor activities Response cards Choice Board (Think-Tac-Toe boards) Cubing Graphic organizers Remember that these are just some of the many examples of differentiated instructional strategies. Mathematics and Science

45 Mathematics and Science
1. Tiered Instruction Provides teachers with a means of assigning different tasks within the same lesson or unit. The tasks will vary according to the students’ Readiness Interest Learning Profile Mathematics and Science

46 Mathematics and Science
What can be Tiered? Content Process Product Assignments Activities Homework Centers Experiments Materials Assessments Writing prompts Remember to tell participants the following… CONTENT – WHAT YOU TEACH PROCESS – HOW YOU TEACH IT PRODUCT – HOW WILL YOU ASSESS THE LEARNING? Mathematics and Science

47 Planning Tiered Activities A Four Step Method
Step Identify key concepts and skills (i.e., NGSSS) WHAT SHOULD STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? Step Think about students and/or use assessment to determine: Readiness level Interests Learning Profile Mathematics and Science

48 Planning Tiered Activities cont.
Step Create an activity for “on – level” learners that is… Interesting Challenging Causes students to use key skill(s) to understand the major idea or concept. Step 4. Adjust the activity accordingly. Remember… You may not need to adjust the activity if you are differentiating by interest or by learning profile. However, if you are differentiating by readiness, you will need to adjust for “struggling learners” and “highly able” learners (use Webb’s DOK). Struggling learners On-level learners Highly-able learners Adjusting the task Mathematics and Science

49 Mathematics and Science
2. Flexible Grouping Flexible grouping is an opportunity for students to work with a variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name… FLEXIBLE. Students have the opportunity to be in different groups depending on the activity. initially use the whole group for instruction divide group for practice or enrichment not used as a permanent arrangement use groups for one activity, a day, a week, etc. “Flexible grouping is the cornerstone of successful differentiated instruction” Carol Ann Tomlinson Mathematics and Science

50 How does flexible grouping benefit students?
Gives students and teachers a voice in work arrangements Allows students to work with a variety of peers Keeps students from being “pegged” as advanced or struggling Mathematics and Science

51 Mathematics and Science
3. Anchor Activities Anchor activities are ongoing assignments that students can work on independently throughout a unit, grading period, or longer. Mathematics and Science

52 The Purpose of an Anchor Activity
Provide meaningful work for students when they… Finish an assignment or project When they first enter the class When they are “stumped” Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals Mathematics and Science

53 Some examples of Anchor Activities
Brain Busters Learning Packets Activity Box Learning / Interest Centers Vocabulary Work Investigations FCAT Practice activities Magazine articles with generic questions or activities Listening stations Research questions or Projects Journals or Learning Logs Silent Reading Websites

54 Mathematics and Science
4. Exit Cards Exit Cards (AKA “Tickets out the Door”) are used to gather information on student readiness levels, interests, and/or learning profiles. They can be used as quick assessments to see if the students are “getting it”. The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a predetermined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject. The teacher reviews the student responses and separates the cards into instructional groups based on preset criteria. Mathematics and Science

55 Mathematics and Science
5. Response Cards Response cards are another form of quick assessment. Each student has a card and indicates their understanding of a topic by holding up the appropriate response. Response cards: Increase participation level of all students Increase on-task behavior Provide immediate feedback Are highly motivating and fun! If response cards were used instead of hand raising for just 30 minutes a day, each student would make more than 3,700 additional academic responses during the school year. Just Think... Mathematics and Science

56 Types of Response Cards
Preprinted Student made Write-on white boards land sea Kinetic Potential At this point have participants make their own card out of a sheet of paper. Have them write true on one side and false on another. Have them prepare to answer the questions on the following slide. Talk to them about using dry erase boards, or using paper tucked into sheet protectors with dry erase markers. This will work as well. TRUE FALSE A B C D Mathematics and Science

57 Mathematics and Science
6. Graphic Organizers Aides comprehension, concept development and learning Highlights key vocabulary Provides an organized, visual display of knowledge Focuses attention on key elements Helps integrate prior knowledge with new knowledge web Flow chart Mathematics and Science

58 Mathematics and Science
7. Learning Contract To demonstrate what I have learned about ____________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Parent signature: _________________________________ Date____/___/___ Teacher signature: ________________________________ Date ___/___/___ Mathematics and Science

59 Mathematics and Science
8. Cubing A cube consists of 6 commands – one on each of its 6 faces followed by a prompt that describes the task the student should do. Can be used to differentiate activities on the basis of student's readiness. For example, using 2 or more cubes with the same commands, modify the prompts or tasks so that they are at different levels of difficulty Can be used to differentiate activities based on students’ interests or learning profiles. Mathematics and Science

60 Mathematics and Science
Choice Board Mathematics and Science

61 Dinner Menu – Photosynthesis
Appetizer (Everyone) Write the chemical equation for photosynthesis. Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the student’s knowledge of photosynthesis. What type(s) of differentiation can you identify in this dinner menu. ?

62 In my Differentiated Classroom
Everyone will feel welcomed Mutual respect will be non-negotiable Students will feel physical, mental and emotional safety There will be a persuasive expectation of growth I will teach for success A new sort of fairness will be evident and accepted We will collaborate for mutual growth and success Mathematics and Science

63 Mathematics and Science
We are for difference, for respecting difference, for valuing difference, until difference no longer makes a difference. Mathematics and Science

64 Exit Card Activity Complete this activity on your 3-2-1 sheet
3 strategies I have learned for differentiating instruction 2 benefits of differentiating instruction 1 question I still have about differentiating instruction Before leaving, have participants complete this 3 – 2- 1 exit card activity s on a sheet of paper or an index card.

65 EXIT CARD for ________________
___________________________________________________________ ____________________________________________________________

66 Big Idea 10: Forms of Energy
Sound Energy (Hands on Activity)

67 Research Using Claims and Evidence in Science
Article Research Using Claims and Evidence in Science

68 15 min. Break

69 Big Idea 11: Energy Transfer and Transformation
Heat Energy and Heat Conductors (Hands on Activity)

70 SAVE the Date: October 24 -26, 2013
Florida Association of Science Teachers Conference 2013 DoubleTree by Hilton Hotel Miami Airport Convention Center October 24-26, 2013 Join the magical experience of learning new science curriculum and methods while gaining new resources and skills that will spark magic in your teaching. Go to

71 Department of Mathematics and Science
Science Department Department of Mathematics and Science Office of Academics and Transformation Dr. Ava Rosales, Executive Director - Science Elementary Middle School High School Dr. Millard Lightburn, District Supervisor Ms. Yoly McCarthy, Instructional Supervisor Mr. Sebastian Oddone, Ms. Mary Tweedy, Curriculum Support Specialist Mr. Kirk Nieveen, Curriculum Support Specialist TBA, Ms. Keisha Kidd, Ms. Mildred Farber District Administrative Assistant Phone: (305)

72 Department of Mathematics and Science
Slip Day Two Reflection Today I learned ………………………. 2. Something I will implement in my classroom…. Questions I still have……………….. How did we integrate Common Core in science? Department of Mathematics and Science

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