1. Department of Mathematics and Science
Office of Academics and Transformation
Department of Mathematics and Science

2. Department of Mathematics and Science
AGENDA
Science Department Website Overview
District Instructional Resources
Elements of Good Science Instruction
Successful Strategies in Science
What Should a Science Classroom Look Like (5Es)
Lab Activities: Genetic Variation (EL), GIZMO
Common Core State Standards connections
Walk-thru Essentials
Interim Assessment Data Analysis by Benchmarks (Progress Monitoring Tool)
Action plan
Department of Science Personnel
Science Department Website Overview
District Instructional Resources
Elements of Good Science Instruction
Successful Strategies in Science
What Should a Science Classroom Look Like
Essential Lab: Genetic Variation
Common Core State Standards connections
Walk-thru Essentials
Interim Assessment Data Analysis by Benchmarks (Progress Monitoring Tool)
Action plan
Department of Science Personnel
January 2013
Department of Mathematics and Science

3. Department of Mathematics and Science
Session Outcomes
Participants will be able to:
Access science instructional resources to support science teaching and learning
Identify effective science teaching and learning
Develop an action plan to support science teaching and learning
Department of Mathematics and Science

4. Science Department Website Overview
Department of Mathematics and Science

5. Department of Mathematics and Science

6. Upcoming Science Leader information
Achievement Level Descriptors for FCAT 2.0 Science and Biology EOC
NGSS – 2nd /Final draft – released for review
iCPALMS correlation to the Pacing guides – in production
State Item Bank - in production
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

7. What does effective science instruction look like?
Engage
Question, discussion, activity, uncover ideas (Discovery and PBS Learning)
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
Evaluate: formative and summative by benchmark
Department of Mathematics and Science

8. Department of Mathematics and Science
Making Babies
Draw/sketch the face of a baby (2 min.)
Use at least one of the following terms in an introduction of your baby face:
offspring -heredity
gene -sexual reproduction
trait -asexual reproduction
phenotype -chromosome
genotype -Punnett Square
10 points for each term used correctly
Department of Mathematics and Science

9. Department of Mathematics and Science
Essential Lab
Department of Mathematics and Science

10. Department of Mathematics and Science
NSTA Formative Assessment Probe Page Keeley digital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools
Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.
Department of Mathematics and Science

11. ExploreLearning GIZMO
Department of Mathematics and Science

12. 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

13. 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 need to be established.
Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides
January 2013
Department of Mathematics and Science

14. Common Core Benchmarks in the Science Curriculum

15. Handout

16. Activate Prior Knowledge!
Hook Question: How can the science of DNA analysis affect society?
Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes?
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
Handout
Activate prior knowledge on the Comprehension Instructional Sequence (CIS).
Step #1 and Reading #1
1) Hook Question: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking. Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.
2) Predictive Written Response:
3) Vocabulary Front-loading: Direct students to locate words introduced in the text by paragraph number.
4) Text-marking
A – this section of text shows an adaptation
L – this section of text shows a link in the sequence for the evolution of the adaptation
H – this section of text shows a scientific hypothesis
Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.
Directed Note-Taking and Reading #2
Record notes containing the most important information relevant to the guiding question

17. Department of Mathematics and Science
DNA
Definition of DNA (n) DNA  [ D N A ]   
Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms
Department of Mathematics and Science

18. Vocabulary Front-loading
Independently, identify/highlight/underline words that are unfamiliar to you.
Department of Mathematics and Science

19. Pearson Digital Content Reading Coach

20. Science News for Kids

21. Vocabulary Front-loading
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.
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 chart paper.
Variations for Vocabulary Instruction:
record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.
post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

22. Vocabulary Front-loading
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 chart paper.
Variations for Vocabulary Instruction:
record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.
post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

23. Text Marking P
+ -this section of text shows a positive impact of the science of DNA analysis on society or the individual
– - this section of text shows a negative impact of the science of DNA analysis on society or the individual
P – this section of text shows a problem
S – this section of text shows a solution
Reading #1
Text-marking
P – this section of text shows a positive impact of biotechnology on society or the individual
N – this section of text shows a negative impact of biotechnology on society or the individual
D – this section of text shows a scientific discovery
Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently.
After text marking:
In small groups, compare and discuss differences in text coding.
Support your suggested answers from the text. + S

24. Directed Note-Taking
Handout
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.
Directed Note-Taking and Reading #2
Record notes containing the most important information relevant to the guiding question.
Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.
Conduct small- and whole-group efferent discussion. Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on society and/or individuals. Use the text to justify all positions.
First Draft Written Response to Essential Question
Ask students to complete the second Written Response.
Variations for this Written Response: Sticky notes quick writes, collaborative partners, written conversations

25. Directed Note-Taking Handout
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.
Directed Note-Taking and Reading #2
Record notes containing the most important information relevant to the guiding question.
Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.
Conduct small- and whole-group efferent discussion. Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on society and/or individuals. Use the text to justify all positions.
First Draft Written Response to Essential Question
Ask students to complete the second Written Response.
Variations for this Written Response: Sticky notes quick writes, collaborative partners, written conversations

26. Directed Note-Taking with video
Handout
First Draft Written Response to Essential Question
Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?
Directed Note-Taking and Reading #2
Record notes containing the most important information relevant to the guiding question
Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.
Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.
First Draft Written Response to Essential Question
Ask students to complete the second Written Response.
Variations for this Written Response: Sticky notes quick writes, collaborative partners, written conversations

27. 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
Positive Impact
Negative Impact
Problem
Solution
Count number of groups that selected each category.
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)

28. Question Generation
Purpose: 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.
Teacher models re-reading a portion of the text and generates one or two questions.
Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently.
To conclude question generation, the teacher has students:
share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.
record/post common and relevant/significant questions to encourage:
extended efferent text discussion
students to seek/locate answers in text-reading throughout the remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.
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.

29. 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 conducting DNA analysis?
How does scientific research impact society?
Department of Mathematics and Science

30. Department of Mathematics and Science
Summative Assessment
Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.
In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea pig with brown hair and a female guinea pig with white hair. F
1 and 2 G
1 and 3 H
2 and 4 J
3 and 4
A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from which two chromosomes? F
1 and 2 G
1 and 3 H
2 and 4 J
3 and 4
Department of Mathematics and Science

31. Identify and indicate the effectiveness of the…
Engage
Explore
Explain
Elaborate
Evaluate
Department of Mathematics and Science

32. Department of Mathematics and Science
Discovery Education
Introduced in District Pacing Guides 2010
Train-the-trainer professional development model
Examples of Digital Media integrated with instruction
Video segment
Images
Exploration
Sound
Songs
Virtual lab
Interactive Glossary
Reading Passage
Game
Collaborative: My Content
Department of Mathematics and Science

33. Curriculum and Instruction

34. What FCAT Level Would We Be?
A look at Achievement Level Descriptions
Department of Mathematics and Science

35. Grade 8 FCAT 2.0 Science Reporting Category ─ Life Science Students performing at the mastery level of this reporting category will be able to …determine probabilities for genotypic and phenotypic combinations…
Ach Level
Specific Life Science Student Expectations Excerpt
Level 5
relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information;
• determine genotypic and phenotypic probabilities using Punnett squares;
• differentiate sexual and asexual reproduction and how they relate to heredity;
Level 4
• compare sexual and asexual reproduction and how they relate to heredity;
Level 3
recall that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information;
Level 2
recognize that genetic material is contained in DNA;
• identify the difference between sexual and asexual reproduction;
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.

36. 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
1. Effective Planning (with the end in Mind) – Know your objectives, what is the purpose of the lesson
2. Implement a routine of inquiry based, hands-on activities relevant to the objectives of the course – The 5 E Model
3. Develop High Order Questioning Skills -
4. Facilitate, Encourage, and Expect High Order Thinking from your students -
5. Encourage students to Communicate about what they learn using various methods - Writing
January 2013
Department of Mathematics and Science

37. 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
January 2013
Department of Mathematics and Science

38. Successful Strategies to Use
January 2013
Notebooks
Graphic Organizers
Models & Visuals
Cooperative Learning
Think-Pair-Share
Jigsaw
Centers / Stations
Internet / Video
Differentiated Instruction strategies
The 5 E’s
HOT Questions (Web’s Depth of Knowledge)
Inquiry
Hands-On Activities/Labs
Demonstrations
Virtual Labs
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.

39. Tracking Deficient Benchmarks

40. Progress Monitoring Tool Sample Working Document

41. Extended Learning Modules (ELM) and
ETO Resource Lessons
Overview
ELM 1 – 6
Presented
December 13, 2012
West Miami Middle School
Ava D. Rosales, Ph.D.
Instructional Supervisor, Science
Department of Mathematics and Science
Office of Academics and Transformation

42. FCAT 2.0 Test Item Specifications

43. Learning Village

44. Action Plan: Guiding Questions
What will be my immediate “look for” in the science classroom?
How will I support teachers?
If teacher is behind in the Pacing Guide?
If the Gizmo usage report shows a need?
If student folders do not reflect Essential Labs
If student apathy is high?
How will I support students?
If data shows low performance in certain areas?
Department of Mathematics and Science

45. The Power of Science Science isn’t just memorizing facts.
The new standards will help students understand how science works.
The scientific skills and attitudes students learn will provide them with powerful problem-solving skills.
Every student deserves to benefit from scientific thinking.

46. Department of Mathematics and Science
Session Outcomes
Are you able to:
Access science instructional resources to support science teaching and learning
Identify effective science teaching and learning
Develop an action plan to support science teaching and learning
Department of Mathematics and Science

47. Instructional Supervisor
Science Department
Mr. Cristian Carranza,
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
Instructional Supervisor
Dr. Ava Rosales
Mr. Sebastian Oddone
Ms. Mary Tweedy
Curriculum Support
Specialist
Kirk Nieveena
Curriculum Support Specialist
Ms. Yoly McCarthy
Ms. Keisha Kidd
Ms. Mildred Farber
District Administrative Assistant
Phone:
January 2013
Department of Mathematics and Science