Department of Mathematics and Science

Department of Mathematics and Science
Steven Hankins Science Educator/Data Manager Country Club Middle School ----- Meeting Notes (7/2/13 10:53) ----- Change names Kirk off.

Name Tent Use blank sheet of paper to make a name tent Front: First Name Back: School Name and years teaching What do you hope to gain from attending this class? Department of Mathematics and Science

Why We Need Common Core: “I choose C”

Day One Agenda Introductions NORMS 5E Lesson Modeling on Earth Science Computer Planning/Gathering Resources for Earth Science 5e Lesson Plan Essential Lab Rotation for Earth Science Complete a 5E Lesson (Groupwork) Department of Mathematics and Science

Session Outcomes Participants will be able to: Incorporate M-DCPS Earth/Space 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 What is rigor? Myths. Department of Mathematics and Science

Science Department Website Overview
Department of Mathematics and Science

This is the website and powerpoints are under PD. Department of Mathematics and Science

General Information Common Core Mathematics and Language Arts literacy benchmarks aligned in District Pacing Guides Achievement Level Descriptions 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 Students are exposed through concept. Becnhamrsk must be instructed with rigor in order to . Cnat learn cooking virtually! Need to actually do it. Department of Mathematics and Science

NORMS Lift expectations Everyone is a learner Ask Questions and actively participate Reserve Judgment Network responsibly Network responsible not off task here and share information with others at your school site . No cell phone not cartoony in clip art. (This will be posted everyday on chart paper.) ----- Meeting Notes (7/2/13 10:53) ----- Re Department of Mathematics and Science

Interactive Science Notebook
Steps: 1.) Fold 12 sheets of paper in half (Notebook) 2.) Place a blank paper on the front cover 3.) Staple along the edge 4.) Write your name on front 5.) Title cover “Summer Science Symposium” Department of Mathematics and Science

What does effective science instruction look like?
Activity: Chart paper groups will post. Research backs it up. NRC, Department of Mathematics and Science

What does effective science instruction look like?
Engage Question, discussion, activity, uncover ideas (Discovery, PBS Learning, and 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 Activity: Chart paper. Relate answers from chart paper to parts of 5e and that it organizes it to facilitate student learning. Research backs it up. NRC, Department of Mathematics and Science

How does water move? Draw/sketch a model of water moving in interactive students notebook. (2 min.) Label 5 of the terms below to explain your model to your group: Condensation -Precipitation Evaporation -Transpiration States of Matter -Radiation Weather -Hydrosphere Melting -Cryosphere ENGAGE Department of Mathematics and Science

Lab Roles Department of Mathematics and Science

Essential Lab: Melting Ice How Does Water Move? Begin the procedures in the Essential lab EXPLORE Department of Mathematics and Science

NSTA Formative Assessment Probe Page Keeley How does water move?
Benchmark: SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate Assessed as SC.6.E.7.4 SC.6.E (Cognitive Complexity: Moderate) Explain how energy from the sun influences global patterns of atmospheric movement and the temperature differences between air, water and land. (also asses: SC.6.E.7.1.) . Formative Assessment Department of Mathematics and Science

How does water move? www.ExploreLearning.com-Gizmos
Coastal Winds and Clouds EXPLAIN: Actively engage to make sure students get it. Ask questions. How does the radiation from the sun heat land, air and water? How does the sun’s presence of absence influence the movement of water? 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). ELABORATE: Editable on middle school PD feb 2013 Department of Mathematics and Science

Curriculum and Instruction

Writing Rubric Department of Mathematics and Science

How does water move? Whole Class
Claim –Water moves in a cyclical pattern depending on if heat is added or removed. Evidence –In the EL, we saw ice melting in beaker A. Heat was added to the liquid causing it to hit the glass. Then droplets of water appeared on the side of the glass. When enough droplets accumulated, the water returned to the bottom of beaker A. Reasoning –This explains the water cycle process that occurs when radiation from the sun heats water causing evaporation. Condensation occurs when enough droplets accumualte. And prev Get Keryln’s graphic organizer FROM EDUTOPIA. Make an exemplar CER writing for all points on rubric. Class exemplar done as groups first then share as a group. Department of Mathematics and Science

Example: How does water move?
Claim –Water moves in a series of steps that repeat. Radiation from the sun heats water and causes it to move from the hydrosphere to the atmosphere. Clouds form when this water vapor cools. Precipitation allows water to return to the hydrosphere to continue the cycle again. Evidence –In the Essential lab, the hotplate heated the ice to turn in into liquid. When all the ice melted, the water began to collect at the bottom. Then the water started to turn to vapor. Some of the vapor hit the glass and formed little droplets of water. These droplets then fell back into the water when they got big enough. Reasoning – Water moves in a continuous cycle from the hydrosphere to the atmosphere. Atmospheric air has different temperatures due to uneven heating from the sun on the hydrosphere and geosphere. This causes the movement of water among the hydrosphere, atmosphere, and cryosphere, resulting in changes in weather and/or climate. Gravity can pull the water vapor down if enough of the water vapor comes together. This water then becomes part of the hydrosphere again and the process continues. Get Keryln’s graphic organizer FROM EDUTOPIA. Make an exemplar CER writing for all points on rubric. Class exemplar done as groups first then share as a group. Department of Mathematics and Science

Extend/Elaborate: CIS Department of Mathematics and Science

Florida’s CCSS Implementation Plan
Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Grades K-12 PARCC Assessments Aligned to CCSS Phase 1 ( ) Phase 2 ( ) Phase 3 ( ) Phase 4 ( ) TAKE OUT OF DAY 1, USE DAY 2. As we enter Phase 2 of Florida’s CCSS Implementation Plan, it is important to review where we have been and where we are going.

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 Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum
Take screen shot of 100%. Cut and paste Pacing guid efor this topic and get a cc connctection Department of Mathematics and Science

Handout

Comprehension Instructional Sequence
Hook Question: How do humans influence the movement of water? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences when humans influence the movement of water? Vocabulary Front-Loading (Pre-reading text) 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) Student Question Generation (Reading 3) First draft written response to essential question: How does water move through the water cycle? 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

Human Impact on Water Cycle Definition of Infrastructure (n): Physical organization structures in a city to allow for the entire city to function as a system. Examples: Road, public water, drainage, sewer, electrical, and telecommunication systems all contribute to the functioning of the entire city system. Department of Mathematics and Science

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

Expository Writing Handout

Huffington Post Handout

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.

Vocabulary Front-loading
Handout

Reading 1: Text Marking and Discussion
+ -this section of text shows a positive impact of infrastructure on society or the individual – - this section of text shows a negative impact infrastructure on society or the individual P – this section of text shows a problem S – this section of text shows a solution Buyin: Maybe if they are exposed to this yEARLY, BY THE TIME THEY GET TO HIGH SCHOOL THEY WILL BE BETTER PREPAPRED. Close read is a strategy to integrate the CCSS. Do this after explaining note taking and text marking first!!! Close reading is a strategy in order to implement the cc standards because it allows for higher order thinking skills to be used rather than a superficial understanding of text. If students are exposed to close reading yearly, by the time they get to high school they will be better prepared to handle complex texts.

Reading 2: Note-Taking & Discussion
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. DO TEACHERS GUIDE FIRST!!! 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

Directed Note-Taking with video on Climate Change
First Draft Written Response to Essential Question: Using evidence from the text, why is it important to identify problems and develop solutions, when studying the flow of water? Why is it important to understand how water moves through the spheres of the earth? Water cycle video dealing with PS. Uneven heating of earth video. cSparks 101from NSTA , teacher domain 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

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)

Reading 3: 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. Change “groundwater loss” 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.

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 society affect the way water moves to avoid negative impact on the environment? Department of Mathematics and Science

Summative Assessment Evaluate Department of Mathematics and Science

Identify and indicate the effectiveness of the…
Engage Explore Explain Elaborate Evaluate Add the definitions to each did they complete the purpose of each part effectively? When did we cover this? Department of Mathematics and Science

Common Core Reading & Writing 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 Math Benchmarks Implemented
Represent and analyze quantitative relationships between dependent and independent variables. MACC.6.EE.C9 Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. MACC.6.RP.A.3a Construct viable arguments and critique the reasoning of others. MACC.68.MP3 Model with mathematics. MACC.68.MP4 Use appropriate tools strategically. MACC.68.MP5 Attend to precision. MACC.68.MP6 Department of Mathematics and Science

What FCAT Level Would We Be?
A Look at Achievement Level Descriptions (Highlight Document) Department of Mathematics and Science

Specific Earth Science Student Expectations Excerpt
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …Analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land … Ach Level Specific Earth Science Student Expectations Excerpt Level 5 Differentiate and analyze interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Analyze the composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet Analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Differentiate convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 4 Differentiate interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Relate the composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet Evaluate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 3 Recognize relationships among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Identify the composition and structure of the atmosphere and how the atmosphere protects life and insulates the planet Relate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Evaluate the cause of different global patterns of atmospheric movement and temperature differences between air, water, and land Level 2 Identify some interactions among Earth’s sphere Identify that the cycling of water influences both weather and climate Recognize that the atmosphere protects life and insulates the planet Recognize that the Sun influences temperature difference between air, water, and land Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for earth science. Teacher look at actual document and highlight only the ones for this 5e lesson.

Assessed High: Essential Lab
Department of Mathematics and Science

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 Department of Mathematics and Science

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 Department of Mathematics and Science

Successful Strategies to Use
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. ----- Meeting Notes (7/2/13 11:31) ----- APPLE DISC LOGO Department of Mathematics and Science

Session Outcomes Are you able to: Describe M-DCPS science instructional resources that 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. Department of Mathematics and Science

Student Work Samples

Your Assignment Create a 5e lesson plan using any of the labs in the first quarter. Explore the essential labs, then gather resources from pacing guides, Explore Learning, FCAT Explorer to make your lesson. Work in groups to develop the lesson, but everyone has to turn in their own 5e lesson plan. ----- Meeting Notes (7/2/13 11:31) ----- APPLE LOGO Department of Mathematics and Science

Components of Your Lesson:
One Q1 Essential Lab for explore One engaging activity One Page Keeley Formative Assessment Probe One Gizmo One Final Assessment questions from FCAT explorer or another source One or more videos from Discovery, Pearson, or PBS Department of Mathematics and Science

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

Reflection Today I learned ………………………. 2. Questions I still have……………….
Slip Reflection Today I learned ………………………. 2. Questions I still have………………. Department of Mathematics and Science

Instructional Supervisor Department of Mathematics and Science
Science Department Dr. Ava Rosales Executive Director Elementary Middle School High School Dr. Millard Lightburn Instructional Supervisor Ms. Yoly McCarthy 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: Department of Mathematics and Science

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