1. New Teacher Orientation Effective Instruction in the Secondary Science Classroom Department of Mathematics and Science and Education Transformation Office

2. AGENDA Pre-assessment: “What does good science instruction look like?” Lab Activity  5E Model  CER (Strategy to infuse Florida Standards) Elements of Good Science Instruction District Resources  Learning Goals  Science NGSSS with Common Core Integration Science Department Website Overview Department of Science Personnel Division of Mathematics and Science 2014

3. Norms Keep an Open Mind Trust the Process Try out something new and then reflect Refrain from Judging Be Present Division of Mathematics and Science 2014

4. Session Outcomes Participants will be able to:  Access science instructional resources to support science teaching and learning  Identify effective science teaching and learning  Review content resources available through the District website Division of Mathematics and Science 2014

5. Pre-Assessment What is Good Science Instruction? How are you planning to Kick-Off the school year? Division of Mathematics and Science 2014

6. (Engage) Scientists who analyze samples from outer space are interested in the composition and origin of those samples. Why is this important and how do they determine the composition of these samples? Division of Mathematics and Science 2014 There are three soil samples to test, from which “planet” is your sample?

7. (Explore) HOT Lab Department of Mathematics and Science Division of Mathematics and Science 2014

8. (Explain) Observation/Data Analysis: Why can sand and salt be separated using this experiment? Why is the salt, sand and water mixture filtered? Why is the salt solution heated? How might the final traces of water be removed from your samples to ensure that they’re totally dry? Give two reasons why the sand you have obtained might still be contaminated with salt. Describe the technique that your team used to remove the iron from the mixture. How could you adapt your experiment to obtain a purer sample of sand? Give two reasons why the salt you have obtained might still be contaminated with sand. How could you adapt your experiment to obtain a purer sample of salt? Division of Mathematics and Science 2014

9. Elaborate/Explain Claim – What do you think? Evidence – What supports your claim? (qualitative and/or quantitative data) Reasoning – Use a logical chain that shows how the scientific principle and evidence work together to support the claim. Division of Mathematics and Science 2014

10. What does effective science instruction look like? Engage  Question, discussion, activity, (Discovery, NBC Learn) Explore  Lab activities (HOT Labs/hands-on activities, Gizmos) Explain  Conclusion writing, lab report, discussion, CER, ADI, Notebooks/Journals Elaborate  Discussion, real-world connections Evaluate:  Formative and summative by benchmark Division of Mathematics and Science 2014

11. Example 5E Plan Template Division of Mathematics and Science 2014

12. Good Science Instruction Revisit your answers from the pre-assessment question, at the beginning of our session Division of Mathematics and Science 2014

13. Recommendations Effective Planning (with the End in Mind)  Knowing the objective of each lesson(course description)  Plan together with teachers of the same subject area Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic.  Applying models to formulate solutions to questions  Discovering answers through systematic observations Division of Mathematics and Science 2014

14. Recommendations Develop Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking.  Asking questions about our surroundings Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students.  Make connections between content learned to real-world events and examples Encourage students to communicate verbally and in writing. Division of Mathematics and Science 2014

15. Successful Strategies The 5 E’s HOT 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 Division of Mathematics and Science 2014

16. District Resources How can we help you? Department of Mathematics and Science Division of Mathematics and Science 2014

17. STEM Website Division of Mathematics and Science 2014

18. Science Department Division of Mathematics and Science 2014

19. Learning Village Division of Mathematics and Science 2014

20. LAFS and MAFS in Science Department of Mathematics and Science Division of Mathematics and Science 2014

21. The Florida Standards Currently we continue to use the Next Generation Sunshine State Standards (NGSSS) in Science Connections to Florida Standards in Language Arts and Mathematics are established Florida Standards are aligned to Science courses in the M-DCPS Pacing Guides  LAFS and MAFS Division of Mathematics and Science 2014

22. Learning Goals SC.912.L17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning) SCALELEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND ASSESSMENT ACTIVITIES Score/Step 5.0  I am able to analyze data and information about population dynamics and limiting factors to explain a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems. Design an experiment to test the effects of limiting factors on the growth of a sample population. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) Score/Step 4.0  I am able to evaluate data and information about population dynamics and limiting factors to account for a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems. Evaluate given data from a population growth experiment to hypothesize the impact of limiting factors on the population size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) Score/Step 3.0 Target (Learning Goal)  I am able to identify limiting factors and other population dynamics. Classify limiting factors as abiotic and biotic and predict their effect on population’s size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) Score/Step 2.0  I am able to identify that population change over time. Interpret a graph of a population’s growth over time. Score/Step 1.0  I am able to define a population. Division of Mathematics and Science 2014

23. GIZMOS Division of Mathematics and Science 2014

24. 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 Division of Mathematics and Science 2014

25. NBC Learn Division of Mathematics and Science 2014

26. EdModo Division of Mathematics and Science 2014

27. Classroom Look Fors Strategies  Effective Instruction  Conduct scientific investigations following the scientific method.  Evidence of in-depth planning of the lesson in Common Planning is observed  Incorporate a variety of Higher Order Thinking Strategies into lesson delivery (collaborative strategies & questioning strategies)  Incorporate reading comprehension and writing strategies into instruction.  Use data to set goals and differentiate instruction.  Student Work  Classroom Environment Division of Mathematics and Science 2014

28. Real-World Applications Science investigations must go beyond the classroom Division of Mathematics and Science 2014

29. Student work samples Division of Mathematics and Science 2014

30. Science Department Department of Mathematics and Science Office of Academics and Transformation Dr. Ava D. Rosales Executive Director - Science ElementaryMiddle SchoolHigh School Dr. Millard Lightburn District Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone District Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Ms. Ana Fenton Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: (305)995-1939 Division of Mathematics and Science 2014

31. ETO Education Transformation Office Associate Superintendent- Pablo Ortiz Middle SchoolHigh School Ms. Melissa Martinez Instructional Supervisor Dr. Gladys Barrio District Supervisor Ms. Jennifer Russell Curriculum Support Specialist Division of Mathematics and Science 2014

32. Assignment Using the Science “Look For” Essentials handout, how would you plan for your first instructional day?  Construct a sequential outline (timed segments) of what you plan to do Have a STEM-filled school year! See you tomorrow! Division of Mathematics and Science 2014