1. Presented by Piedad Alvarez Miami-Dade County Public Schools Division of Mathematics, Science and Advanced Academic Programs February 5, 2011 Science Content and Pacing Grade 6

2. Essential Question On a name tent provide the following… What is an essential foundation for life? Name School

3. Agenda Welcome and Introductions Purpose Formative Assessments and Secondary Benchmarks Essential Content and Activities Reflections and Follow-up

4. Purpose of Our Work Provide professional development that translates into improved student learning Improve teacher practice, enhance student learning, close the achievement gap Work together Use each others’ insights and experiences, content or framework from other sources, follow strategies and tools to acquire knowledge, skills and perspectives to address questions about our practice

5. Science Teachers: An Analogy Forces on Structures

6. When the force is applied from above,the top edge is pushed together, and its bottom edge is pulled apart. – under tension People are just like structures Beam Bridge

7. A great natural strength - Some of the oldest standing structures are the result of compression or the coming together of forces Schools are just like structures Roman Arch Bridge

8. Some of the most majestic structures that span the greatest gaps are the result of a combination of compression (coming together) and tension (pulling apart) working in unison Professional Learning Communities are like structures Suspension Bridge

9. When we are not in unison with tension and compression - Tacoma Narrows Failure

10. Uncovering Student Ideas In Science Formative Assessments

11. Dr. Erin Furtak, presented at SAN SERVE 2009

12. Formative Assessment A.k.a. everyday assessment or assessment for learning, or the various formal and informal ways teachers get information about and act upon student thinking as part of their daily practice (Atkin & Coffey, 2003) Should be a seamless part of ‘good teaching’ Can take many forms, including: Asking questions to tap student thinking Structured activities to elicit student ideas Listening to group or classroom discussions Looking at student work and giving feedback …and…and…and… Dr. Erin Furtak, presented at SAN SERVE 2009

14. Is it a rock? Implementing a Secondary Benchmark Formative Assessment probe

15. Forces

16. Law of Gravity

17. Force and Motion

18. Formative Assessments Uncover Student Thinking

19. Formative Assessment Strategies Agreement Circles (#2) students match with a student that disagrees with to engage in discussion I Used to Think, but now I know (#28) students reflect on significant change in belief Sticky Bars (#55) – an anonymous way for students to respond RERUN (#52) Recall: Summarize what you did in lab Explain: Explain the purpose of the lab Results: Describe the results of the lab and what they mean Uncertainties: Describe what you are still unsure about New: Write at least two (2) new things that you learned from the lab

20. Essential Content –Physical Science SC.6.P.13.1: Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. FA- Apple on a Desk Forces in Motion (TX p.503) Inquiry Lab – Making and Breaking Magnets (TE p.580) Mini Lab- Observing Magnetic Force on a Wire (TX); Parachutes; Balloon Rocket SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. EL LAB – Balloon Rocket LAB- Stretched to the Limit (TX p. 524-525) LAB – Combining Forces (TX p. 518) SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. EL LAB – Weight Mass Relationship Mini Lab – Determing Weights in Newtons (TX p.516)

21. Levels of Organization

24. Essential Content SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. FA – Function of Living Things; Digestive System SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Lab – Water Movement in Plants (TX p.58)

25. Differentiating Instruction How we accomplished that today and what can be done in the classroom. What does the research say?

26. Were we successful at Providing professional development that translates into improved student learning Improving teacher practice, enhance student learning, close the achievement gap through use of Formative Assessments and incorporation of secondary benchmarks Using each others’ insights and experiences, content or framework from other sources, follow strategies and tools to acquire knowledge, skills and perspectives to address questions about our practice

27. Resources  Curriculum and Instruction  http://curriculum.dadeschools.net/http://curriculum.dadeschools.net/  Instructional Technology (Examview Item Bank)  http://it.dadeschools.net http://it.dadeschools.net  Florida Department of Education http://www.fldoe.org/http://www.fldoe.org/  FCAT Resources - http://fcat.fldoe.org/http://fcat.fldoe.org/  Florida Standards and Course Descriptions http://www.floridastandards.org/ http://www.floridastandards.org/  Florida PROMiSE http://flpromise.org/  Gizmos http://www.explorelearning.comhttp://www.explorelearning.com

28. Reflections and Follow-up Reflection: Complete the following statement I used to think….. But, now I know… Follow-up: Select and implement a Formative Assessment Probe. Write a one-page reflection on the progress of increasing the use of formative assessments in classroom practices – identify the probe used. Include name, school, employee number and PD session grade level Send follow-up to Ava Rosales Mail code#9628 – place in school mail no later than February 14, 2011