1. Dane Jaber Curriculum Support Specialist Department of Mathematics and Science

2. Why Science teachers are not asked to monitor recess. Curriculum and Instruction

3. Session Outcomes Participants will be able to: – Incorporate M-DCPS Physical Science instructional resources to support Physical 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. Department of Mathematics and Science

4. General information Common Core Mathematics and Language Arts literacy benchmarks aligned in District Pacing Guides Achievement Level Descriptors 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 Department of Mathematics and Science

5. NORMS L ift expectations E veryone is a learner A sk Questions and actively participate R eserve Judgment N etwork responsible Department of Mathematics and Science

6. 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, CIS Evaluate: formative and summative by benchmark Department of Mathematics and Science

7. NSTA Formative Assessment Probe Page Keeley digital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools Department of Mathematics and Science SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where potential energy is transformed into kinetic energy and vice versa. Assessed as SC.7.P.11.2 (Cognitive Complexity: Moderate)

8. Explore: Building a Roller Coast (EL) Department of Mathematics and Science How Does Energy Change?

9. www.ExploreLearning.comwww.ExploreLearning.com- Gizmos Department of Mathematics and Science Roller Coaster Physics How Does Energy Change?

10. 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

11. Claim – Evidence – Reasoning – How Does Energy Change? Department of Mathematics and Science

12. Claim – Evidence – Reasoning – How Does Energy Change? Department of Mathematics and Science

14. 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 Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 Assessments Aligned to CCSS Phase 1 (2011-2012) Phase 2 (2012-2013) Phase 3 (2013-2014) Phase 4 (2014-2015) 14

15. The Need: Why Develop the CCSS? Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors, including the use and application of technology to demonstrate learning Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving Equity: Set consistent expectations for all--and not dependent on a student’s zip code Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise 15

16. 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 201316 Department of Mathematics and Science

17. Common Core Benchmarks in the Science Curriculum

18. 18 Handout

19. Activate Prior Knowledge! 19 Hook Question: How do forces affect a baseball? Predictive Written Response to Complex Text-Based Question: How are physics and sports related? 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

20. Hook Question Curriculum and Instruction How do forces affect a baseball?

21. Curriculum and Instruction

23. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you.

24. Vocabulary Front-loading 24 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.

26. Vocabulary Front-loading 26

27. Reading 1: Text Marking and Discussion 27 F -this section of text shows a fact based on evidence O - this section of text shows on opinion C – this section of text shows a change in motion caused by a force E – this section of text shows an effect of a force. If students are exposed to close reading regularly, by the time they get to high school they will be better prepared to handle complex texts.

28. 28 E F

29. Reading 2: Note-Taking & Discussion 29 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.

30. 30 First Draft Written Response to Essential Question: Using evidence from the text, video clip, and class discussion, what forces are important for a baseball player to consider?

31. 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 Fact Opinion Cause Effect 1)Count number of groups that selected each category. 2)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)

32. 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. 32 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.

33. Final Response After Rereading and Extended Text Discussion 33

34. Summative Assessment: FCAT Explorer 34

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

36. Good Science Instruction January 201336 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

37. Good Science Instruction (Cont……) January 201337 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

38. S UCCESSFUL S TRATEGIES TO U SE 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 January 2013 38 Department of Mathematics and Science

39. L UNCH B REAK Please return promptly in 1 hour

40. T ECHNOLOGY I NTEGRATION

41. H OW F AST AND H OW F AR ?

42. 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

43. Slip Reflection 1. Today I learned ………………………. 2. Questions I still have………………. Department of Mathematics and Science

44. Science Department 44 Dr. Ava Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Instructional Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist Ms. Keisha Kidd Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Mathematics and Science