Department of Mathematics and Science Steven Hankins Country Club Middle School Science Educator and Data Manager

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

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

Department of Mathematics and Science 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 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 responsible 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.)

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 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 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

Department of Mathematics and Science How does water move? Draw/sketch a model of water moving(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 10 points for each term used correctly Department of Mathematics and Science

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.7. 5 (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

Coastal Winds and Clouds How does water move? 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

Claims, Evidence, Reasoning Department of Mathematics and Science

Curriculum and Instruction Writing Rubric Curriculum and Instruction

How does water move? Whole Class Claim – Evidence – Reasoning – 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 –What 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 move to the air. Some of the vapor hit the cooler 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, which affect the movement of water in air. 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.

Extend/Elaborate: CIS

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 (2011-2012) Phase 2 (2012-2013) Phase 3 (2013-2014) Phase 4 (2014-2015) 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.

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 Until recently, every state has its own set of academic standards, meaning public education students in each state were learning different content and held to different standards. All students must be prepared to compete with not only their American peers in the next state, but with students from around the world Today’s jobs require different skills. Why do students drop out of school? 66% of a typical freshman cohort graduates from high school unprepared to enter college. (John M. Bridgeland, John J. DiIulio, Jr., Karen Burke Morison, The Silent Epidemic Perspectives of High School Dropouts , A Report by Civic Enterprises, LLC) In 2005 Gates Foundation Report, 81% of students who dropped out said that “more real world learning” may have influenced them to stay in school.” (Bridgeland, J., et al, The Silent Epidemic, Bill and Melinda Gates Foundation, 2005) 88% had passing grades, with 62 percent having Cs and above 58% dropped out with just two years or less to complete high school 66% would have worked harder if expectations were higher 70% were confident they could have graduated 81% recognized graduating was vital to their success

Current Statistics http://www.achieve.org/Florida Florida’s achievement gaps begin in the earliest grades and extend through college enrollment and admissions. Far too many students drop out or graduate from high school unprepared for success, closing doors and limiting their options and opportunities – in particular minority and low-income students. Source: http://www.achieve.org/Florida The Silent Epidemic, 2006 66% of a typical freshman cohort graduates from high school unprepared to enter college. (John M. Bridgeland, John J. DiIulio, Jr., Karen Burke Morison, The Silent Epidemic Perspectives of High School Dropouts , A Report by Civic Enterprises, LLC) In 2005 Gates Foundation Report, 81% of students who dropped out said that “more real world learning” may have influenced them to stay in school.” (Bridgeland, J., et al, The Silent Epidemic, Bill and Melinda Gates Foundation, 2005) 88% had passing grades, with 62 percent having Cs and above 58% dropped out with just two years or less to complete high school 66% would have worked harder if expectations were higher 70% were confident they could have graduated 81% recognized graduating was vital to their success http://www.achieve.org/Florida

An Integrated System – at All Levels State District School Grade Classroom Student Subgroup Student Food for Thought What are your needs? Do you have meaningful data to support these needs? How would you prioritize theses needs? What services must you provide to all? What services must you provide to some? What services must you provide to a few? What resources are available to you? How might these resources be used to support your work based upon your priorities?

Highest Student Achievement Goal 2: Statutory Goals (1008.31) Goal 1: Highest Student Achievement Goal 2: Seamless Articulation/ Maximum Access Goal 3: Skilled Workforce/ Economic Development PreK Students Improve kindergarten readiness K-12 Students Increase the percentage of students performing at grade level Increase high school graduation rates Expand STEM-related educational opportunities in high-demand areas Increase student participation and performance in accelerated course options Improve college readiness Expand digital education Increase career and technical education opportunities Improve adult education programs in school districts Teachers & Leaders Increase the percentage of effective and highly-effective principals Increase the percentage of effective and highly-effective teachers Increase the percentage of effective and highly-effective teachers at high-minority, high-poverty and low-performing schools Reduce the number of out-of-field teachers Reduce the number of out-of-field teachers at high-minority, high-poverty and low-performing schools

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

Handout

Activate Prior Knowledge! 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 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: 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

Close Read Article + -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 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.

Pearson Digital Content Reading Coach

Science News for Kids

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

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. 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 Handout 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 move through the water cycle? 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)

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.

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? How does human society affect the earth’s spheres? Department of Mathematics and Science

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 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 Curriculum and Instruction

Common Core Benchmarks Implemented CCSS.Math.Content.7.SP.C.6  Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.   Curriculum and Instruction

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

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 Level 4 Level 3 Level 2 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.

Assessed High: Essential Lab Curriculum and Instruction

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

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

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.

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 Department of Mathematics and Science

Curriculum and Instruction

Curriculum and Instruction Your Assignment You will be making a 5e lesson plan using any of the labs in the first quarter. You will conduct the essential labs, then gather resources from pacing guides, explorelearning, FCAT explorer to make you lesson. You will be working in groups constructing the lesson, but everyone has to turn in their own 5e lesson plan. Curriculum and Instruction

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 Florida Focus. One Video Curriculum and Instruction

Instructional Supervisor Science Department Dr. Ava Rosales Executive Director Elementary Middle School High School Dr. Millard Lightburn Instructional Supervisor Mr. Sebastian Oddone Ms. Mary Tweedy Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist Ms. Yoly McCarthy Ms. Keisha Kidd Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 January 2013 Department of Mathematics and Science