Initial Development by Christine Todd-Gibson 7 th Grade Science Teacher Norman S. Edelcup/ Sunny Isles Beach K-8 Kirk Nieveen Science Curriculum Support Specialist Department of Mathematics and Science

Name Tents Write your name School Grade Level Department of Mathematics and Science

New STEM Homepage (stem.dadeschools.net) Curriculum and Instruction

Science Department Website Overview 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 Department of Mathematics and Science

Session Outcomes Participants will be able to: – Incorporate M-DCPS physical 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 Department of Mathematics and Science

AGENDA AM The Essence of Lesson Planning- 5E’s with CER Infusion of CCSS Instructional Strategies FCAT Achievement Level Descriptions PM Online Exploration Hands-On Lab Rotation Development of Individual Lesson Plan Department of Mathematics and Science

NORMS Lift expectations Everyone is a learner Ask questions and actively participate Reserve judgment Network responsibly Department of Mathematics and Science

What does effective science instruction look like? Department of Mathematics and Science

What does effective science instruction look like? Engage – Question, discussion, activity, uncover ideas (Discovery, PBS Learning, 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 Department of Mathematics and Science

Today’s Benchmarks SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Assessed as SC.7.P.11.4 SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA) SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Assessed as SC.7.P.11.2 SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA) SC.7.P.10.1 Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. (AA) SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. Assessed as SC.7.P.10.3 SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (AA) Department of Mathematics and Science

Where does energy come from and how does it get from one place to another? ded&v=_ve4M4UsJQo Use 5 terms to explain how energy moved. 10 points for each term used correctly Department of Mathematics and Science Heatenergyscientific lawkinetic energy potential energy tidaltemperatureconductionconvectionradiation thermalradiantchemicalmechanicalconservation hydroelectricgeothermaltransformationrenewablenonrenewable

Essential Lab Department of Mathematics and Science

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA) SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Assessed as SC.7.P.11.2) 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

Explore Learning GIZMO 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). Department of Mathematics and Science

Where does energy come from and how does it get from one place to another? Claim Evidence Reasoning

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 PARCC Assessments Aligned to CCSS Phase 1 ( ) Phase 2 ( ) Phase 3 ( ) Phase 4 ( ) 19

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 20

Current Statistics

22 Statutory Goals ( ) 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

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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 Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum

26 Handout

Common Core Benchmarks in the Science Curriculum LACC.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. 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). LACC.68.RST.4.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. LACC.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research. Department of Mathematics and Science

Comprehension Instructional Sequence (CIS) Department of Mathematics and Science

Canada Is Ready For a Transformative Energy Experience 29 Huffington Post

Activate Prior Knowledge! 30 Hook Question: : How can green energy impact our lives, health, and future? Predictive Written Response to Complex Text-Based Question: Should countries shift from burning fossil fuels to other energy sources? 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 Handout

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

Renewable Definition of Renewable (adj) Renewable- capable of being replaced by natural ecological cycles or sound management practices Department of Mathematics and Science

Vocabulary Front-loading 33 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.

Vocabulary Front-loading 34

Text Marking this section of text shows a benefit of shifting from burning fossil fuels to cleaner energy - - this section of text shows a challenge of shifting from burning fossil fuels to cleaner energy P – this section of text shows a problem S – this section of text shows a solution

Directed Note-Taking 36 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. Handout

Directed Note-Taking with video First Draft Written Response to Essential Question Using evidence from the text, Should countries shift from burning fossil fuels to other energy sources? A truly “Green” energy source 37 Handout

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 Benefit Challenge Problem Solution 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)

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. 39 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, which factor is most likely the primary concern for scientists when replacing green energy sources with burning fossil fuels? How does the use of green energy impact society? 40 Department of Mathematics and Science

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Summative Assessment SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. Also assesses SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Household appliances convert electricity into one or more different forms of energy. An electric fan can best be described as converting electricity into: a. heat energy only b. heat energy and sound energy only c. heat energy, sound energy, and mechanical energy only d. heat energy, sound energy, mechanical energy, and chemical energy Department of Mathematics and Science

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

Common Core Benchmarks Implemented CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real- world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 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 ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY… Ach LevelSpecific Physical Science Student Expectations Excerpt Level 5 Analyze the transformation f energy from one form to another; differentiate potential from kinetic energy; evaluate evidence that supports of the Law of Conservation of Energy. Level 4 Evaluate the transformation of energy. Level 3 Identify the transformation of energy from one form to another; compare potential and kinetic energy; identify examples of the Law of Conservation of Energy. Level 2 Identify examples of energy that has been transformed from one to another; recognize that there is a difference between potential and kinetic energy. Level 1Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

Department of Mathematics and Science Good Science Instruction January 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

Good Science Instruction (Cont……) January 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

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

Afternoon Schedule 12:30 pm Online Exploration 1:30pm Hands-On Lab Rotation 2:30pm Individual work on lesson plan Department of Mathematics and Science

Lab Rotation States of matter What does it mean to heat up? Wave Speed What’s the frequency, ROY G BIV? Department of Mathematics and Science

Assignment 5E lesson plan by the end of the day Teachers work in groups of 5-6. Each teacher submit an assignment. For Explore- Chose from today’s hands-on lab activities Department of Mathematics and Science

Session Outcomes Are you able to: – Incorporate M-DCPS physical 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 Department of Mathematics and Science

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

SAVE the Date: October , 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. to Go to

Science Department 57 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: Department of Mathematics and Science