Kerlyn Prada Middle School Science Educator Ruth K. Broad Bay Harbor K-8 Center Kirk Nieveen Science Curriculum Support Specialist Department of Mathematics and Science

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

3 Norms Ice Breaker 5 E’s Lesson (floating break) Lunch (11:15-12:15) Lab Rotations Computer Lab (1:15-2:15) Lesson Plan Writing Gallery Walk DAY THREE AGENDA

Norms L ift expectations E veryone is a Learner A sk Questions and actively participate R eserve judgment N etwork responsibly Department of Mathematics and Science

Science Department Website Overview 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 Evaluate: formative and summative by benchmark Department of Mathematics and Science

Jumbled Planets: How do scientists classify objects in the solar system? As a class make groups of the astronomical bodies. Write the characteristics that each member of the group has in common. Department of Mathematics and Science

Essential Lab Department of Mathematics and Science

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 Benchmark SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. AA (Cognitive Complexity: Moderate)

ExploreLearning 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

How do scientists classify objects in the solar system ? Claim Evidence Reasoning

Department of Mathematics and Science

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

Activate Prior Knowledge! 17 Hook Question: How do scientists discover new planets outside of our solar system (exoplanets)? Predictive Written Response to Complex Text-Based Question: How are these exoplanets similar and different to the planets in our solar system? 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

Revolution Definition of Revolution (n) The movement of one object around another object. Department of Mathematics and Science

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

Pearson Digital Content Reading Coach P 1 P 2 P 3 P 4 P 5

Science News for Kids P 2 P 3

Vocabulary Front-loading 22 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 23 Para- gragh # Academic or Discippline Specific Vocabulary Word part or context Para- gragh # Academic or Discippline Specific Vocabulary Word part or context 3Debris-mainly gas and dust context 4Plane-height as the piece of paper context

Text Marking 24 S – this section of text shows similarity to the planets in the solar system D – this section of text shows a difference in the planets in the solar system SD P 2 P 3

Directed Note-Taking 25 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 Guiding Question: Using evidence from the text and video clip, how are these newly discovered exoplanets similar and different to the planets in our Solar system? Paragraph #/ Source Note SimilarityDifference 2These planets are unusual because they orbit, or move around their stars, backward. X 3Scientists believe that all the planets in the solar system were formed from the same giant disk of debris-mainly gas and dust X 6Astronomers found six planets moving around their host star in the opposite direction. X

Directed Note-Taking 26

Directed Note-Taking with video First Draft Written Response to Essential Question Using evidence from the text and video, how are these newly discovered exoplanets similar and different to the planets in our Solar system? 27 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 Similarity Difference 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. 29 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. Question Generation: Paragraph #/ Source Note SimilarityDifference 3Why are these exoplanets moving in the opposite direction? X 5Do all exoplanets orbit their star(s) on the same plane? X 14What would have happened to our solar system if Jupiter had not formed? X

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 factors affect the type of planets in the different solar systems and how they behave? How does scientific research impact society? 30 Department of Mathematics and Science

Summative Assessment Department of Mathematics and Science Benchmark SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. AA (Cognitive Complexity: Moderate)

Summative Assessment Department of Mathematics and Science

Summative Assessment 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

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 ─ EARTH SPACE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO … Ach LevelSpecific Life Science Student Expectations Excerpt Level 5  differentiate the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Level 4  compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Level 3  compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Level 2  identify the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Department of Mathematics and Science

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

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 Department of Mathematics and Science

SUCCESSFUL STRATEGIES TO USE 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 Department of Mathematics and Science

Essential Lab Department of Mathematics and Science IMAGINARY ALIEN LIFE FORMS

Department of Mathematics and Science LAB ROTATIONS – Topic 11: Solarscapes Activities (virtual) – Topic 12: The Martian Sun Times (Part B) – Topic 13: Modeling the Phases of the Moon

Session Outcomes Are you able to: – Incorporate M-DCPS earth and 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 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

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

Science Department January Dr. Ava D. 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. Kirk Nieveen Curriculum Support Specialist Ms. Keisha Kidd Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: Department of Mathematics and Science