Department of Mathematics and Science

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

Name Tents Write your name School Grade Level Draw a symbol that represents you, prepare to introduce yourself. Department of Mathematics and Science

Science Department Website Overview
Use your resources to develop your lesson plans. 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 Give out Webb’ s Alignment tool Department of Mathematics and Science

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

AGENDA AM Cognitive Complexity within the 5E’s Infusion of CCSS Instructional Strategies FCAT Achievement Level Descriptions PM Online Exploration Hands-On Lab Rotation Development of Individual Lesson Plan FCAT Explorer & FCAT Focus 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

Today’s Benchmarks SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Assessed as SC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).(AA) Crust 5-70 km, silicon and O2 Mantle < 2900 km Mg, Oygen, & Si Rock from mantle- olivine peridot Core> 2900 km Rocks are aggregates of minerals Minerals are the baic building blocks of the solid earth. Rocks are defined by the processes that form them. lSearned to pick up a rock a say it formed by? Igneous-Crystalization of magma, comes from the mantle. Liquid- Si, Al, Fe, Mg, Ca, Na, Solids- Tiny crystals of mineral. Gas- mostly water and carbo dioxide. Magma comes from the asthenosphere, and rises into the crust. In subduction zones, magma forms where water enter the mantle. Intusive – cooled on the inside of the earth, large crystals. extrusive rock cool quickly, crystal are very small. The ocean fl is mostly basalt. Sedimentary Rock- Due to earth processes. wWeathering and erosion, Transported in water, wind, then deposited, lithification- cementation. Metamorphic- due to heat and pressure rocks change. WHere there are continental plates colliding, pressure, increase in temperature. There are higher temperature in the middle of the crust. Contact metamorphism can happen shallow in the crust. Rock texture changes. Foliation can develop in response to stress in rock, layering in the rock Relative Dating- events and rocks units are put in sequence relative to one another. Absolute dating- Is determined by using the rate of decay of naturally occurring elements. Principles of relative dating 1) Original horizonality 2) Superposition 3) Cross Cutting- the rock that cuts ins younger than the rock being cut (Igneous intrusions such as dikes, , sills, & plutons and faults) 4) Inclusion- Inclusions are older than the rock thant contain them Radioactive dating- Radiometric dating- an absolute dating technique based on radioactive decay on natural isotopes found on rocks. Half life- the length of time it takes for the number of parent atoms to decay to one-half their original number. How do we know the original number ? Add the number of parent and daughter atoms. Department of Mathematics and Science

How can we embed cognitive complexity into the 5E’s?
Engage Explore Explain Elaborate Evaluate Using Webb’s alignment tool, groups of teachers will discuss how they can use tasks/ questions within each of the 5Es. Short activity- Using the alignment tool , each group of teachers will prepare activities within the Es at different complexity levels. Teachers will share. Department of Mathematics and Science

Earth’s Interior Observe the inside of a Ferrero Rocher chocolate. How does it compare to earth’s interior? Use the following vocabulary words to explain. density mass volume solid lithosphere continental crust model heat inner core asthenosphere mantle convection outer core oceanic crust seismic wave mesosphere liquid crust theory Ferrero Rocher chocolate (1 pack) Allow 10 minutes. Teachers will cut the chocolate in half using plastic knife. 10 points for each term used correctly Department of Mathematics and Science

ESSENTIAL LAB Department of Mathematics and Science

SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Assessed as SC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA) NSTA Formative Assessment Probe Page Keeley digital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools NSTA Formative Assessment Probe Page Keeley digital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools Need handout. 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). Have teachers look at the handout. CORE standards expects that students be able to form claims, evidence, and reasoning. Claim – a statement based on data from established Evidence- Data from sources to support claim Reasoning – Explanation with connections to concepts Huffington Post.com for articles Department of Mathematics and Science

What is the effect of the motion of tectonic plates?
Claim Evidence Reasoning Department of Mathematics and Science

Comprehension Instructional Sequence (CIS)
Department of Mathematics and Science

During an earthquake, the fault jog suddenly opens wider
During an earthquake, the fault jog suddenly opens wider. It's like pulling the lid off a pressure cooker: The water inside the void instantly vaporizes, flashing to steam and forcing silica, which forms the mineral quartz, and gold out of the fluids and onto nearby surfaces, suggest Weatherley and co-author Richard Henley, of the Australian National University in Canberra. Huffington Post

Activate Prior Knowledge!
Hook Question: Hook Question: How can earthquakes affect our economy? Predictive Written Response to Complex Text-Based Question: What are some processes and outcomes of earthquake eruptions? 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 Article Taken from: 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 Department of Mathematics and Science

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

Fracture Definition of Fracture (n) Fracture- a crack or a fault in a rock Department of Mathematics and Science

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.

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.

Text Marking + -this section of text shows a fact based on evidence
– - this section of text shows an opinion based on someone’s thoughts P – this section of text shows a process of earthquakes O – this section of text shows an outcome of a process of an earthquake Reading #1 Text-marking P – this section of text shows a positive impact of biotechnology on society or the individual N – this section of text shows a negative impact of biotechnology on society or the individual D – this section of text shows a scientific discovery 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. After text marking: In small groups, compare and discuss differences in text coding. Support your suggested answers from the text.

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. 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
Handout First Draft Written Response to Essential Question Using evidence from the text, what is important to consider about the processes and outcomes of earthquakes? 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 Processes of an earthquake Outcomes of earthquake Facts Opinions 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, which factor, most likely, is the primary issue when considering the impact of earthquakes on our economy? How does scientific research impact society? Department of Mathematics and Science

Discovery of limestone and fossils
CEMEX – rock quarry Miami Terminal - Cement Plant Cement 1200 NW 137th Avenue 33182, Miami (305) / (305) All fieldtrips must be approved by the Region Department of Mathematics and Science

Summative Assessment SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Assessed as SC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).(AA) Change to SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Assessed as SC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).(AA) Department of Mathematics and Science

Identify and indicate the effectiveness of the…
Engage Explore Explain Elaborate Evaluate Do this together- Think about the effectiveness of the PD’s lesson plan. How effective were each of the components? Did they do as they should have done? Were the connections to the concepts made? Did students practice to apply their knowledge related to concepts learned? What did they assessment data indicate about the participants conceptual understanding? 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 Ask how this benchmark was implemented. Through CIS. 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.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

What FCAT Level Would We Be?
A look at Achievement Level Descriptions Evaluate FCAT 2.0 Achievement Level Descriptions Achievement Level Descriptions (ALDs) outline the specific student expectations at each grade and subject for each of the five Achievement Levels. The content of each statewide assessment is organized by reporting categories that are used for test design, scoring, and reporting purposes, and the ALDs express what students at each Achievement Level know and can do for each reporting category. We expect student to perform at level 3. Can we connect support achievement with reading and mathematics? Department of Mathematics and Science

Grade 8 FCAT 2.0 Science Reporting Category ─ Earth Science Students performing at the mastery level of this reporting category will be able to …identify how earth changes due to weathering , erosion, and plate tectonics… Ach Level Specific Earth Science Student Expectations Excerpt Level 5 Interpret the scientific plate theory of plate tectonics and how it relates to surface and sub-surface structures and events; Relate the composition of the layers of Earth and how they interact Level 4 Relate the patterns in the rock cycle and their effect on surface and sub-surface events and land formation; Level 3 Identify patterns in the rock cycle and their effect on surface and sub-surface events and land formation; Relate the scientific plate theory of plate tectonics to surface and sub-surface structures and geologic events; Identify the layers of Earth Level 2 Recognize the steps of the rock cycle; Recognize that the movement’s of the Earth’s plates result in various geologic events; Identify some of the Earth’ s layers Level 1 Performance 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
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
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

12:30 pm Online exploration 1: 30pm Lab rotation
Afternoon Schedule 12:30 pm Online exploration 1: 30pm Lab rotation 2:30pm Individual work on lesson plans Department of Mathematics and Science

Lab Rotation How Does Pressure Affect Particles of Rock?
How do Grain Patterns Compare Law of Superposition (ES) How are the Earth’s Continents Linked Together How do grain patterns compare- Metamorphic rocks are rocks that form when heat, pressure, or both heat and pressure change existing rocks. In this activity, participants will infer how the sedimentary rock limestone can change to become the metamorphic rock marble. How Does Pressure Affect Particles of Rock? Many sedimentary rocks form when particles called sediment are deposited, compacted, and cemented to form rock. In this activity, participants will model one of these processes and observe how it changes sediment. Law of Superposition ES- Modeling the Law of Superposition How are the Earth’s Continents Linked Together In this activity, participants will make observations of a globe and ask questions about some of the features you observe. 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 Participants will be able to: Incorporate M-DCPS earth 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

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

SAVE the Date: October 24 -26, 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. Go to Department of Mathematics and Science

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

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