1. Science Content and Pacing Q3 – Q4 With Science Literacy and Common Core Grades 7 and 8 February 1, 2013 Jose Marti MAST 6 - 12 Facilitated by Kirk Nieveen Curriculum Support Specialist Ria Ramdath Curriculum Support Specialist Office of Academics and Transformation Department of Mathematics and Science

2. AGENDA  Science Department Website Overview  District Instructional Resources  Elements of Good Science Instruction  Successful Strategies in Science  What Should a Science Classroom Look Like (5Es)  Lab Activities: Genetic Variation (EL), GIZMO  Common Core State Standards connections  Science Best Practices  Interim Assessment Data Analysis by Benchmarks (Progress Monitoring Tool)  Further Explorations  Reflection on Instructional Practices January 20132 Department of Mathematics and Science

3. Session Outcomes Participants will be able to: – Access science instructional resources to support science teaching and learning – Identify effective science teaching and learning – Reflect on individual instructional practices Department of Mathematics and Science

4. Science Department Website Overview Department of Mathematics and Science

6. Upcoming Science Leader information Achievement Level Descriptors for FCAT 2.0 Science and Biology EOC NGSS – 2 nd /Final draft – released for review iCPALMS correlation to the Pacing guides – in production State Item Bank - in production 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

7. 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

8. Making Babies Draw/sketch the face of a baby ( 2 min.) Use at least one of the following terms in an introduction of your baby face: – offspring-heredity – gene-sexual reproduction – trait-asexual reproduction – phenotype-chromosome – genotype-Punnett Square 10 points for each term used correctly Department of Mathematics and Science

9. Essential Lab Department of Mathematics and Science

10. 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.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.

11. ExploreLearning GIZMO Department of Mathematics and Science

12. 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

13. 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 need to be established.  Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides January 201313 Department of Mathematics and Science

14. Common Core Benchmarks in the Science Curriculum

15. 15 Handout

16. Activate Prior Knowledge! 16 Hook Question: How can the science of DNA analysis affect society? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes? Vocabulary Front-Loading Text Marking (Reading #1): 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) Directed Note-Taking (Reading #2 First draft written response to essential question Handout

17. DNA Definition of DNA (n)Definition of DNA (n) DNA [ D N A ] Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms Department of Mathematics and Science

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

19. Pearson Digital Content Reading Coach

20. Science News for Kids

21. Vocabulary Front-loading 21 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.

22. Vocabulary Front-loading 22

23. Text Marking 23 + -this section of text shows a positive impact of the science of DNA analysis on society or the individual – - this section of text shows a negative impact of the science of DNA analysis on society or the individual P – this section of text shows a problem S – this section of text shows a solution P S+

24. Directed Note-Taking 24 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

25. 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

26. Directed Note-Taking with video First Draft Written Response to Essential Question Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime? 26 Handout

27. 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 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)

28. 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. 28 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.

29. 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 conducting DNA analysis? How does scientific research impact society? 29 Department of Mathematics and Science

30. Summative Assessment F1 and 2 G1 and 3 H2 and 4 J3 and 4 In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea pig with brown hair and a female guinea pig with white hair. A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from which two chromosomes? F1 and 2 G1 and 3 H2 and 4 J3 and 4 Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees. Department of Mathematics and Science

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

32. D ISCOVERY E DUCATION  Introduced in District Pacing Guides 2010  Train-the-trainer professional development model  Examples of Digital Media integrated with instruction  Video segment  Images  Exploration  Sound  Songs  Virtual lab  Interactive Glossary  Reading Passage  Game  Collaborative: My Content Department of Mathematics and Science

33. Curriculum and Instruction

34. PBS LearningMedia

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

36. G RADE 8 FCAT 2.0 S CIENCE R EPORTING C ATEGORY ─ L IFE S CIENCE S TUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO … DETERMINE PROBABILITIES FOR GENOTYPIC AND PHENOTYPIC COMBINATIONS … Ach LevelSpecific Life Science Student Expectations Excerpt Level 5 relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; determine genotypic and phenotypic probabilities using Punnett squares ; differentiate sexual and asexual reproduction and how they relate to heredity; Level 4 relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information ; determine genotypic and phenotypic probabilities using Punnett squares ; compare sexual and asexual reproduction and how they relate to heredity; Level 3 recall that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information ; determine genotypic and phenotypic probabilities using Punnett squares ; compare sexual and asexual reproduction and how they relate to heredity; Level 2 recognize that genetic material is contained in DNA ; identify the difference between sexual and asexual reproduction; Level 1Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

37. Department of Mathematics and Science Good Science Instruction January 201337 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

38. Good Science Instruction (Cont……) January 201338 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

39. 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 39

40. Tracking Deficient Benchmarks

41. Progress Monitoring Tool Sample Working Document

42. Extended Learning Modules (ELM) and ETO Resource Lessons Overview ELM 1 – 6 Presented December 13, 2012 West Miami Middle School Ava D. Rosales, Ph.D. Instructional Supervisor, Science Department of Mathematics and Science Office of Academics and Transformation

43. FCAT 2.0 Test Item Specifications

44. Learning Village

45. Time To Explore!

46. Wordle.net Source: Wordle.net

47. Explore: Essential Laboratory and Technology Activities Department of Mathematics and Science

48. Lab Rotations Record Laboratory Notes and data in Interactive Notebook (LEFT side) Record Laboratory Notes and data in Interactive Notebook (LEFT side) After completing each Lab, as a group After completing each Lab, as a group ◦ Identify the Content (L) and Process (N) Benchmarks ◦ Identify an expected student claim, evidence and reasoning 48 Department of Mathematics and Science

49. Lab Rotations 7 th and 8 th Grade 1. Moth Catcher—7 th (EL) (G1) 2. Penny Genetics—7 th (G2) 3. Technology ( Pearson, GIZMO, The Khan Academy, Study Jams, Discovery ) (G3) 4. Human Variations—7 th 5. Martian Sun Times—8 th  Solar System Sizes  Solar System Distance Scale Model Objective  Imaginary Alien Life Forms  Planet Research Worksheet  Extreme Alien Life Forms 6. Formative Assessment Probes:  Is It Made of Molecules?  Is It Made of Cells?  Digestive System  Is It a System? 49 Department of Mathematics and Science

50. Explain Student Led Report-Out Department of Mathematics and Science

51. Lab Rotations On the chart paper provided in small groups- On the chart paper provided in small groups- ◦ Identify the Content (L) and Process (N) Benchmarks. ◦ Identify what part(s) of the benchmark are addressed and what part(s) are not addressed ◦ Describe how to connect the lab experience with the science content and to the real world ◦ Identify an expected student claim, evidence and reasoning for this lab ◦ Develop Essential Questions for each lab 51 Department of Mathematics and Science

52. Preparation for Student Success in the 21 st Century Focus on: Focus on: High academic standards with expectations of high achievement for every student High academic standards with expectations of high achievement for every student Active, hands-on learning in the classroom Active, hands-on learning in the classroom Students working and learning cooperatively Students working and learning cooperatively Expanding resources to include local and global communities Expanding resources to include local and global communities Making connections with all content areas Making connections with all content areas Students inquiring, problem solving, conjecturing, inventing, producing and finding answers Students inquiring, problem solving, conjecturing, inventing, producing and finding answers Department of Mathematics and Science

53. Characteristics of a Great Science Classroom Students are engaged!!! Students are engaged!!! Evidence of project-based instruction Evidence of project-based instruction Evidence of inquiry-based, hands-on/laboratory activities Evidence of inquiry-based, hands-on/laboratory activities Effective use of time Effective use of time Department of Mathematics and Science

54. Effective Teachers of the 21 st Century… Get as much EXPOSURE to new ideas that support educational reform; Get as much EXPOSURE to new ideas that support educational reform; SCATTER the resources that they have acquired over students and their peers; SCATTER the resources that they have acquired over students and their peers; Always SEEK to improve; Always SEEK to improve; SUPPORT others in their field; and SUPPORT others in their field; and IMPLEMENT curriculum to the highest of standards. IMPLEMENT curriculum to the highest of standards. Department of Mathematics and Science

56. Learning Village

57. Formative Assessment Probes Purchased for All K-8 Centers and Middle Schools 57 Department of Mathematics and Science

58. CPALMS www.FloridaStandards.org www.FloridaStandards.org

59. Khan Academy resources. Please view what is available at www.khanacademy.org. www.khanacademy.org

60. Teach with the Brain in Mind “Teachers work to produce understanding in their students- whether the topic is literature, social studies, math or science. For young people to be literate, the written word needs to bring the world into focus for them.” Ellen Stone, National Energy Foundation Department of Mathematics and Science

61. The Power of Science  Science isn’t just memorizing facts.  The new standards will help students understand how science works.  The scientific skills and attitudes students learn will provide them with powerful problem-solving skills.  Every student deserves to benefit from scientific thinking. Department of Mathematics and Science

62. Session Goals Are you now able to: Are you now able to: Access science instructional resources to support science teaching and learning Access science instructional resources to support science teaching and learning Identify effective science teaching and learning Identify effective science teaching and learning Reflect on your own science teaching practices Reflect on your own science teaching practices Department of Mathematics and Science

63. Exit Slip 3 Things I Learned ___________________________ ___________________________ ________________________ ___________________________ ___________________________ ________________________ 2 Things that I will not forget ___________________________ _________________________ ___________________________ _________________________ 1 Thing that makes me go…WOW! __________________________ __________________________ Department of Mathematics and Science

64. Follow Up Follow up posted to Emodo (www.emodo.com) www.emodo.com Emodo Code: Hfl5z2 Provide copies of student produced artifacts (i.e. Claim/Evidence/ Reasoning lab reports) One-page reflection on the implementation of strategies and/or content in the classroom Department of Mathematics and Science

65. Science Department January 2013 65 Mr. Cristian Carranza, Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Instructional Supervisor Dr. Ava Rosales Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist Ms. Yoly McCarthy Curriculum Support Specialist Ms. Keisha Kidd Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Mathematics and Science