1. Miami-Dade County Public Schools New Teacher Orientation Effective Instruction in the Secondary Science Classroom Presented by Sebastian Oddone Jennifer Russell

2. –Pre-assessment: “What does good science instruction look like?” –Lab Activity 5E Model CER (Strategy to infuse Florida Standards) –Learning Methodologies –Elements of Good Science Instruction –District Resources Learning Goals Science NGSSS with Common Core Integration –Science Department Website Overview Agenda Division of Mathematics and Science 2014 Department of Science

3. Keep an Open Mind Trust the Process Try out something new and then reflect Refrain from Judging Be Present Norms Division of Mathematics and Science 2014 Department of Science

4. Participants will be able to: –Access science instructional resources to support science teaching and learning –Identify effective science teaching and learning –Review content resources available through the District website Session Outcomes Division of Mathematics and Science 2014 Department of Science

5. What is Good Science Instruction? How are you planning to Kick-Off the school year? Pre-Assessment Division of Mathematics and Science 2014 Department of Science

6. Discovery video Clip Scientists who analyze samples from outer space are interested in the composition and origin of those samples. Why is this important and how do they determine the composition of these samples? Types of Soil (CIS) There are three soil samples to test, where are these samples from? Engage Division of Mathematics and Science 2014 Department of Science

7. Explore - HOT Lab Department of Mathematics and Science Division of Mathematics and Science 2014 Department of Science

8. Observation/Data Analysis: –Why can sand and salt be separated using this experiment? –Why is the salt, sand and water mixture filtered? –Why is the salt solution heated? –How might the final traces of water be removed from your samples to ensure that they’re totally dry? –Give two reasons why the sand you have obtained might still be contaminated with salt. –Describe the technique that your team used to remove the iron from the mixture. –How could you adapt your experiment to obtain a purer sample of sand? –Give two reasons why the salt you have obtained might still be contaminated with sand. –How could you adapt your experiment to obtain a purer sample of salt? Explain Division of Mathematics and Science 2014 Department of Science

9. Claim – Where is your soil from? Evidence – What supports your claim? (qualitative and/or quantitative data) Reasoning – Use a logical chain that shows how the scientific principle and evidence work together to support the claim. Elaborate Division of Mathematics and Science 2014 Department of Science

10. Each participant will view the same event and record their observations Participants will share their observations The group will examine how the observations were similar and different Learning Methodologies Department of Science

11. Modified Observation/Video Camera Protocol In your groups: –Designate a materials manager, a recorder and observers. –The materials manager is responsible for gathering, distributing and collecting the groups materials. –The observers will make as many observations about the mystery object as they can in 3 minutes. –The recorder will record all the observations the observers report. Learning Methodologies Department of Science

12. Focus question: What item did your group receive? –Develop a C-E-R using your group’s observation as your only evidence. Effective Writing in Science Department of Science

13. As a group: Share your C-E-R with the class Which method was most meaningful to experience this phenomena? How does this have implications for the way our students learn? Concrete – Representational - Abstract Learning Methodologies Department of Science

14. Learning Methodologies Department of Science

15. Engage - Question, discussion, activity, (Discovery, NBC Learn) Explore - Lab activities (HOT Labs/hands-on activities, Gizmos) Explain - Conclusion writing, lab report, discussion, CER, ADI, Notebooks/Journals Elaborate - Discussion, real-world connections Evaluate - Formative and summative by benchmark What does effective science instruction look like? Division of Mathematics and Science 2014 Department of Science

16. Example 5E Plan Template Division of Mathematics and Science 2014 Department of Science

17. Revisit your answers from the pre-assessment question, at the beginning of our session Good Science Instruction Division of Mathematics and Science 2014 Department of Science

18. Effective Planning (with the End in Mind) –Knowing the objective of each lesson(course description) –Plan together with teachers of the same subject area Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic. –Applying models to formulate solutions to questions –Discovering answers through systematic observations Recommendations Division of Mathematics and Science 2014 Department of Science

19. Develop Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking. –Asking questions about our surroundings Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students. –Make connections between content learned to real-world events and examples Encourage students to communicate verbally and in writing. Recommendations Division of Mathematics and Science 2014 Department of Science

20. Successful Strategies 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 Division of Mathematics and Science 2014 Department of Science

21. How can we help you? District Resources Division of Mathematics and Science 2014 Department of Science

22. Science Department Division of Mathematics and Science 2014 Department of Science

23. Learning Village Division of Mathematics and Science 2014 Department of Science

24. LAFS and MAFS in Science Department of Mathematics and Science Division of Mathematics and Science 2014 Department of Science

25. Currently we continue to use the Next Generation Sunshine State Standards (NGSSS) in Science Connections to Florida Standards in Language Arts and Mathematics are established Florida Standards are aligned to Science courses in the M-DCPS Pacing Guides –LAFS and MAFS Begin to incorporate Engineering practices where applicable (in preparation to future Standards) The Florida Standards Division of Mathematics and Science 2014 Department of Science

26. Learning Goals SC.912.L17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning) SCALELEARNING PROGRESSIONSAMPLE PROGRESS MONITORING AND ASSESSMENT ACTIVITIES Score/Step 5.0  I am able to analyze data and information about population dynamics and limiting factors to explain a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems. Design an experiment to test the effects of limiting factors on the growth of a sample population. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) Score/Step 4.0  I am able to evaluate data and information about population dynamics and limiting factors to account for a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems. Evaluate given data from a population growth experiment to hypothesize the impact of limiting factors on the population size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) Score/Step 3.0 Target (Learning Goal)  I am able to identify limiting factors and other population dynamics. Classify limiting factors as abiotic and biotic and predict their effect on population’s size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) Score/Step 2.0  I am able to identify that population change over time. Interpret a graph of a population’s growth over time. Score/Step 1.0  I am able to define a population. Division of Mathematics and Science 2014 Department of Science

27. GIZMOS Division of Mathematics and Science 2014 Department of Science

28. Discovery Education –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 Division of Mathematics and Science 2014 Department of Science

29. NBC Learn Division of Mathematics and Science 2014 Department of Science

30. State Statutes and Board Rules Updates Lab Safety - Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses.1006.063 Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats. Board Rule: H11 (2008) Science Fair Project entry requirement.H11 Department of Science

31. K-12 Resources: http://flpromise.org/index-pdp_inductionfacilitators.php Including Powerpoint for Lab Safety and Designated Lab Roles found in all our HOT Lab documents Department of Science

32. Real-World Applications Investigations must go beyond the classroom Division of Mathematics and Science 2014 Department of Science

33. STEM Website Division of Mathematics and Science 2014 Department of Science

34. Using the Science “Look For” Essentials handout, how would you plan for your first instructional day? –Construct a sequential outline (timed segments) of what you plan to do Have a STEM-filled school year! See you tomorrow! Assignment Division of Mathematics and Science 2014 Department of Science

35. Strategies –Effective Instruction – Conduct scientific investigations following the scientific method. – Evidence of in-depth planning of the lesson in Common Planning is observed – Incorporate a variety of Higher Order Thinking Strategies into lesson delivery (collaborative strategies & questioning strategies) – Incorporate reading comprehension and writing strategies into instruction. – Use data to set goals and differentiate instruction. – Student Work –Classroom Environment Classroom Look Fors Division of Mathematics and Science 2014 Department of Science

36. Science Department Dr. Ava D. Rosales - Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Supervisor Mr. Sebastian Oddone Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Daniel Gangeri Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Ms. Noreyda Casanas Curriculum Support Specialist Yusimi Osteen Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Science

37. Education Transformation Office Middle SchoolHigh School Ms. Melissa Martinez Instructional Supervisor Dr. Gladys Barrio District Supervisor Ms. Jennifer Russell Curriculum Support Specialist Division of Mathematics and Science 2014 Department of Science