1. Curriculum and Instruction Yoly McCarthy Instructional Supervisor Dane Jaber Science Curriculum Support Specialist Department of Mathematics and Science

2. Curriculum and Instruction Session Outcomes Participants will be able to: –Incorporate M-DCPS instructional resources to support science teaching and learning –Identify how argumentation in science increases the effectiveness of science teaching and learning –Plan for Differentiated Instruction in science

3. Curriculum and Instruction AGENDA AM Welcome/ Learning Goals Presentations Common Core Standards in Science Reading in Science PM MDCPS Leader Updates: Pacing Guides Competitions Resources Differentiated Instruction in Science

4. Curriculum and Instruction NORMS Lift expectations Everyone is a learner Ask questions and actively participate Reserve judgment Network responsibly

5. Curriculum and Instruction Learning Goal use in Middle School Science Task directed Activity Based on specific AA benchmark Where does it belong? Group Activity

6. Curriculum and Instruction Learning Goal use in Middle School Science 6 th grade: Using a force diagram, explain how two people pushing on opposite sides of a box with unbalanced amounts of force differ from two people pushing on opposite sides of a box with equal force. 7 th grade: Create a graphic organizer that illustrates that Earth has evolved over geologic time. Include terms such as intrusion, extrusion, faults, and weathering. 8 th grade: Construct a food pyramid and explain how and why each step is smaller than the previous in relation to the Law of Conservation of Mass and the Law of Conservation of Energy.

7. Curriculum and Instruction Inquiry in Science: Identifying a Task and Question SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze observations and investigations to determine when forces acting on an object change its speed and/or direction. Design and perform an experiment that demonstrates how an unbalanced force acts on the motion of an object Score/Step 4.0 I am able to evaluate how unbalanced forces acting on an object, changes its speed and/or direction. Interpret how balanced and unbalanced forces affect the tugging on a rope Score/Step 3.0 Target (Learning Goal) I am able recognize that an unbalanced force acting on an object changes its speed and/or direction. Using a force diagram, explain how two people pushing on opposite sides of a box with unbalanced amounts of force differ from two people pushing on opposite sides of a box with equal force. Score/Step 2.0 I am able to recognize that an unbalanced force acting on an object changes its speed and/or direction Illustrate the direction of forces using vectors Score/Step 1.0 I am able to recognize forces and unbalanced forces.

8. Curriculum and Instruction Inquiry in Science: Identifying a Task and Question SC.7.E.6.4: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate physical evidence to determine if it supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time. Create a diagram of multiple rocks layers that illustrates physical evidence such as fault, extrusion, intrusion and index fossils and explain how the evidence supports scientific theories that Earth has evolved over time. Score/Step 4.0 I am able to evaluate physical evidence to determine if it supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time; Evaluate layers of rock and determine how rock layers have changed over time. Score/Step 3.0 Target (Learning Goal) I am able to interpret physical evidence that supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time. Interpret a diagram of rock layers and identify examples of physical evidence that supports the statement that Earth has evolved over geologic time due to natural processes. Score/Step 2.0 I am able to recognize that Earth has evolved over geologic time Create a graphic organizer that illustrates that Earth has evolved over geologic time. Include terms such as intrusion, extrusion, faults, and weathering. Score/Step 1.0 I am able to describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

9. Curriculum and Instruction Inquiry in Science: Identifying a Task and Question SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate how living systems obey the Law of Conservation of Mass and Law of Conservation of Energy. Construct a food pyramid and explain how and why each step is smaller than the previous in relation to the Law of Conservation of Mass and the Law of Conservation of Energy. Score/Step 4.0 I am able to relate that living systems obey the Law of Conservation of Mass and Law of Conservation of Energy. Explain how and why each step in a food pyramid is smaller than the previous in relation to the Law of Conservation of Mass and the Law of Conservation of Energy. Score/Step 3.0 Target (Learning Goal) I am able to recognize that living systems obey the Law of Conservation of Mass and Law of Conservation of Energy. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system) Explain that living systems obey the Law of Conservation of Mass and the Law of Conservation of Energy Score/Step 2.0 I am able to trace the flow of energy in a food chain.Label the flow of energy with arrows given a series of living things. Score/Step 1.0 I am able to evaluate a model that explains how energy is transferred from the Sun through a food chain.

10. Fisher Science Education Steve Steinfeld Sales Representative 561-889-3980 Steven.steinfeld@thermofisher.edu www.fisheredu.edu 10

11. Dream in Green Karla Utting, PhD, LEED Green Associate Programs Director Dream in Green 11

12. 12 Middle School Science Updates

13. STEM Tips Jennifer Diaz, Curriculum Support New Teacher Support 13

14. EdGenuity Formerly e2020 Similar to course recovery program Will be offered as three different courses Can be assigned by benchmarks according to interim or quarterly data Digital double dose Remediation and differentiation Available to all be the end of November 14

15. EdGenuity 15

16. ThinkGate 16

17. Curriculum and Instruction

19. Data Talk In your groups look over the weakest and strongest performing benchmarks from the baseline. Identify 2 from each. Give possible reasons for each of the two benchmarks you chose for their ranking. i.e., Why was classification benchmark the lowest? 19

20. Using the Data to differentiate..*

22. Progress Monitoring Tool

23. Activities/Strategies that we can use for differentiation based on data: Pull outs Content reading GIZMO activities on line Discovery videos RAFT activity based on weakest content Peer tutoring by proficient students Free form maps based on weak content Use of Supplemental resources such as Coach book or other purchased materials

24. Grade 8 Science Interim Assessments Baseline, Fall and Winter Interim Tool to monitor student progress and to target instruction Have been reviewed with data and questions revised or deleted accordingly All benchmarks are addressed in each test 66-70 questions per test, with each question tagged to a specific benchmark Performance bands tagged to reporting categories http://oada.dadeschools.net/IAP/IAProgramGui de2011-2012.pdf http://oada.dadeschools.net/IAP/IAProgramGui de2011-2012.pdf

25. Grade 8 Science Interim Assessments Great to use by benchmark for intervention groups or remediation activity assignments for students (through EduSoft) Meant to assess content knowledge not necessarily EOC practice Data shows interim assessments are a good predictor of EOC “success” (passing not determined yet)

26. Course Description Review NEW 2012-2013 Course Descriptions for all courses found online at CPALMS: http://www.cpalms.org/Courses/CourseDescr iptionSearch.aspx http://www.cpalms.org/Courses/CourseDescr iptionSearch.aspx 68 benchmarks have been grouped according to 22 Annually Assessed (AA) benchmarks Nature of Science benchmarks are embedded throughout the AA benchmarks Common Core Embedded throughout

27. Professional Development Make sure to check Weekly Briefings for specific information. Name of Session, Dates, Location. Name of Instructor/Facilitator. Find Sessions under Instructor (if applicable).Instructor Check the status of your session and any related emails. Sessions with less than 10 participants will be cancelled by 4 PM two working days prior to the session.

28. GIZMOS Using GIZMOS for Open Inquiry

29. Curriculum and Instruction LUNCH 60 minutes Please be prompt

30. Curriculum and Instruction STEM Competitions STEM Expo 1/25/2014 Miami Dade North College STEM Expo 1/25/2014 Miami Dade North College SECME Olympiad 1/25/2014 Miami Dade North College SECME Olympiad 1/25/2014 Miami Dade North College Online registration for SECME and Science Fair November 9, 2013- December 9, 2013 Packets due to Science office by December 12, 2013

31. Division of Mathematics and Science 2012 31

32. Curriculum and Instruction SECME: Updates and booklet

33. 33 Curriculum and Instruction Future City http://futurecity.org 32

34. 34 Curriculum and Instruction Florida Science Olympiad 33

35. 34 Curriculum and Instruction NBC Learn 33 Using NBC Learn in the Science Classroom

36. 3635 Common Core Standards

37. 37 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 (2011-2012) Phase 2 (2012-2013) Phase 3 (2013-2014) Phase 4 (2014- 2015) 35

38. 3837 Handout

39. 3938 Handout

40. 4039 Handout

41. Curriculum and Instruction Common Core Benchmarks in the Science Curriculum

42. Argument-Driven Inquiry Instructional Model http://www.argumentdriveninquiry.com/uploa ds/1/1/1/4/11144564/stages_of_adi.pdf Handout

43. Argument-Driven Inquiry Instructional Model http://www.argumentdriveninquiry.com/uploa ds/1/1/1/4/11144564/stages_of_adi.pdf Handout

44. Argument-Driven Inquiry Instructional Model http://www.argumentdriveninquiry.com/uploa ds/1/1/1/4/11144564/stages_of_adi.pdf Handout

45. Curriculum and Instruction Vocabulary Front-loading: Infrastructure Independently, identify/highlight/underline words that are unfamiliar to you.

46. 46 Vocabulary Front-loading 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.

47. 47 Reading 1: Text Marking and Discussion + -this section of text shows a change in teaching of science – - this section of text shows how teaching won’t changed in science P – this section of text shows a problem S – this section of text shows a solution If students are exposed to close reading yearly, by the time they get to high school they will be better prepared to handle complex texts.

48. 48 Directed Note-Taking on Argumentation First Draft Written Response to Essential Question: Using evidence from the text, why is it important to identify problems and develop solutions, when studying the flow of water?

49. 49 Reading 3: 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. 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.

50. 50 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 how can we as science educators change what is happening in the science classroom in order to prepare for coming shifts? 48

51. Curriculum and Instruction Differentiated Instruction What can we differentiate? -Content -Product -Process How do we differentiate? -Interest -Learning Profile -Readiness

52. Data Driven DI Data driven differentiated instruction. –Remediation of problem benchmarks Bell ringers Review and Exit Slips Home learning Student grouping –Using data to determine prior knowledge IA’s as pre assessment Student grouping

53. Curriculum and Instruction Differentiated Instruction Creative Create a comic strip or story of DNA characters and how they “replicated” one day. Include the effects of a “mutation” they caused in themselves. Underline important vocabulary. Practical Make a set of instructions in logical order of how a DNA strand becomes two strands in the nucleus. Include a description of what happens when there is a mutation. Underline important vocabulary. Analytical Create a concept map with drawings and descriptions of all the stages of the DNA replication process. Include a branch that describes what occurs from mutation. Underline important vocabulary.

54. Curriculum and Instruction Differentiated Instruction: Using the Item Specs Write Activities that fit Creative Practical Analytical

55. Curriculum and Instruction Differentiated Instruction

56. Tech-Time

57. Curriculum and Instruction Slip Reflection 3.....2........1.......

58. 58 Curriculum and Instruction Science Department 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: 305- 995-1939