Dane Jaber Science Curriculum Support Specialist Department of Mathematics and Science Dane Jaber Science Curriculum Support Specialist

Department of Mathematics and Science Name Tents Write your name School Grade Level Department of Mathematics and Science

Department of Mathematics and Science Session Outcomes Participants will be able to: Incorporate M-DCPS physical 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 Discuss rigor, not just work but meaningful Department of Mathematics and Science

Department of Mathematics and Science Day One Agenda Norms Ice Breaker 5 E’s Lesson (break) Lunch (11:15-12:15) Lab Rotations Computer Lab (1:15-2:15) Lesson Plan Writing Department of Mathematics and Science

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

New STEM Homepage (stem.dadeschools.net) Curriculum and Instruction

Science Department Website Overview Welcome to the science department website where you’ll find a wealth of information, particularly in Middle School Science. You’ll have a time to get to explore these areas during your technology period, write after lunch. Department of Mathematics and Science

Department of Mathematics and Science The components of the lesson plan have come from within the instructional resources. What’s in here? Instructional Resources 5E Template DI Activities GIZMO Correlation Higher Order Question Guide Pacing Guide Essential Labs Standards Through CPALMS FCAT resources Achievement Level Descriptors Claim, Evidence, Reasoning Rubrics Videos Professional Development Power points and handouts from previous workshops Department of Mathematics and Science

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 Department of Mathematics and Science

What does effective science instruction look like? Chalk talk with markers Department of Mathematics and Science

What does effective science instruction look like? Engage Question, discussion, activity, uncover ideas (Discovery and PBS Learning, NBC Learn) 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, CIS Evaluate: formative and summative by benchmark Department of Mathematics and Science

Ripping paper to understand atoms How can models of atoms help us understand matter? Ripping paper to understand atoms Challenge: If you can cut the paper in half 31 times. You will have a piece of paper the size of an atom. Predict: How many times will you be able to cut the paper in half? Department of Mathematics and Science

How far did you get? Here are some comparisons to think about! How many more cuts would it take to get to the size of the nucleus?

Department of Mathematics and Science Developing models of atoms Task: Each group will construct models of atoms of 2 different elements.   Requirements: The sum of the atomic numbers of the atoms must equal 29. Parts of the model must be labeled. A summary of how your model was developed. Department of Mathematics and Science

Developing models of atoms rubric 70-80 = A; 55-65 = B; 45-60 = C; 40-50 = D; Under 40 = F

Body continuum Students vote with their bodies (position) to decide on an answer. Students at each position explain their answer to other group members. The teacher will select a student from the group to share the group’s reasoning.

Element, Compound, or Mixture? Butane (lighter fluid)

Element, Compound, or Mixture? Gold

Element, Compound, or Mixture? Apple Juice Solution or not? Heterogeneous Or Homogeneous?

Element, Compound, or Mixture? Silicon

Element, Compound, or Mixture? Ice Cream Heterogeneous Or Homogeneous? Solution or not?

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

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 can models of atoms help us understand matter? Claim Evidence Reasoning Teachers will work in groups to answer CER, then we will work as a class for an all points CER using rubric.

Curriculum and Instruction Break Time Curriculum and Instruction

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

Handout

Department of Mathematics and Science

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 are established. Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum

Activate Prior Knowledge! Hook Question: How can chemistry keep you healthy? Predictive Written Response to Complex Text-Based Question: How can an understanding of the periodic table help cure diseases? 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 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 Radioactivity Radioactivity (n):   Radiation in the form of particles or waves that results from the a nuclear reaction. Department of Mathematics and Science

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

World Heath

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. 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.

Vocabulary Front-loading Para-gragh # Academic or Discipline Specific Vocabulary Word part or context 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.

Directed Note-Taking Guiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of strontium to solve real world problems? 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 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. Guiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of strontium to solve real world problems? Paragraph #/ Source Note Characteristic Application Danger Benefit 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

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 Characteristics Application Danger Benefit 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. Question Generation: Paragraph #/ Source Note + impact on society or individual - impact on society or individual Problem Solution 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, how can an understanding of the periodic table help cure diseases? Department of Mathematics and Science

Lunch Time (60 minutes)

Department of Mathematics and Science Afternoon Schedule 12:30 pm Technology Exploration 1:30pm Hands-On Lab Rotation 2:30pm Individual work on lesson plan FCAT Explorer Teacher Instructions Department of Mathematics and Science

Tech-Time Review available technology resources for the purpose of planning and delivering instruction.

Department of Mathematics and Science Inquiry Lab Task: design and conduct a controlled experiment to change the speed of a reaction. Department of Mathematics and Science

Department of Mathematics and Science Summative Assessment 1. The process of passing an electric current through water is known as electrolysis. During electrolysis, the electric current decomposes water into hydrogen and oxygen gases. Why is the electrolysis of water an example of a chemical change?   An electric current is used. New substances are produced. Water undergoes a change in state. The composition of the original substance remains unchanged. Department of Mathematics and Science

Department of Mathematics and Science Summative Assessment 2. The drawing below illustrates a chemical process.   What chemical process does the drawing best illustrate? Elements combining to form other elements. Atoms of different elements combining to form a compound. Compounds combining to form elements. Elements breaking up into atoms. Department of Mathematics and Science

Department of Mathematics and Science Summative Assessment 3. Robert and Daniela are discussing the phases of water. Robert says that ice, water, and steam are three different compounds since they have three different names. Daniela disagrees and says that all three states are the same compound. Who is correct and why? Robert is correct because the three states of water have different physical properties. Robert is correct because unique names are only given to new compounds that are discovered. Daniela is correct because all three states of water have the same physical properties. Daniela is correct because all three states are made of the same compound with the same ratio of hydrogen to oxygen. 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

Department of Mathematics and Science GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO … Ach Level Specific Physical Science Student Expectations Excerpt Level 5 classify and compare substances using data, observations, and measurable physical properties. calculate and analyze the densities of various materials using data. Level 4 classify and compare substances based on their measurable physical properties. calculate and evaluate the densities of various materials. Level 3 Level 2 identify some substances based on their measurable physical properties. compare the densities of various materials. 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 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 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

Department of Mathematics and Science Session Outcomes Incorporate M-DCPS physical science instructional resources to support science teaching and learning Identify how M-DCPS incorporates 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

Department of Mathematics and Science Assignment 5E lesson plan by the end of the day Teachers work in groups of 3-4. Each teacher submit an assignment. Remember that one goal of today is to incorporate various district resources into your teaching 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 https://sites.google.com/site/dcstaonline/stem-conference

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

Instructional Supervisor Department of Mathematics and Science Science Department Dr. Ava D. 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. Dane Jaber Curriculum Support Specialist Mr. Kirk Nieveen Ms. Keisha Kidd Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Mathematics and Science