1. R AMPING U P S CIENCE S KILLS M IDDLE S CHOOL S CIENCE C OACHES W ORKSHOP M AY 2011 M-DCPS Division of Mathematics, Science, and Advanced Academic Programs

2. A GENDA Welcome and Introductions What Does it Really Take? Ramping-up Targeted Concepts: Hands- on/Minds-on Activities Teaching and Learning: The Year in Review Mapping Content for NGSSS DOK Reflections

3. W ELCOME AND I NTRODUCTIONS Overview and Introductions Think…Pair…Share Reviewing your school’s Grade 6 and 7 data: How prepared are students to enter 8 th grade? What has been done at your school to ensure success?

4. W HAT D OES IT R EALLY T AKE ? Grade 7 Temperature Changes Everything: The Balloon and the Bottle

5. T EMPERATURE C HANGES E VERYTHING : T HE B ALLOON AND THE B OTTLE SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)

6. How is a cell like a city? Given a list of the parts of a cell and their functions, name parts of a city that perform similar functions. Draw your city in the general shape of a cell. 6

7. 7 W HAT D OES IT R EALLY T AKE ? How can this activity be extended to an Organism City?

8. C ELL C ITY A CTIVITY SC.6.L.14.4 Compare and contrast the structure ad function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles 8

9. C ONTENT R ICH ? How well does the resource support teaching and learning of content and skills of the benchmark (NGSSS)? How well do instructions and/ or objectives support teaching and learning? How well does the resource foster mental and physical activity of students and intellectual engagement?

10. How well do the materials maintain learner motivation? Does the resource provide material/ ideas to assess student understanding and/ or learning?

11. Conceptual understanding is what we expect when we say a child understands ideas such as energy or respiration. (From Teaching for Understanding in Primary Science, Lynn Newton)

12. T EACHING AND L EARNING Using FCAT 2.0 Item Specifications and Student Data: What science concepts and/or skills were taught? What science concepts and/or skills were mastered? What science concepts and/or skills need to be re- addressed for students to be prepared to enter 8 th grade?

13. M APPING THE NGSSS B ENCHMARKS Using the FCAT 2.0 Item Specifications, identify the following: 6 th and 7 th grade benchmarks that are foundational (i.e., never been taught before) Benchmarks that are only taught in 6 th and 7 th grade (i.e., not repeated or built on in grade 8) 13

14. F ORMATIVE A SSESSMENTS AND C LASSROOM A CTIVITIES Grade 6 Human Body Basics Grade 7 Ice Cold Lemonade Mixing Water Prepare small group presentations of probes to whole group Source: Page Keley: Understanding Student Ideas in Science – Another 25 Formative Assessment Probes Volume 3

15. Activity: A Recipe for Traits Topic XV 15

16. R AMPING - UP L IFE S CIENCE Big Idea 16: Heredity and Reproduction 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. 16

17. LUNCH 17

18. Lab Activity: Homeostasis: It’s All a Matter of Balance Topic XVIII 18

19. Big Idea 14: Organization and development of living things SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. R AMPING - UP L IFE S CIENCE 19

20. C ONTENT R ICH ? How well does the resource support teaching and learning of content and skills of the benchmark (NGSSS)? How well do instructions and/ or objectives support teaching and learning? How well does the resource foster mental and physical activity of students and intellectual engagement?

21. How well do the materials maintain learner motivation? Does the resource provide material/ ideas to assess student understanding and/ or learning?

22. B ENCHMARK A NALYSIS HTTP :// CURRICULUM. DADESCHOOLS. NET / SCHOOLPERFORMANCEREPORT S. ASP HTTP :// CURRICULUM. DADESCHOOLS. NET / SCHOOLPERFORMANCEREPORT S. ASP

23. A VERAGE P ERCENT C ORRECT

24. T HE R OLE OF S TANDARDS Define content, knowledge, and abilities Provide grade-level or course expectations for students Provide clear guidance to teachers for Depth of Knowledge and instructional goals Provide framework for textbooks, other instructional materials, and assessments Serve as a guide to improve student learning 24 Module 1

25. O UTCOME G OALS OF THE S TANDARDS 25 Increase depth, understanding, process skills, proficiency Lead to mastery of concepts and skills covering understanding Module 1

26. T HE F OUR S TRANDS OF S CIENCE L EARNING (NRC, 2007) Understanding Scientific Explanations Know, use, and interpret scientific explanations of the natural world Generating Scientific Evidence Generate and evaluate scientific evidence to build explanations of the natural world Reflecting on Scientific Knowledge Understand the nature and development of scientific knowledge; scientific knowledge can be revised as new evidence emerges Participating Productively in Science Representing ideas, using scientific tools, and interacting with peers about science 26 Module 1

27. C OACHES R EPORT What are you doing at your school to support teachers in: Understanding Scientific Explanations Know, use, and interpret scientific explanations of the natural world Generating Scientific Evidence Generate and evaluate scientific evidence to build explanations of the natural world Reflecting on Scientific Knowledge Understand the nature and development of scientific knowledge; scientific knowledge can be revised as new evidence emerges Participating Productively in Science Representing ideas, using scientific tools, and interacting with peers about science 27

28. F OLLOW - UP One-page reflection on grade 6 and 7 data and plan to address deficiencies Email: arosales@dadeschools.net (indicate Coaches May –follow-up in Subjectarosales@dadeschools.net 28

29. 29 Resources FLDOE Office of Mathematics and Science http://www.fldoe.org/bii/oms.asp Florida Standards www.floridastandards.org