Department of Mathematics and Science

Department of Mathematics and Science
Yoly McCarthy Instructional Supervisor Dane Jaber Science Curriculum Support Specialist Projector, Lap top, pointer/ slide advancer Department of Mathematics and Science

Name Tents Write your name School Grade Level Draw a symbol that represents you, prepare to introduce yourself. 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

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

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 Achievement levels descriptors- There is a document that describes content expectations for FCAT 2.0. District teachers reviewed the NGSS and gave feedback to CPALMS. We are considering new standards. NAEP- National Report reported that in Florida there was no significant change from 2009 to 2011. Nationwide – , 30%32% proficiency in 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 Assignment 5E lesson plan by the end of the day Teachers work in groups of 5-6. Each teacher submit an assignment. For Explore- Chose from today’s hands-on lab activities Department of Mathematics and Science

AGENDA AM The Essence of Lesson Planning- 5E’s with CER Infusion of CCSS Instructional Strategies FCAT Achievement Level Descriptions PM Online Exploration Hands-On Lab Rotation Development of Individual Lesson Plan FCAT Explorer Teacher Instructions Department of Mathematics and Science

NORMS Lift expectations Everyone is a learner Ask questions and actively participate Reserve judgment Network responsibly Reserve judgment- reflect Department of Mathematics and Science

What does effective science instruction look like?
Teachers respond on use stickies. Place stickies on Smartboard. Take all answers. Show next slide. Do the teachers’ responses and the next slide correlate? Department of Mathematics and Science

What does effective science instruction look like?
Engage Question, discussion, activity, uncover ideas (Discovery, 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 5 minutes These are various activities that we can perform to reach the 5Es. Explain that in the engage stage, the students’ responses are not confirmed. It is a point where we get students preconceptions and misconceptions. Next in the explore stage, students have the opportunity to test their ideas. Students explain their results/ conclusions based on data from their tests. The teacher clarifies here with further explanation and depth. Elaborate activities allow students to extend their knowledge. The CIS is a reading comprehension extension activity that support the Core standards. Students can also extend through problem solving and service learning projects. Evaluate- objective assessments or authentic performance tasks. Point out that 2 newest strategies (CER) Claim-evidence-reasoning and (CIS) Curricular instructional Sequence will be instructional strategies that will be focused on throughout the 3 day PD. Department of Mathematics and Science

Today’s Benchmarks SC.7.P.10.1 Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. (AA) SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. Assessed as SC.7.P.10.3 SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (AA) SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and subsurface events (plate tectonics and mountain building). (AA) Department of Mathematics and Science

How can matter interact with waves?
- “Magic is simply science that you have not understood.” The “Invisible light” demo is simply viewing the light from a remote control through a cell phone camera. Most cell phone cameras will detect and display the infrared light from a remote control. Broken image using projector and prism to show refraction. Department of Mathematics and Science

Essential Lab Wave Speed (Note: Examining 1 type of wave in different media, not comparing speeds of different waves) Grammar check on meaning of SC.7.P.10.3 – The student recognizes that light waves move at different speeds in different media, sound waves move at different speeds in different media and other waves move at different speeds in different media. Benchmark does not imply that students should compare the speeds of different waves in the same media. 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). Have teachers look at the handout. CORE standards expects that students be able to form claims, evidence, and reasoning. Claim – a statement based on data from established Evidence- Data from sources to support claim Reasoning – Explanation with connections to concepts Huffington Post.com for articles Department of Mathematics and Science

How can matter interact with waves?
Claim Evidence Reasoning

Writing Rubric Department of Mathematics and Science

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 Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Grades K-12 PARCC Assessments Aligned to CCSS Phase 1 ( ) Phase 2 ( ) Phase 3 ( ) Phase 4 ( ) Explain –Last year we implemented the literacy standards in all content areas. This school year we will implement a blended curriculum of NGSSS an Common Core State Standards. We are going achieve this goal be using having students practice to form claim, evidence, and reasoning, and we will build comprehension through the Comprehension Instructional Strategy. This is a strategy where we will use text that is above grade level by 2-3 years.

The Need: Why Develop the CCSS?
Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving Equity: Set consistent expectations for all--and not dependent on a student’s zip code Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources, and expertise Explain Until recently, every state has its own set of academic standards, meaning public education students in each state were learning different content and held to different standards. All students must be prepared to compete with not only their American peers in the next state, but with students from around the world Today’s jobs require different skills. Why do students drop out of school? 66% of a typical freshman cohort graduates from high school unprepared to enter college. (John M. Bridgeland, John J. DiIulio, Jr., Karen Burke Morison, The Silent Epidemic Perspectives of High School Dropouts , A Report by Civic Enterprises, LLC) In 2005 Gates Foundation Report, 81% of students who dropped out said that “more real world learning” may have influenced them to stay in school.” (Bridgeland, J., et al, The Silent Epidemic, Bill and Melinda Gates Foundation, 2005) 88% had passing grades, with 62 percent having Cs and above 58% dropped out with just two years or less to complete high school 66% would have worked harder if expectations were higher 70% were confident they could have graduated 81% recognized graduating was vital to their success

Highest Student Achievement Goal 2:
Statutory Goals ( ) Goal 1: Highest Student Achievement Goal 2: Seamless Articulation/ Maximum Access Goal 3: Skilled Workforce/ Economic Development PreK Students Improve kindergarten readiness K-12 Students Increase the percentage of students performing at grade level Increase high school graduation rates Expand STEM-related educational opportunities in high-demand areas Increase student participation and performance in accelerated course options Improve college readiness Expand digital education Increase career and technical education opportunities Improve adult education programs in school districts Teachers & Leaders Increase the percentage of effective and highly-effective principals Increase the percentage of effective and highly-effective teachers Increase the percentage of effective and highly-effective teachers at high-minority, high-poverty and low-performing schools Reduce the number of out-of-field teachers Reduce the number of out-of-field teachers at high-minority, high-poverty and low-performing schools Explain It is important to understand how we will achieve the statutory goals. Embed the Common Core State Standards and NGSSS within the curriculum. Economic Development Technology, Green initiatives, Housing, Education, Health,

CCSS- Common Core State Standards
No need to faint because we embedded the CCSS into the Pacing Guide

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 Explain January 2013 Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum
Explain- Common Core Standards have been embedded in current, NGSSS standards

Handout You have a handout. Read across. Teacher will read across. Show connections of claim, evidence, research. This is a writing standard from Common Core. This is what we do for science.

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

Comprehension Instructional Sequence (CIS)
Department of Mathematics and Science

Gamma-Ray Bending Opens New Door for Optics
Article talks about benefits and challenges of shifting from fossil fuels to cleaner energy sources. Huffington Post Science News for Kids Pearson Digital Content Reading Coach Explain that readability is appropriate for teachers, use above grade level material (approximately 2-3 grade levels above). Also notice to set up for this activity we need to number the paragraphs.

Activate Prior Knowledge!
Handout Hook Question: : What happens to the Beaker? Predictive Written Response to Complex Text-Based Question: Should gamma-rays be used in everyday applications? 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 Introduce the elaborate. Comprehension Instructional Sequence Hook: The “Disappearing beaker” demo is performed by placing a small Pyrex beaker inside a larger Pyrex beaker, then filling the smaller beaker with vegetable oil, allowing the oil to spill out of the small beaker and into the large beaker. Continue pouring the oil until the small beaker is covered. The result will be the illusion that the smaller beaker has disappeared. This is a result of refraction. One initiative to practice the use of the writing . The whole point is to get students to read without knowing that they are reading and isan example of a close reading. These bullets represent the entire CIS process. Article Taken From: news.sciencemag.org/2012/05/gamma-ray-bending-opens-new-door-optics 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

Vocabulary Front-loading
Independently, identify/highlight/underline words that are unfamiliar to you. On your handout please identify, highlight, underline words that are unfamiliar to you. Skim the reading. Department of Mathematics and Science

Refractive Index Refractive index (n) - A measure of how much bending (refracting) takes place when light travels through a material. A refractive index of 1 means no bending occurs, the farther away from 1, the more bending occurs Explain Department of Mathematics and Science

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.

Participants should figure the meaning of these vocabulary words through context.

Text Marking Text-marking
F – this section of text shows a fact relevant to gamma-ray applications in optics O – this section of text shows an opinion relevant to gamma-ray applications in optics H – this section of text shows a hypothesis E – this section of text shows a piece of evidence C – this section of texts shows a claim based on evidence Elaborate Reading #2 Text-marking F – this section of text shows a fact relevant to gamma-ray applications in optics O – this section of text shows an opinion relevant to gamma-ray applications in optics H – this section of text shows a hypothesis E – this section of text shows a piece of evidence C – this section of texts shows a claim based on evidence 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. After text marking: In small groups, compare and discuss differences in text coding. Support your suggested answers from the text.

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. 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 with video
Handout First Draft Written Response to Essential Question Using evidence from the text, support a decision to the following question: should gamma-rays be used in everyday applications? Irratiated food: Is a Mango Exposed to Gamma Rays Safe to Eat? – NBC Learn Elaborate: Irratiated food: Is a Mango Exposed to Gamma Rays Safe to Eat? – NBC Learn 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. Ask groups to come to consensus on which category is the most impactful according to the support from the text. 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 Fact Opinion Hypothesis Evidence Claim Elaborate 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. Elaborate 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, should gamma-rays be used in everyday applications? How does the use of gamma-ray energy impact society? Elaborate Department of Mathematics and Science

Summative Assessment Evaluate Department of Mathematics and Science

Identify and indicate the effectiveness of the…
Engage Explore Explain Elaborate Evaluate This is an evaluation of the lesson plan. 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 Evaluate Here is a reading common core standard. How did we implement this benchmark into today’s lesson? Department of Mathematics and Science

Common Core Benchmarks Implemented
CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Evaluate Here is a mathematics common core standard. How did we implement this benchmark into today’s lesson? Energy is a quantity that is conserved. As in the Law of Conservation of energy: In transformations, all energy transfers. Some transformation results in heat. E (-) alternate energy form + heat Curriculum and Instruction

What FCAT Level Would We Be?
A look at Achievement Level Descriptions Evaluate Found on the science website, under instructional resources. FCAT 2.0 Achievement Level Descriptions Achievement Level Descriptions (ALDs) outline the specific student expectations at each grade and subject for each of the five Achievement Levels. The content of each statewide assessment is organized by reporting categories that are used for test design, scoring, and reporting purposes, and the ALDs express what students at each Achievement Level know and can do for each reporting category. Can we connect support achievement with reading and mathematics? Department of Mathematics and Science

Evaluate the transformation of energy.
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY… Ach Level Specific Physical Science Student Expectations Excerpt Level 5 Analyze the transformation f energy from one form to another; differentiate potential from kinetic energy; evaluate evidence that supports of the Law of Conservation of Energy. Level 4 Evaluate the transformation of energy. Level 3 Identify the transformation of energy from one form to another; compare potential and kinetic energy; identify examples of the Law of Conservation of Energy. Level 2 Identify examples of energy that has been transformed from one to another; recognize that there is a difference between potential and kinetic energy. Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for 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 Conclusion 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 January 2013 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 Conclusion January 2013 Department of Mathematics and Science

Successful Strategies to Use
January 2013 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 Conclusion 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.

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.

Lab Rotation Density Driven Fluids (Essential Lab) What’s the frequency, ROY G BIV? (adopted from NASA) 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

Session Outcomes Are you 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 Conclusion Department of Mathematics and Science

Reflection Today I learned ………………………. 2. Questions I still have……………….
Slip Reflection Today I learned ………………………. 2. Questions I still have………………. 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

Instructional Supervisor
Science Department Dr. Ava 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: Conclusion Department of Mathematics and Science

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