Department of Mathematics and Science

Department of Mathematics and Science
Christine Todd-Gibson 7th Grade Science Teacher Norman S. Edelcup/ Sunny Isles Beach K-8 Kirk Nieveen Science Curriculum Support Specialist

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

Science Department Website Overview
Department of Mathematics and Science

Teachers share and talk about goodies found on the site. 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

Session Outcomes Participants will be able to: Incorporate M-DCPS life 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 Department of Mathematics and Science

AGENDA AM Focus on Elaboration (5E’s) Infusion of CCSS Instructional Strategies FCAT Achievement Level Descriptions PM Online Exploration Hands-On Lab Rotation Development of Individual Lesson Plan Material Lab Material/ Equipment 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

Let’s share Elaboration activities!
Brainstorm within your groups on ways to provide ELABORATION activities related to: Heat Energy transformation Energy conservation Rocks, rock cycle Lithospheric plate movements Fossils Brainstorm within your groups on ways to provide ELABORATION activities related to: Heat Energy transformation Energy conservation Rocks, rock cycle Lithospheric plate movements Fossils Department of Mathematics and Science

Today’s Benchmarks 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. (AA) SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1) Department of Mathematics and Science

Baby Face: What is the probability that my offspring would look like me? Draw/sketch the face of a baby (2 min.) Use at least one of the following terms in an introduction of your baby face: offspring -heredity gene -sexual reproduction trait -asexual reproduction phenotype -chromosome genotype -Punnett Square Day 1– Energy Transformation Day 2- Density Driven Fluid Day 3- Genetics Energy Transformation Engage- Show a video clip. Use engage questions from Essential Lab. 1. What is energy transformation?. Have students identify examples of energy transformations in their daily lives Use vocabulary words from pacing guide. 10 points for each term used correctly Department of Mathematics and Science

Essential Lab Department of Mathematics and Science

NSTA Formative Assessment Probe Page Keeley digital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools Benchmark 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. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees. Department of Mathematics and Science

ExploreLearning GIZMO
Login : mcpsstaff027 password: gizmo 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). Explain 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

Curriculum and Instruction

What is the probability that my offspring will look like me?
Claim – Evidence- Reasoning – Groups work individually to complete Department of Mathematics and Science

What is the probability that my offspring will look like me?
Claim – There is an uncertain probability that my offspring will look like me, depending on the dominant alleles that I possess. Evidence – In the Human Variation Essential lab, only the parent’s traits that were dominant were expressed in the offspring. The recessive trait was only expressed when both parents gave those alleles to their offspring. When the Punnett Square was Reasoning – My offspring will inherit 50 percent of my genes, as a result of sexual reproduction. There are dominant alleles and recessive alleles that determine the traits of an offspring. However, there is an uncertain probability that he/she will look like me because all the traits that are in my genotype are unknown. Although I am able to observe the phenotype, which are those traits that are visible, there are recessive traits that may be hidden by the dominant traits that are expressed. But, I still hope my baby looks like me with my husband’s eyelashes. Department of Mathematics and Science

Curricular Instructional Sequence (CIS)
Department of Mathematics and Science

Pearson Digital Content Reading Coach

Science News for Kids

Activate Prior Knowledge!
Hook Question: How can the science of DNA analysis affect society? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes? 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

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

DNA Definition of DNA (n) DNA [ D N A ] Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms 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.

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.

Text Marking P + -this section of text shows a positive impact of the science of DNA analysis on society or the individual – - this section of text shows a negative impact of the science of DNA analysis on society or the individual P – this section of text shows a problem S – this section of text shows a solution Reading #1 Text-marking P – this section of text shows a positive impact of biotechnology on society or the individual N – this section of text shows a negative impact of biotechnology on society or the individual D – this section of text shows a scientific discovery 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. + S

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, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime? 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 Positive Impact Negative Impact Problem Solution 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. 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, which factor is most likely the primary concern for scientists when conducting DNA analysis? How does scientific research impact society? Department of Mathematics and Science

Service Learning Project Genetic Disorders
Components of Service Learning Academic Need by Organization Service to organization Genetic Disorder (Selection and presentation to class) Contact supporting organization Inquire about needs Provide assistance based on need of the organization Elaboration activity Department of Mathematics and Science

Summative Assessment Benchmark 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. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees. In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea pig with brown hair and a female guinea pig with white hair. F 1 and 2 G 1 and 3 H 2 and 4 J 3 and 4 A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from which two chromosomes? F 1 and 2 G 1 and 3 H 2 and 4 J 3 and 4 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

Common Core Benchmarks Implemented
CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Department of Mathematics and Science

What FCAT Level Would We Be?
A look at Achievement Level Descriptions Evaluate 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

Grade 8 FCAT 2.0 Science Reporting Category ─ Life Science Students performing at the mastery level of this reporting category will be able to …determine probabilities for genotypic and phenotypic combinations… Ach Level Specific Life Science Student Expectations Excerpt Level 5 relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • differentiate sexual and asexual reproduction and how they relate to heredity; Level 4 • compare sexual and asexual reproduction and how they relate to heredity; Level 3 recall that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; Level 2 recognize that genetic material is contained in DNA; • identify the difference between sexual and asexual reproduction; 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 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 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 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 Online exploration 1: 30pm Lab rotation 2:30pm Individual work on lesson plans Department of Mathematics and Science

Lab Rotation Modeling Meiosis Making the Right Call Observing Pistils and Stamens Family Puzzle Modeling Meiosis- In this activity, participants will model the events that occur during meiosis. Making the Right Call- Participants will model the process by which parents pass on alleles to their offspring. Then. you will interpret the results in terms of genotype and phenotype. Observing Pistils and Stamens- In a flower, the pistil produces female sex cells called eggs. The stamens produce pollen, which contains the male sex cells called sperm. The combination of eggs and sperm results in the formation of seeds. Family Puzzle- Joshua and Bella want to know the probability that any future children they have might inherit cystic fibrosis like their son Ian. Use the information in the Case Study to predict this probability. (Punnett squares) Department of Mathematics and Science

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

Session Outcomes Participants will be able to: Incorporate M-DCPS life 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 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 Department of Mathematics and Science

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. Kirk Nieveen Curriculum Support Specialist Ms. Keisha Kidd Ms. Mildred Farber District Administrative Assistant Phone: Here are our District Leaders Department of Mathematics and Science

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