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

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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. 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

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

11. 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

12. 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

13. 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?

14. 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

15. Developing models of atoms rubric
70-80 = A; = B; = C; = D; Under 40 = F

16. 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.

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

18. Element, Compound, or Mixture?
Gold

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

20. Element, Compound, or Mixture?
Silicon

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

22. 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

23. 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

24. 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.

25. Curriculum and Instruction
Break Time
Curriculum and Instruction

26. 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

27. Handout

28. Department of Mathematics and Science

29. 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

30. Common Core Benchmarks in the Science Curriculum

31. 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

32. 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

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

34. World Heath

35. 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.

36. 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.

37. 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

38. 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

39. 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)

40. 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.

41. 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

42. Lunch Time (60 minutes)

43. 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

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

45. 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

46. 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

47. 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

48. 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

49. Identify and indicate the effectiveness of the…
Engage
Explore
Explain
Elaborate
Evaluate
Department of Mathematics and Science

50. 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

51. What FCAT Level Would We Be?
A look at Achievement Level Descriptions
Department of Mathematics and Science

52. 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

53. 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

54. 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

55. 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

56. 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

57. 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

58. 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

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

60. 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:
Department of Mathematics and Science