1. Kerlyn Prada Middle School Science Educator Ruth K. Broad Bay Harbor K-8 Center Kirk Nieveen Science Curriculum Support Specialist Department of Mathematics and Science

2. 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

3. Day Two Agenda 3 Department of Mathematics and Science Norms Ice Breaker 5 E’s Lesson (floating break) Lunch (11:15-12:15) Lab Rotations Computer Lab (1:15-2:15) Lesson Plan Writing

4. Norms L ift expectations E veryone is a Learner A sk Questions and actively participate R eserve judgment N etwork responsibly Department of Mathematics and Science

5. Science Department Website Overview Department of Mathematics and Science

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

8. Making Bubbles: How is energy and matter transferred between you and the environment? Inflate one balloon with your breath and one balloon with the pump to the same circumference. Use the balloons to make bubbles through the straws in cup A and cup B Observe the change in color in each cup Department of Mathematics and Science

9. Essential Lab Department of Mathematics and Science

10. NSTA Formative Assessment Probe Page Keeley digital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools Department of Mathematics and Science Benchmark SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment Assessed as SC.8.L.18.4 (High) SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy AA (DOK High) SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land AA (DOK High)

11. ExploreLearning GIZMO Department of Mathematics and Science

12. 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

13. How is energy and matter transferred within the carbon cycle? Claim Evidence Reasoning

14. 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 Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS Phase 1 (2011-2012) Phase 2 (2012-2013) Phase 3 (2013-2014) Phase 4 (2014-2015) 14

15. Department of Mathematics and Science

16. 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 16

17. Current Statistics http://www.achieve.org/Florida

18. 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 January 201318 Department of Mathematics and Science

19. Common Core Benchmarks in the Science Curriculum

20. 20 Handout

21. Activate Prior Knowledge! 21 Hook Question: How can icebergs help with global warming? Predictive Written Response to Complex Text-Based Question: What are some ways that living organisms affect their environment? 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

22. Organelles Definition of organelles (n) Department of Mathematics and Science a specialized part of a cell having some specific function; a cell organ.

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

24. Pearson Digital Content Reading Coach

25. Science News for Kids

26. Vocabulary Front-loading 26 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.

27. Vocabulary Front-loading 27 Para- gragh # Academic or Discippline Specific Vocabulary Word part or context Para- gragh # Academic or Discippline Specific Vocabulary Word part or context 1Extend- 100 feet above water context1Deposit-in the watercontext 4Biological- bio means life Word part

28. Text Marking 28 C – this section of text shows a cause E – this section of text shows an effect C E C E

29. Directed Note-Taking 29

30. Directed Note-Taking 30 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. Handout Guiding Question: Using evidence from the text and video clip, why is it important to consider the cause and effects on society/individuals, when evaluating the roles of the environment and organisms in the climate cycle? Paragraph #/ Source NoteC- CauseE-Effect 1Icebergs around Antartica deposit iron in the water X 1Iron acts like a vitamin, boosting the growth of tiny plants and algae X 2Growing plants and algae are at the bottom of the food chain X 2Gobbled up by slightly bigger critters X

31. Directed Note-Taking with video First Draft Written Response to Essential Question Using evidence from the text and video clip, why is it important to consider the cause and effects on society/individuals, when evaluating the roles of the environment and organisms in the “climate cycle”? 31 Handout

32. 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 1)Count number of groups that selected each category. 2)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)

33. 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. 33 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. Question Generation: How icebergs can further help with climate change Paragraph #/ Source Note CauseEffect 1What else are icebergs hiding that we have yet to discover? X 2How does iron act as a vitamin to all these living organisms? X 4What other biological communities are in other icebergs in other parts of the world? X

34. 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 considering climate change? How does scientific research impact society? 34 Department of Mathematics and Science

35. Summative Assessment Department of Mathematics and Science Benchmark SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment Assessed as SC.8.L.18.4 (High) SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy AA (DOK High) SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land AA (DOK High)

36. Summative Assessment Department of Mathematics and Science

37. Summative Assessment Department of Mathematics and Science

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

39. 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

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

41. GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO … Ach LevelSpecific Life Science Student Expectations Excerpt Level 5  analyze models that show the transfer of matter in the carbon cycle. Level 4  interpret how matter is transferred in the carbon cycle. Level 3  relate how matter is transferred in the carbon cycle. Level 2  recognize that matter is transferred in the carbon cycle. Department of Mathematics and Science

42. 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

43. 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

44. SUCCESSFUL STRATEGIES TO USE The 5 E’s HOT Questions (Web’s Depth of Knowledge) Inquiry Hands-On Activities/Labs Demonstrations Virtual Labs Notebooks Graphic Organizers Models & Visuals Cooperative Learning Think-Pair-Share Jigsaw Centers / Stations Internet / Video Differentiated Instruction strategies Department of Mathematics and Science

45. Lab Rotations – Topic 6: Conservation of Mass (Essential Lab) – Topic 7: Predicting Rates of Solubility – Topic 8: Cellular Respiration – Topic 9: Carbon Cycle Station Game

46. Session Outcomes Are you able to: – Describe M-DCPS life science instructional resources that support science teaching and learning – Identify how M-DCPS incorporates Mathematics and Language Arts Common Core Standards for effective science teaching and learning Department of Mathematics and Science

47. 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. to https://sites.google.com/site/dcstaonline/stem-conference Go to https://sites.google.com/site/dcstaonline/stem-conferencehttps://sites.google.com/site/dcstaonline/stem-conference

48. Slip Reflection 1. Today I learned ………………………. 2. Questions I still have………………. Department of Mathematics and Science Instructor: Kerlyn Prada

49. Science Department 49 Dr. Ava D. Rosales, Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Instructional Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist Ms. Keisha Kidd Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Mathematics and Science