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

3. 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 Department of Mathematics and Science

4. Day One Agenda 4 Department of Mathematics and Science Norms Ice Breaker 5 E’s Lesson (break) Lunch (11:15-12:15) Lab Rotations Computer Lab (1:15-2:15) Lesson Plan Writing

5. 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

6. Science Department Website Overview Department of Mathematics and Science

8. 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

9. What does effective science instruction look like? Department of Mathematics and Science

10. 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

11. Unknown Pouches: Can you identify an unknown substance? Pin a numbered felt pouch to your shoulder. As you walk around, introduce yourself to your current partner. Using the your observational skills (no tasting), identify the unknown object in the pouch by its physical properties. Use at least one of the following terms in description: density, thermal conductivity, electrical conductivity, solubility, magnetic, melting point or boiling point Department of Mathematics and Science

12. Essential Lab Department of Mathematics and Science

13. 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.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. Magnets in Water (v4)

14. ExploreLearning GIZMO Department of Mathematics and Science

15. Claim, Evidence, Reasoning Department of Mathematics and Science

16. Claim, Evidence, Reasoning Department of Mathematics and Science Source: Edutopia.org

17. 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

18. Can you identify an unknown substance? Claim Evidence Reasoning

19. 19 Department of Mathematics and Science

20. 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

21. Common Core Benchmarks in the Science Curriculum

22. 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

23. 23 Handout

24. Activate Prior Knowledge! 24 Hook Question: How can the physical properties of a substance help scientists solve a real world problem? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using physical properties to solve a real world problem? 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

25. Surfactant Definition of Surfactant (n)Definition of Surfactant (n): Surface active agent A substance that helps other liquids combine Department of Mathematics and Science

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

27. Pearson Digital Content Reading Coach P 1 P 2 P 3

28. Science News for Kids By Stephen Ornes September 13, 2013

29. 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.

30. Vocabulary Front-loading Para- gragh # Academic or Discippline Specific Vocabulary Word part or context Para- gragh # Academic or Discipline Specific Vocabulary Word part or context 1 Surfactant: a chemical that brings two things together Context6Mesh: netContext 1 Sieve: my mom uses a sieve to separate flour when baking - - it is a mesh-like device Word part 6 Repels: resist or keep off (one of the chemicals loves water, the other repels oil) Context

31. Directed Note-Taking Guiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of using physical properties of this filter to solve real world problems?

32. Text Marking + -this section of text shows a positive impact on society or the individual – - this section of text shows a negative impact on society or the individual P – this section of text shows a problem S – this section of text shows a solution P S + -

33. Directed Note-Taking 33 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, What are some positive and negative consequences of using physical properties of this filter to solve real world problems? Paragraph #/ Source Note + impact on society or individual - impact on society or individual ProblemSolution 1 Once blended, oil and water become tough to pull apart XX 1 Using a chemical called a surfactant as a new type of sieve XX video film indicated that beeswax makes lip gloss more solid XX videofilm indicated that shea butter and castor oil make lip gloss smooth and shiny XX

34. Directed Note-Taking with video First Draft Written Response to Essential Question Using evidence from the text and video, why is it important to consider the positive and negative impacts on society/individuals, when using physical properties to solve a real world problem? 34 Handout

35. 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 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)

36. 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. 36 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 using chemicals to solve a real world problem Paragraph #/ Source Note + impact on society or individual - impact on society or individual ProblemSolution 1 Will the surfactant chemical be harmful if used to clean up oil spills in the ocean? XX 2 Will using the surfactant chemical to clean water treatment plants be harmful to humans or any other living things? XX 2 What will be the cost for using the surfactant chemical for large disasters? XX 4How much can we save by using less energy than other filters? XX

37. 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 using physical properties to solve real-world problems? How does scientific research impact society? 37 Department of Mathematics and Science

38. Summative Assessment Department of Mathematics and Science Benchmark SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.

39. Summative Assessment Department of Mathematics and Science Benchmark SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.

40. Summative Assessment Department of Mathematics and Science Benchmark SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.

41. Summative Assessment Department of Mathematics and Science Benchmark SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.

42. Summative Assessment Department of Mathematics and Science Benchmark SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.

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

44. 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

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

46. 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 LevelSpecific Physical Science Student Expectations Excerpt Level 5 o classify and compare substances using data, observations, and measurable physical properties. o calculate and analyze the densities of various materials using data. Level 4 o classify and compare substances based on their measurable physical properties. o calculate and evaluate the densities of various materials. Level 3 o classify and compare substances based on their measurable physical properties. o calculate and evaluate the densities of various materials. Level 2 o identify some substances based on their measurable physical properties. o compare the densities of various materials. Department of Mathematics and Science

47. 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 Department of Mathematics and Science

48. 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

49. 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

50. Lab Rotations – Topic 1: Triple Beam Balance Lab – Topic 2: Density of Rocks or Density Cubes (Essential Labs) – Topic 3: Melting Ice – Topic 4: Making Atoms Come to Life

51. Session Outcomes Department of Mathematics and Science – 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

52. 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

53. Slip Reflection 1. Today I learned ………………………. 2. Questions I still have………………. Department of Mathematics and Science

54. Science Department 54 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. Dane Jaber 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