1. Steven Hankins Science Educator/Data Manager Country Club Middle School Department of Mathematics and Science

2. Day Three Agenda 2 Department of Mathematics and Science 5e Lesson on Life Science Planning for Assignment/Resource Collection Essential Lab Rotation Gallery Walk-Through

3. 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

4. Science Department Website Overview Department of Mathematics and Science

6. 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

7. NORMS L ift expectations E veryone is a learner A sk Questions and actively participate R eserve Judgment N etwork responsible Curriculum and Instruction

8. 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, CIS Evaluate: formative and summative by benchmark Department of Mathematics and Science

9. Engage: How are cells different? Benchmark: SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. AA (Cognitive Complexity: Moderate). Department of Mathematics and Science

10. Essential Lab: Cell City How are cells different? Department of Mathematics and Science

11. How are cells different? www.ExploreLearning.com-Gizmos www.ExploreLearning.com 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. Writing Rubric Department of Mathematics and Science

14. How are cells different? Whole Class Claim – Evidence – Reasoning – Department of Mathematics and Science

15. How are cells different? Example Claim - Evidence – Reasoning – Department of Mathematics and Science

17. 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) 17

18. 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 18

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

20. An Integrated System – at All Levels 20 State District School Grade Classroom Student Subgroup Student

21. 21 Statutory Goals (1008.31) 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 www.floridafoil.com/wp-content

22. 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 201322 Department of Mathematics and Science

23. Common Core Benchmarks in the Science Curriculum

24. 24 Handout

25. Activate Prior Knowledge! 25 Hook Question: How can “Zombie” cells affect society? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using “Zombie” cell technology? 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

26. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you. re·frac·to·ry (r-frkt-r) adj. 1. Obstinately resistant to authority or control. See Synonyms at unruly. 2. Difficult to melt or work; resistant to heat: a refractory material such as silica.

27. Curriculum and Instruction

28. Pearson Digital Content Reading Coach

29. Huffington Post

30. Vocabulary Front-loading 30 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.

31. Vocabulary Front-loading 31

32. Close Read Article 32 + -this section of text shows a positive impact of the Cell Technology on society or the individual – - this section of text shows a negative impact of the Cell Technology on society or the individual P – this section of text shows a problem S – this section of text shows a solution

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

34. Directed Note-Taking with video 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 Nano cell technology? 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.

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 conducting Nano Cell Technology? How does scientific research impact society? 37

38. FCAT Explorer Department of Mathematics and Science

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

40. 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

41. Common Core Math Benchmarks Implemented Represent and analyze quantitative relationships between dependent and independent variables. Construct viable arguments and critique the reasoning of others. MACC.68.MP3 Model with mathematics. MACC.68.MP4 Use appropriate tools strategically. MACC.68.MP5 Attend to precision. MACC.68.MP6 Look for and make use of structure. MACC.6.EE.C9 Department of Mathematics and Science

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

43. GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO: analyze a model of the major organelles of plant cells and animal cells and relate the function of each organelle … Ach LevelSpecific 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 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 ; 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 ; determine genotypic and phenotypic probabilities using Punnett squares ; compare sexual and asexual reproduction and how they relate to heredity; Level 2 recognize that genetic material is contained in DNA ; identify the difference between sexual and asexual reproduction; Level 1Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

44. Curriculum and Instruction Department of Mathematics and Science

45. Good Science Instruction January 201345 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

46. Good Science Instruction (Cont……) January 201346 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

47. S UCCESSFUL S TRATEGIES TO U SE 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 January 2013 47

48. Session Outcomes Are you able to: – Describe M-DCPS 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

49. 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

50. Science Department 50 Dr. Ava Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn District Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone District Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist TBA Curriculum Support Specialist Ms. Keisha Kidd Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Mathematics and Science

51. Slip Reflection 1. Today I learned ………………………. 2.Questions I still have………………. 3.How can Common Core be used in my classroom? Department of Mathematics and Science