1. Yoly McCarthy Instrucitonal Supervisor Dane Jaber Curriculum Support Specialist Department of Mathematics and Science

2. Today’s Agenda 2 Department of Mathematics and Science Introductions NORMS 5E Lesson Modeling on Earth Science Computer Planning/Gathering Resources for Earth Science 5e Lesson Plan Additional inquiry lab for Earth Science Complete a 5E Lesson (Groupwork)

3. Name Tent  Use blank sheet of paper to make a name tent to include:  Your name  School name  Sketch of how you perceive your role Department of Mathematics and Science

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. Session Outcomes Participants will be able to: – Incorporate M-DCPS Earth/Space 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

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

7. Science Department Website Overview Department of Mathematics and Science

9. General Information Common Core Mathematics and Language Arts literacy benchmarks aligned in District Pacing Guides Achievement Level Descriptions 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? Department of Mathematics and Science

11. What does effective science instruction look like? Engage – Question, discussion, activity, uncover ideas (Discovery, PBS Learning, and 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. Today’s Essential Question How is dirt relevant to your life? Department of Mathematics and Science

13. Lab Roles Department of Mathematics and Science

14. Essential Lab: Modeling Greenhouse effect Department of Mathematics and Science

15. NSTA Formative Assessment Probe Page Keeley How is dirt relevant to your life? Benchmark: SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate Assessed as SC.6.E.7.4 SC.6.E.7. 5 (Cognitive Complexity: Moderate) Explain how energy from the sun influences global patterns of atmospheric movement and the temperature differences between air, water and land. (also asses: SC.6.E.7.1.). Department of Mathematics and Science

16. How does water move ? www.ExploreLearning.com-Gizmos www.ExploreLearning.com Department of Mathematics and Science Coastal Winds and Clouds

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. Curriculum and Instruction

19. Writing Rubric Department of Mathematics and Science

20. How is dirt relevant to your life? Claim – Evidence – Reasoning – Department of Mathematics and Science

21. 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) 21

22. 22 Handout

23. Common Core Benchmarks in the Science Curriculum Department of Mathematics and Science

24. 24 Handout

25. 25 Department of Mathematics and Science

26. 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 201326 Department of Mathematics and Science

27. Comprehension Instructional Sequence 27 Hook Question: How do humans influence the movement of water? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences when humans influence the movement of water? Vocabulary Front-Loading (Pre-reading text) 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) Student Question Generation (Reading 3) First draft written response to essential question: How does water move through the water cycle ?

28. Human Impact on Water Cycle Definition of Infrastructure (n)Definition of Infrastructure (n): Physical organization structures in a city to allow for the entire city to function as a system. Examples: Road, public water, drainage, sewer, electrical, and telecommunication systems all contribute to the functioning of the entire city system. Department of Mathematics and Science

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

30. Expository Writing Handout

31. Huffington Post Handout

32. Vocabulary Front-loading 32 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.

33. Vocabulary Front-loading 33 Handout

34. Reading 1: Text Marking and Discussion 34 + -this section of text shows a positive impact of infrastructure on society or the individual – - this section of text shows a negative impact infrastructure on society or the individual P – this section of text shows a problem S – this section of text shows a solution If students are exposed to close reading yearly, by the time they get to high school they will be better prepared to handle complex texts.

35. Reading 2: Note-Taking & Discussion 35 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.

36. Directed Note-Taking with video on Climate Change 36 First Draft Written Response to Essential Question: Using evidence from the text, why is it important to identify problems and develop solutions, when studying the flow of water? Why is it important to understand how water moves through the spheres of the earth?

37. 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)

38. Reading 3: 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. 38 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.

39. 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 society affect the way water moves to avoid negative impact on the environment? 39 Department of Mathematics and Science

40. Summative Assessment Department of Mathematics and Science

41. Lunch time! See you in an hour, ready to work. 60 minutes… … Yes I have a timer.

42. Tech-Time

43. Erosion Inquiry Task Guiding Question: What geological and hydrological features (or processes) of an area may lead to unstable housing foundations? Your goal: Design and conduct an experiment using a model for erosion to determine the impact of a specific geological or hydrological feature (or process).

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

45. 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

46. 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

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

48. GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO … Analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land … Ach Level Specific Earth Science Student Expectations Excerpt Level 5 Differentiate and analyze interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Analyze the composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet Analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Differentiate convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 4 Differentiate interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Relate the composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet Evaluate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 3 Recognize relationships among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Identify the composition and structure of the atmosphere and how the atmosphere protects life and insulates the planet Relate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Evaluate the cause of different global patterns of atmospheric movement and temperature differences between air, water, and land Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 2 Identify some interactions among Earth’s sphere Identify that the cycling of water influences both weather and climate Recognize that the atmosphere protects life and insulates the planet Recognize that the Sun influences temperature difference between air, water, and land Level 1Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for earth science.

49. Department of Mathematics and Science 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

50. 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 – Plan for rigorous instruction Using 5e model. Department of Mathematics and Science

51. Your Assignment Create a 5e lesson plan using any of the labs in the first quarter. Explore the essential labs, then gather resources from pacing guides, Explore Learning, FCAT Explorer to make your lesson. Work in groups to develop the lesson, but everyone has to turn in their own 5e lesson plan. Department of Mathematics and Science

52. Suggested Resources for Your Lesson: Essential Lab Pearson quick labs and inquiry warm-ups One engaging activity Page Keeley Formative Assessment Probe Gizmo Final Assessment questions from FCAT explorer or another source Videos: NBC Learn, Discovery, Pearson, or PBS Department of Mathematics and Science

53. 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

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

55. Science Department 55 Dr. Ava 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 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