new beginnings secondary science sonia blackstone curriculum department august 11 - 12, 2015

New BeginningsSecondary ScienceSonia Blackstone

Curriculum Department

August 11 - 12, 2015

Lake County Schools

Vision StatementA dynamic, progressive and collaborative learning community embracing change

and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission StatementThe mission of the Lake County Schools is to provide every student with individual opportunities to excel.

We Believe:Education is the foundation for everyone’s future.

Education is a lifelong process.All students can learn.

Students should be civic-minded and embrace future roles in the community.Parents/guardians, community, and schools are partners in a student’s education.

Providing a safe, resource-filled learning environment is essential.Students will graduate prepared for work and postsecondary education.

DateAugust 11th - 12th

Agenda

Gradual Release

• I DO: Explain the structure and purpose of the science blueprints.

• WE DO: Practice using the science blueprints.

• YOU DO: Practice finding, using and explaining science curriculum.

BellworkIntroduce yourself to someone near you and tell them what, where and who you will be teaching.

Learning GoalParticipants will

understand and be able to use the science

blueprints in order to enhance lesson planning

and instruction. Essential Question

How can science blueprints enhance lesson plans and

instruction?StandardsDomain 1: Classroom Strategies and Behaviors.Domain 2: Planning and PreparingDomain 3: Reflecting on Teaching

VocabularyOne Pager

Scope and SequenceBlueprints

Unit End ProductObjective

Participants will be able to understand, find and

use science blueprints as a tool to enhance lesson

planning and instruction.

Ticket Out

HOTS Question

Call To Attention and Community Builder

• Call To Attention: Class – Yes

• Community Builder: 2 Truths and A LieWrite down 2 truths about yourself Write down 1 lie about yourself Share

Learning Goal & Scale

Learning Goal:Participants will be able to

4.0In addition to level 3.0, in-depth inferences and applications that go beyond what was taught.• Create and implement higher level literacy focused, standards-based lesson plans.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success

The participant, without major errors or omissions, will understand and/or be able to:• Use the blueprints as a tool for standards-based, literacy focused lesson planning and instruction. • Understand the importance of reading and writing in standards-based instruction.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

There are no major errors or omissions regarding the simpler details and processes. The participant will be able to:• Understand the structure of the blueprints.• Understand the purpose of the blueprints. • Identify the standards.

1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can:• Access the blueprints through the internet.

0.5 With help, a partial understanding of the score 1.0 content, but not the score of 2.0 content

Score 0 Even with help, no understanding or skill demonstrated.

FCIM – PLC – LESSON STUDY– TEAM CONNECTOR

Science Scope and Sequence and Blueprints

During transcription the DNA base sequence is transcribed into a complimentary mRNA sequence. A codon table like the one shown below lists the amino acids coded for by particular triads of mRNA bases. A segment of DNA has undergone a mutation in which one nucleotide has been changed. The original sequence was ACG and the new sequence is ACA. Use the codon table to determine whether or not this mutation will cause a change in the phenotype of the organism.

A. yes, the phenotype of the organism would change because a new amino acid will be coded for. B. yes, the phenotype of the organism would change because any change in the DNA sequence will cause a change in phenotype. C. Even though the DNA sequence changed, the sequence still codes for the same amino acid, so no change in phenotype will occur. D. It is impossible to determine if a change in phenotype will occur using only the DNA sequence.

What about these questions do you

think students struggled with the

During transcription the DNA base sequence is transcribed into a complimentary mRNA sequence. A codon table like the one shown below lists the amino acids coded for by particular triads of mRNA bases. A segment of DNA has undergone a mutation in which one nucleotide has been changed. The original sequence was ACG and the new sequence is ACA. Use the codon table to determine whether or not this mutation will cause a change in the phenotype of the organism.

A. yes, the phenotype of the organism would change because a new amino acid will be coded for. B. yes, the phenotype of the organism would change because any change in the DNA sequence will cause a change in phenotype. C. Even though the DNA sequence changed, the sequence still codes for the same amino acid, so no change in phenotype will occur. D. It is impossible to determine if a change in phenotype will occur using only the DNA sequence.

Memorization vs. Understanding

• Instructional Practices Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis: Ensuring wide reading from complex text that varies in length.

• Making close reading and rereading of texts central to lessons.

• Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.

• Emphasizing students supporting answers based upon evidence from the text.

• Providing extensive research and writing opportunities (claims and evidence).

• Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010) Asking questions (for science) and defining problems (for engineering).

• Developing and using models. • Planning and carrying out investigations. • Analyzing and interpreting data. • Using mathematics, information and computer

technology, and computational thinking. • Constructing explanations (for science) and

designing solutions (for engineering). • Engaging in argument from evidence. • Obtaining, evaluating, and communicating

information.

Reading Skills in Science

Writing Skills

Speaking and Listening Skills

Based on these standards, why would we need to

change our way of instruction in our science

classrooms?

Our 3 Goals• Standards-based instruction (everything links back to the standards)• A resource for the teacher (not just something they reference but

something they can use)• Capitalize on the literacy standards and embed reading and writing to

enhance understanding

The Unit End Product is an opportunity for authentic text-based academic writing in our discipline.

2015-2016 Science Blueprints

How will this new unit end product

change the way you plan?

Why do we need to write?

One often-overlooked tool for improving students’ reading, as well as their learning from text, is writing. Writing has the

theoretical potential for enhancing reading in three ways. First, reading and writing are both functional activities that

can be combined to accomplish specific goals, such as learning new ideas presented in a text (Fitzgerald and Shanahan,

2000). For instance, writing about information in a science text should facilitate comprehension and learning, as it

provides the reader with a means for recording, connecting, analyzing, personalizing, and manipulating key ideas from

the text. Second, reading and writing are connected, as they draw upon common knowledge and cognitive processes

(Shanahan, 2006). Consequently, improving students’ writing skills should result in improved reading skills. Third,

reading and writing are both communication activities, and writers should gain insight about reading by creating their

own texts (Tierney and Shanahan, 1991), leading to better comprehension of texts produced by others.

Links to text are embedded in the blueprints

Content appropriate and on grade level

Notice that suggested tasks can be a quick activity or span a few days

How can labs, activities, and tasks be opportunities to

focus on the recursive standards?

You don’t have to grade everything!

Formal v. Informal Writing