presented by dr. ava d. rosales, instructional supervisor mr. eddie bonet, curriculum support...

Presented by

Dr. Ava D. Rosales, Instructional SupervisorMr. Eddie Bonet, Curriculum Support Specialist

November 8, 201104/21/23 1M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Make a Name Tent and include:

•NAME•SCHOOL•One “aha” (eye-opening) moment that resulted from the Interim assessment

Source: Wordle.net

Model the importance of Planning

Facilitate movement from Engage to Explain in the 5-Es

Develop quality questioning techniques

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Participate ActivelyAsk questionsLearn by doingSet your own learning into action

Bathroom and Electronic Devices

A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSEPartnership to Rejuvenate and Optimize Mathematics and Science Education

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Just as an actor focuses on his script and a musician on the

score, so must a teacher focus on a lesson plan.

Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21

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Why have lesson plans?

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To help teacher organize thoughts and materials needed for lesson (learning activity, teaching strategy, and assessment instrument).

To ensure that teacher actually teaches the required curriculum (including standards required by law).

To assist the teacher to become a more reflective decision maker.

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The quality of the lessons you deliver is the essence of

teaching.

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The best lessons contain a clear purpose, actively engage the

students, cater to various learning styles, and challenge the students

with higher level questions.

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There are three levels of lesson planning:

Long-term planning

Short-term planning

Daily planning

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Subject content

Reading in the content area

Curriculum mapping

Integration of multiple subject areas

What do you want students to know when they complete the day, semester, or year lesson(s)?

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Science teachers also need to know how to plan for:

Laboratory activities

Teaching controversial issues such as evolution

Lab safety

The use of science-specific graphic organizers.

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How you teach is also an important consideration when planning.

Teachers tend to teach the way they were taught.

Different students learn different topics in different ways, so it is important to include a mix of teaching techniques in your lesson plans.

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How were you taught?

How do you think you

learn best?

What are some other instructional strategies that might have been used?

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Direct instruction

Cooperative learning groups

Inquiry (structured, guided, open)

Peer teaching

Concept maps / mindmaps

Learning centers

Problem / community based

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Some of most effective science lessons are based on inquiry learning, where the locus of control shifts from the teacher to the students.

Inquiry lessons lie on a continuum from structured to free.

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A real-world problem provides context and motivation for students to learn scientific content.

Learning is shaped by the student (inquiry) while the teacher acts as a guide, helping with content and metacognitive skills

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Cooperative groups can contribute to better comprehension, higher scores and higher satisfaction.

Group lessons must be well organized to be effective.

Group work is not simply an excuse for the teacher to do something else.

2004/21/23M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Cooperative learning Peer response Think-pair-share Discussion circles Paired problem solving Reciprocal teaching Jigsaw


Random—numbering off, matching pictures, etc

Purposeful—using set criteria, i.e., high/low achievers, male/female, etc.

Studies have shown that diverse groups are best. It is also a good idea not to keep the same groups repeatedly.


Materials Manager (MM) The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.

Roles and responsibilities:

The only person allowed to be out of their seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area

Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.


Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time

Assists the MM as needed.

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.


Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.


Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up


Leader / recorder / speaker / materials (go-getter)

Facilitator / recorder / reporter / data processor

Other group roles may include tasks such as timer, illustrator and so on.

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M-DCPS Division of Mathematics, Science and Advanced Academic

Programs

Remember, there is no “magic” new instructional method that will work in every situation.

Incorporate a variety of teaching methods into your lessons.


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expectumf.umf.maine.edu


Programs

Intelligence Teaching ExampleBodily-Kinesthetic act out the movement of the solar system as a

class

Interpersonal work in research teams to solve a problem

Verbal-Linguistic write a story about a cell in your bloodstream

Logical-Mathematical

collect and analyze data from an experiment

Naturalistic grow plants in various places in and out of the classroom

Intrapersonal write about which animal you would like to be, how you would live, and why

Spatial draw what you see under a microscope

Musical observe sound waves of sand on a drum

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Programs

Short-term or unit plans: Expand on one curriculum topic.

Developmentally sequence the topics of the unit.

Include content, teaching strategies, and assessment instruments.

Reflect the Next Generation Sunshine States Standards - Big Ideas and Benchmarks.

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Programs

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Pacing GuideSAMPLE UNIT PLAN

M-DCPS Division of Mathematics, Science and Advanced Academic Programs

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

Curriculum and Instruction - Science Page 1 of 1

BODY OF KNOWLEDGE: P: Physical Science TOPIC VI: Chemical Properties and Changes of Matter

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJ ECTIVES INSTRUCTIONAL TOOLS

Big Idea 8: Properties of Matter SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. AA (D.O.K: Low) SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances. Assessed as SC.8. P.8.5 (D.O.K: Moderate) SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Assessed as SC.8. P.8.5 (D.O.K: Moderate) SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8. P.8.5 (D.O.K: Moderate)

Big Idea 9: Changes in Matter SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Assessed as SC.8.P.9.2 (D.O.K: High) SC.8.P.9.2 Differentiate between physical changes and chemical changes. AA (D.O.K: Moderate) SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. Assessed as SC.8.P.9.2 (D.O.K: High)

Big Idea 1: The Practice of Science SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. AA (D.O.K: High) SC.8.N.1.2 Design and conduct a study using repeated trials and replication. Assessed as SC.7.N.1.2 (D.O.K: Moderate) SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence changes of matter. Assessed as SC.6.N.2.2 (D.O.K: Moderate)

A. Compounds 1. Acids

a. pH b. . Examples

2. Bases

a. pH b. b. Examples

3. Salts

B. Mixtures and Solutions

1. Similarities 2. Differences

C. Chemical Changes

1. Indicators 2. Examples 3. Temperature Effects 4. Similarities and Differences

to Physical Changes 5. Conservation of Mass

Differentiate among pure substances, mixtures, and solutions.

Describe how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things.

Compare, contrast, and classify the properties of compounds, including acids and bases.

Explain the pH scale.

Determine the pH of common substances.

Identify common examples of acids, bases, and salts.

Identify mixtures and solutions that include components of different states of matter (e.g., gas dissolved in liquid).

Classify changes in matter as chemical or physical.

Investigate chemical changes and describe indicators that signify a chemical change has taken place.

Identify examples of chemical changes.

Investigate and describe the effect of temperature on chemical changes.

Compare and contrast physical and chemical changes.

Demonstrate that mass is conserved in ordinary chemical reactions.

Describe the motion of particles in solids, liquids, and/or gases.

Distinguish between exothermic and endothermic reactions.

Core Text Book: Pearson Interactive Science Florida Ch 8.3 ; Ch. 9.2 – 9.3; Ch. 10; Ch. 11 and Ch. 12 Vocabulary: homogeneous, heterogeneous, element, compound, mixture, solution, acid, base, indicator, salt, precipitate, reversible, endothermic, exothermic, temperature, chemical property, physical property, chemical reaction, chemical change, reactant, product, physical change, chemical formula, subscript, coefficient, pH, acidity, basicity, theory, model, conservation of mass Technology: Pearson: My science online 1. GIZMOs: Temperature and Particle Motion; pH Analysis; pH

Analysis: Quad Color Indicator ; Freezing Point of Salt Water 2. Chemical versus Physical Properties and Changes Strategies: KWL, 5 E model, cooperative groups, re-teaching, CRISS, demonstrations, student centered, JASON (see p. 2) o ELL: o Enrichment: o SPED: Assessment: Formal/Authentic; Oral assessment, free form or concept map, Formative Assessment The Rusty Nails (V ), Earth’s Mass (V3), Lemonade (V1), Sugar Water (V4) Labs: 1. TX LabZone Quick lab: Ch. 8-Physical and Chemical

Changes; Ch. 10 –Sharing Electrons; Ph One Home; Ch 11 - Separating Mixtures; Scattered Light; Predicting Rates of Solubility; Ch. 12 -Observing change; Is Matter Conserved?

2. TX LabZone Lab: Speedy Solutions (Ch.11) 3. Change Matters (EL) 2. Chemical Change in a Bag (EL) 3. Law of Conservation of Matter 4. SMILE Program Chemistry Index 5. Acids and Bases Lesson Plans 6. Acid-Base Tea Party (Demo) 7. Properties of Mixtures and Solutions 8. Conservation of Matter and Balancing Chemical

Related Program: Science Fair

Pacing Date(s) Traditional 12 days 10-31-11 to 11-16-11

Block 6 days 10-31-11 to 11-16-11

Developing an Effective Daily Lesson Plan

Plan for conceptual understanding.

Use discovery, collaborative, and inquiry learning.

Use authentic assessment that evaluates what you taught.


The 5 Es model is an instructional model based on the constructivist approach to learning.

The 5 Es allows students and teachers to:

experience common activities use and build on prior knowledge and experience construct meaning continually assess students’ conceptual understanding


Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy


Questions to Stimulate Student Thinkingand Accountable Talk

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Programs 33

QUESTIONS TO STIMULATE STUDENT THINKING

AND ACCOUNTABLE TALK

To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions.

Florida Curriculum Framework, p. 146

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Helping students work together to make sense of mathematics or science:

"What do others think about what Sam said?"

"Do you agree? Disagree?"

"Does anyone have the same answer but a different way to explain it?"

"Would you ask the rest of the class that question?"

"Do you understand what they are saying?"

"Can you convince the rest of us that makes sense?"



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Helping students to rely more on themselves to determine whether something is correct:

"Why do you think that?"

"Why is that true?"

"How did you reach that conclusion?"

"Does that make sense?“

"Can you make a model to show that?"


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Helping students learn to reason:

"Does that always work?"

"Is that true of a counter example?"

"How would you support/demonstrate that?"

"What assumptions are you making?"



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Helping students learn to conjecture, invent, and solve problems:

"What would happen if...?"

"Do you see a pattern?"

"What are some possibilities here?"

"Can you predict the next one? What about the last one?"

"How did you approach the problem?"

"What decision do you think he should make?"

"What is alike and what is different about your method of solution and hers?"



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Helping students to make connections within the content, between content areas, and to the real world

"How does this relate to...?"

"What ideas that we have learned before were useful in solving the problem?"

"Have we ever solved a problem like this one before?"

"What uses of mathematics [science] did you find on the news/Internet/television last night?"

"Can you give me an example of ... in the real world?"



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REMEMBERQuestions drive the

inquiry process.

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What’s the difference between a

fish and a submarine?One has lettuce and tomato and one has

tarter sauce!

WHAT ARE THEY THINKING?

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Using FCAT 2.0 Test Item Specs Pacing Guide Question Stem Worksheet

Benchmarks: SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 SC.8.P.9.2 (AA); SC.8.P.8.1; SC.8.P.8.5 (AA) SC.8.P.9.1; SC.8.P.9.3 SC.8.L.18.4; SC.8.L.18.1; SC.8.L.18.2;

SC.8.L.18.4;


How will students’ interest be captured?

Make connections between what has been learned and what will be learned

Focus student thinking

Mental engagement



What exploration experience will be used?

Provide common base of experiences

Identify and develop current concepts, processes, and skills through exploration of environment, materials, tools, etc.



Is a New Substance Formed? (Inquiry Warm-up)

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How will students communicate the results of

their explorations?

Focus on particular aspects of the engagement and exploration

Students communicate conceptual understanding and demonstrate skills

Introduction of common language base



Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game)

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Programs

EXPLORE: INQUIRY: HANDS-ON/MINDS-ON Is a New Substance Formed? (Inquiry

Warm-up)

Law of Conservation of Matter (CPALMS)

Are You Part of a Cycle? (Warm-up)

Following Water (Quick Lab)

Chapter 13 (Warm-up/Quick Lab Cluster)

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THE 5E MODEL – ONE EFFECTIVE APPROACH

How will students communicate the results of

their explorations?

Focus on particular aspects of the engagement and exploration

Students communicate conceptual understanding and demonstrate skills

Introduction of common language base


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How will students apply their knowledge to a new

situation?

Challenge and extend conceptual understanding

Practice skills and behaviors

Development of deeper and broader understanding



How will students demonstrate their new

understanding and skills?

Students assess their understanding and abilities

Opportunity for teacher to evaluate student progress toward achieving the educational objectives

Informs future instructional decisions and lesson plans




Assess

Assessment takes

place at eachstage and informs

instructional decision-making.


Instructional materials

Manipulatives Virtual technology

References

Textbooks Websites Journals Colleagues

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Programs

INSTRUCTION

How are wegoing to get themto know it?

CURRICULUMWhat do wewant kids toKnow and be able to do?

ASSESSMENT

How are wegoing to knowthey know it?

Blurring the Boundaries of CIA Creates A FOCUS on the LEARNER

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Programs

Ready…

Aim…

SHOOT!

Photos from worldofstock.com

Curriculum

Assessment

Instruction

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Programs

What Do We Want Kids to Know?Remember: Fair Game Principle and Opportunities to Embed

BOK – Life ScienceBig Idea 18: Matter and Energy Transformations

SC.8.L.18.4 (AA); SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4

BOK – Nature of ScienceBig Idea 1: The Practice of Science

SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 [Fair Game: SC.6.N.1.3; SC.7.N.1.3; SC.7.N.1.4]

BOK – Physical ScienceBig Idea 8: Properties of Matter

SC.8.P.8.5 (AA); SC.8.P.8.1Big Idea 9: Changes in Matter

SC.8.P.9.2 (AA); SC.8.P.9.1; SC.8.P.9.3



Science Grade 8

NGSSS Benchmark Monitoring Tool Click on a button below to go to that specific sheet.

Reading Grade 6 Grade 7 Grade 8

Mathematics Grade 6 Grade 7 Grade 8

How Are We Going to Know They Know It?

Sample problem from 8th grade FCAT Sample Testhttp://fcat.fldoe.org/fcat2/fcatitem.asp#download

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Programs

Ethan is observing chemical and physical properties of a substance. He heats up a substance and observes that the substance turns from a brown solid to a black powder. He refers to several chemistry journals that claim this represents a chemical reaction. From his observation and research, he concludes that the substance goes through a chemical change when heated. How can Ethan best defend his conclusion? A. by demonstrating that the substance will eventually melt if the temperature continues to increase B. by verifying that the substance is now made up of different molecules than before it was heated C. by verifying that the substance is made up of only one type of element D. by demonstrating that the substance is less dense after it is heated

How Are We Going to Teach Them so

They Know It?


Just as no performer enjoys playing the same role day in and day out, so no student enjoys sitting for the same type of lesson every day. It kills initiative and dulls the imagination.

Variety is what makes the learning process, as well as the teaching aspect of that process, a pleasant one.

Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21

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Programs

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Programs

Contact information:

Dr. Ava D. Rosales, Instructional [email protected] 305-995-4537

Mr. Heriberto “ Eddie” Bonet, Curriculum Support Specialist

[email protected] 305-995-3136

presented by dr. ava d. rosales, instructional supervisor mr. eddie bonet, curriculum support...

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