science leader dialogue q3 – 4 and common core ava d. rosales, ph. d. instructional supervisor...
TRANSCRIPT
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Science Leader Dialogue
Q3 – 4 and Common CoreAva D. Rosales, Ph. D.
Instructional SupervisorFebruary 2013
Office of Academics and Transformation
Department of Mathematics and Science
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AGENDA
Science Department Website Overview District Instructional Resources
Elements of Good Science Instruction Successful Strategies in Science What Should a Science Classroom Look Like (5Es) Lab Activities: Genetic Variation (EL), GIZMO Common Core State Standards connections Science Best Practices Interim Assessment Data Analysis by Benchmarks
(Progress Monitoring Tool)Further ExplorationsReflection on Instructional Practices
January 2013Department of Mathematics and Science
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Session Outcomes
Participants will be able to: Access science instructional resources to support
science teaching and learning
Support effective science teaching and learning
Develop learning goals
Department of Mathematics and Science
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Science Department Website Overview
Department of Mathematics and Science
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Department of Mathematics and Science
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Upcoming Science Leader information
Achievement Level Descriptions for FCAT 2.0 Science and Biology EOC
NGSS – 2nd /Final draft – released for reviewiCPALMS correlation to the Pacing guides – in
productionState Item Bank - in productionNAEP 2012 – students have problems with
providing evidence and reasoning for claimsInsights: Benchmark instruction with fidelity and
rigor + Students exposed to application of concepts (inquiry, assessments) = Success
Department of Mathematics and Science
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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/JournalsElaborate
Discussion, real-world connections Evaluate: formative and summative by benchmark
Department of Mathematics and Science
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Making Babies
Draw/sketch the face of a baby (2 min.)Use at least one of the following terms in an
introduction of your baby face: offspring -heredity gene -sexual reproduction trait -asexual reproduction phenotype -chromosome genotype -Punnett Square
Department of Mathematics and Science
10 points for each term used correctly
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Essential Lab
Department of Mathematics and Science
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NSTA Formative
Assessment Probe
Page Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and
Middle Schools
Department of Mathematics and Science
Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.
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ExploreLearning GIZMO
Department of Mathematics and Science
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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
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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 need to be established.
Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides
January 2013Department of Mathematics and Science
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Common Core Benchmarks in the Science Curriculum
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HandoutHandout
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Activate Prior Knowledge!16
• Hook Question: How can the science of DNA analysis affect society?
• Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes?
• 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
HandoutHandout
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DNA
Definition of DNA (n) DNA [ D N A ]
• Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms
Department of Mathematics and Science
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Vocabulary Front-loading
Independently, identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
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Pearson Digital Content Reading Coach
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Science News for Kids
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Vocabulary Front-loading
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Vocabulary InstructionDirect 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.
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Vocabulary Front-loading
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Text Marking
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+ -this section of text shows a positive impact of the science of DNA analysis on society or the individual– - this section of text shows a negative impact of the science of DNA analysis on society or the individualP – this section of text shows a problemS – this section of text shows a solution
9.1
Animal CSI or from science lab to crime lab
By Emily Sohn/ March 26, 2008 (http:/ /www.sciencenewsforkids.org/?s=DNA )
Robbery, vandalism, murder: Crimes happen every day. But people aren’t the only victims of illegal activity. Bad guys can also target animals. And since animals can’t tell police officers what they’ve seen, these are some of the toughest cases to solve.
Particularly challenging are the crimes that involve poaching—taking animals from the wild that are protected by law. Poachers can make a lot of money selling meat, tusks, fur, fins, and other parts of protected animals.
Federal inspectors took this suitcase from a traveler passing through Miami’s airport. Inside were poached shark fins and seahorses that NOAA enforcement officers later sent to researchers at Nova Southeastern University in Florida for identification.
R. Horn/Nova Southeastern Univ. Oceanographic Ctr.
Poaching can devastate even large wildlife populations if too many animals are taken in any year or from any area. The problem becomes even more serious when a species is endangered. Then, losing even a few animals can make it harder for the species to survive.
What’s really bad is that poaching creates an unfortunate cycle: As the animals become more rare, their parts become more valuable. So, poachers earn even greater rewards for their collection of protected species.
Now, scientists are helping fight back. Using the genetic material DNA, they are finding ways to clinch hard-to-solve cases involving a wide range of creatures, from elephants to seahorses.
P1
P2
P3
P4
P5
P
S+
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Directed Note-Taking
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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.
HandoutHandout
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Directed Note-Taking
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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.
HandoutHandout
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Directed Note-Takingwith 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 DNA as evidence of a crime?
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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 ImpactNegative ImpactProblemSolution
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)
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Question GenerationPurpose: 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.
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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.
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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 DNA analysis?
How does scientific research impact society?
29Department of Mathematics and Science
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Summative Assessment
Department of Mathematics and Science
F 1 and 2G 1 and 3H 2 and 4J 3 and 4
In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea pig with brown hair and a female guinea pig with white hair.
A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from which two chromosomes?
F 1 and 2G 1 and 3H 2 and 4J 3 and 4
Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.
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Identify and indicate the effectiveness of the…
EngageExplore ExplainElaborateEvaluate
Department of Mathematics and Science
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DISCOVERY EDUCATIONIntroduced in District Pacing Guides 2010Train-the-trainer professional development modelExamples of Digital Media integrated with instructionVideo segmentImagesExplorationSoundSongsVirtual labInteractive GlossaryReading PassageGame Collaborative: My Content
Department of Mathematics and Science
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Cu
rriculu
m a
nd
Instru
ction
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PBS LearningMedia
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What FCAT Level Would We Be?
A look at Achievement Level Descriptions
Department of Mathematics and Science
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GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DETERMINE PROBABILITIES FOR GENOTYPIC AND PHENOTYPIC COMBINATIONS…
Ach Level
Specific 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 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.
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Good Science Instruction
January 2013Department of Mathematics and Science
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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
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•
Good Science Instruction (Cont……)
January 2013Department of Mathematics and Science
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Discovering answers through systematic observations
Asking questions about our surroundingsApplying models to formulate solutions to
questionsLearning to make systematic observations
in order to formulate answers to events that occur in our surrounding
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SUCCESSFUL STRATEGIES TO USE The 5 E’sHOT 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
Jan
ua
ry 20
13
39
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Tracking Deficient Benchmarks
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Retrofitted to FCAT 2.0
Predictability
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Curriculum and Instruction
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Learning Village
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Learning Village
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Progress Monitoring Tool Sample Working Document
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Extended Learning Modules (ELM)
and ETO Resource
LessonsOverview
ELM 1 – 6Presented
December 13, 2012West Miami Middle School
Ava D. Rosales, Ph.D.Instructional Supervisor, ScienceDepartment of Mathematics and ScienceOffice of Academics and Transformation
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FCAT 2.0 Test Item Specifications
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Learning Village
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Wordle.netSource: Wordle.netSource: Wordle.net
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Course Requirements and Standards“Chunks” or Big Ideas
Debrief Lesson
51
• The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
• Evaluate advances in biotechnology that impact agriculture (Agriscience)
• Identify common diseases and disorders of each body system including etiology, prevention, pathology, diagnosis and treatment/rehabilitation (Health Science).
• Describe cell structure and function in diseased and healthy tissues (Health Science).
Which Literacy standards did we implement into this lesson?
LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
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• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text].
• 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.
• Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words].
• Write informative/explanatory texts, including scientific procedures, experiments, or technical processes.
• Draw evidence from informational texts to support analysis reflection, and research.
• Use units as a way to understand problems and to guide the solution of multi-step problems.
• Describe qualitatively the functional relationship between two quantities by analyzing a graph.
Key Ideas & Details: LACC.68.RST.1.3[LACC.910.RST.1.3 ]
Craft & Structure: LACC.68/910.RST.2.4
Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class.
Integrated ContentRELATED STANDARDS/BENCHMARKS
Integration of Knowledge & Ideas: LACC.68.RST.3.7LACC.910.RST.3.7
Text Types & Purposes: LACC.68/910.WHST.1.2Research : LACC.68.WHST.3.9
Functions: MACC.8.F.2
Quantities: MACC.912.N-Q.1.1
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Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning
of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make sense of structure Look for and express regularity in repeated reasoning
Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or
health education class.Integrated Content
Standards for Mathematical Practices
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54
“Chunking” Big IdeasSC.7.L.16.1 Understand and explain that every organism requires a set of instructions thatspecifies its traits, that this hereditary information (DNA) contains genes located in thechromosomes of each cell, and that heredity is the passage of these instructions from onegeneration to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen indifferent fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2,SC.8.N.1.5, and SC.8.E.5.10.)
LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science andtechnical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,reflection, and research.
MACC.K12.MP.1: Make sense of problems and persevere in solving them.MACC.K12.MP.2: Reason abstractly and quantitatively.MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.MACC.K12.MP.7: Look for and make use of structure.MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.
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Comprehension Instructional Sequence (CIS)
Facilitates students…
• Using background knowledge, i.e., predicting, inferring
• Identifying key ideas from text
• Learning and using text structures
• Monitoring comprehension and employing fix-up strategies
• Using a variety of reading strategies effectively
• Paraphrasing, explaining, and summarizing information to construct conclusions
• Engaging in question generation
• Extended text discussion and writing55
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CIS Brochure from Just Read, Florida!
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Discuss It!
• Based upon this lesson, how might you describe the new “look and feel” of instruction with Common Core Literacy Standards?
• How might you differentiate instruction for struggling students, Students with Disabilities (SWD), or English Language Learners (ELL)?
Florida Dept. of Education 57Bureau of Curriculum & Instruction
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“The fact that students
differ may be inconvenient, but it is inescapable.
Adapting to that diversity is the inevitable price of
productivity, high standards, and fairness to kids.”
Theodore Sizer, Brown University
58Adapted from Florida Inclusion Network (FIN) and Florida Diagnostic & Learning Resources System (FDLRS)
HandoutFor ESEHandoutFor ELL
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Instructional Design Questions
Guidelines for Differentiating Instruction59
Is your learning environment optimized for student success?
Are you clear about what students need to know, understand and be able to do?
What data will you collect to assess student learning?
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“The goal is no longer to teach a unit and then see who got it, but rather to
understand student progressions toward learning goals throughout a
unit and adjust teaching as necessary to guide each student to success.
The Differentiated School , by Tomlinson, Brimijoin, & Narvaez
60
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The starting place for all effective instruction is designing and communicating clear learning goals.
61
Marzano (2009)
Without a precise description of where they are headed, too many students are "flying blind."
Moss, Brookhart, Long (2011). Knowing Your Learning Target. Educational Leadership. 68 (6). pp. 66-69.
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Course Requirements and Standards
Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course
“Chunks” or Big Ideas
Instructional Design in Layers
62
Major Learning Goals
Statements of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified.
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• Learning Goals, Scales, and Learning Activities• Text Coding Activity (Intro through Learning Goals section)
– D = I already DO this (be prepared– N = This is NEW to me– ? = I would like to know about this
• For more information:– https://www.floridaschoolleaders.org– https://www.floridaschoolleaders.org/resources/index.aspx
Florida Dept. of Education Bureau of Curriculum & Instruction 63
HandoutHandout
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True or False?(Gut-check!)
• Learning goals are NOT the same as topics.• Learning goals are NOT the same as standards.• Learning goals are NOT the same as activities.
There is a reason many teachers are activity-based rather than goal-based: you can survive the day without a goal, but you cannot survive the day without an activity.
Mike Rutherford
Practice
64
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You Be the Judge-Learning Goal or Not?Declarative Knowledge or Procedural Knowledge?
The student…1. Understands that the sun is the largest body in the solar system. 2. Describes how materials change when they are heated or cooled. 3. Flips a coin one hundred times to determine probability of heads. 4. Creates a model of the moon and earth rotating on their axis.5. Summarizes what was read or learned and write a short
statement of the main points or the big ideas.6. Correctly administers subcutaneous injections.7. Practices solving several equations in cooperative groups.
65Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets
With a shoulder partner, determine if the following statements are a learning goal or activity. Identify the learning goals as declarative or procedural.
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Reflection ActivityLet’s take a moment to individually reflect on current practices
on the following questions: • How clear are you about the distinction between a
learning goal and a learning activity/assignment? • How do you communicate the difference to students?• To what extent do you communicate learning goals in a
way that makes explicit to students how they can improve?
• To what extent do you have students restate rubrics in their own words?
• To what extent do you have students design their own learning goals for units of instruction? If you do not, how might you do so?
66Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA.
Please share some of your reflections and/or questions with your group.
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Summarizing: Learning Goals• Determine learning goals or targets needed to master
standard/benchmark.– Remember that several learning goals or targets may be needed
to master the standard/benchmark– Levels of mastery are indicated by defined criteria and set the
stage for student success.
• Sources for Learning Goals– Next Generation Sunshine State Standards (NGSSS)
• Big Ideas • Benchmarks
– Common Core Standards• Domains• Standards
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LET’S TAKE LEARNING GOALS ONE STEP FURTHER…
68
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Knowledge Learning Goals
Master factual knowledge, to be learned outright or retrieved
• Recognizes and describes patterns• Understands long-term physiological benefits
of regular participation in physical activity• Explains the important characteristics of U.S.
citizenship• Knows that energy can be transformed
between various forms
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 69
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Reasoning Learning Goals
Use knowledge to reason and solve problems
• Uses statistical methods to describe, analyze, evaluate, and make decisions
• Analyzes fitness assessments to set personal fitness goals, strategizes ways to reach goals, evaluates activities
• Examines data/results and proposes meaningful interpretation
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 70
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Skill Learning GoalsDemonstrate mastery of specific performance skills
•Measures length in metric and US units•Reads aloud with fluency and expression•Dribbles to keep the ball away from an opponent•Participates in civic discussion with the aim of solving current problems•Uses simple equipment and tools to gather data
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 71
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Product (Performance) Learning Goals
Create quality products
• Constructs bar graphs• Develops a personal health-related fitness plan• Constructs physical models of familiar objects• Creates an Xtranormal presentation on biotechnology
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 72
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Learning Goal Types tend to be cumulative or hierarchical
• Knowledge = Knowledge
• Knowledge + Reasoning = Reasoning
• Knowledge + Reasoning + Skill = Skill• Knowledge + Reasoning + Skill + Product = Product
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 73
Use the Literacy Standards handout where standards were identified as declarative or procedural. Identify which standards would also require skill and/or product to show mastery of the standard.
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Course Requirements and Standards
Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course
“Chunks” or Big Ideas
Biotechnology Lesson in Layers
75
HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.910.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 9–10 texts and topics.LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
Major Learning GoalsThe student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases.
The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
Knowledge Learning Goal
Reasoning Learning Goal
Reasoning Learning Goal
Identify the Learning Goal type .
Knowledge Learning Goal
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Course Requirements and Standards
Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course
“Chunks” or Big Ideas
Biotechnology Lesson in Layers
76
SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.910.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 9–10 texts and topics.LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
Major Learning GoalsThe student provides examples from the content being studied.
The student cites specific textual evidence to support analysis of science and technical texts.
The student determines the meaning of key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
The student draws evidence from informational texts to support analysis, reflection, and research.
Product Learning Goal (Knowledge + Reasoning + Skill)
Skill Learning Goal (Knowledge + Reasoning)
Reasoning Learning Goal (Knowledge )
Skill Learning Goal (Knowledge + Reasoning)
Identify the Learning Goal type .
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77
Course Requirements/StandardsSample Unit
The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (SC.912.L.16.10).
The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied (SC.912.N.1.6).
Learning Goal 3The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases. (HE.912.C.1.8).
Learning Goal 4The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
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79
Course Requirements/StandardsSample Unit
Design Learning Goal 3
Design Learning Goal 4
HandoutHandout
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80
Course Requirements/Standards
“Chunking” and Big Ideas
Using a course description, work with your small group to identify a learning goal from your course that may take a student weeks, months, or even all year to master.
Please sit with peers that teach the same/similar course(s).
• “Chunk” the unit standards/benchmarks into related, measurable Learning Goals that guide students toward successful mastery.
• Determine what the student needs to know and/or do to demonstrate mastery of the selected Learning Goal.
• Complete the Standards portion of the Learning Goal Template for your first goal (left side only).
• Design a learning goal(s) for the selected standard(s)/benchmark(s).• Identify type of Learning Goal (knowledge, reasoning, skill, product).
• Identify the Literacy standards and mathematical practices that are applicable to the Learning Goal.
• Repeat this process for other standard(s)/benchmark(s).• Select one learning goal to share with group and using chart paper
identify the learning goal and the scale/rubric/progress points.
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Reflections and FeedbackParking Lot – on a sticky-note, pick at least one to answer• How do you see the Literacy Standards and Mathematical
Practices supporting and enhancing your curriculum?• What concerns you the most about the transition to
implementation of CCSS Literacy Standards and Mathematical Practices?
• How can these concerns be addressed?
81
Exit slip - on separate sticky-notes, please complete • I used to think….• But, now I know…
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Lab Rotations 6Lab Rotations 6thth and 7 and 7thth GradeGrade
1.1. Moth Catcher—7Moth Catcher—7thth ( (EL) (G1)EL) (G1)
2.2. Penny Genetics—7Penny Genetics—7thth (G2) (G2)
3.3. TechnologyTechnology(Pearson, GIZMO, (Pearson, GIZMO, The Khan Academy, The Khan Academy, Study Jams, Discovery) (G3)Study Jams, Discovery) (G3)
4.4. Modeling Meiosis (Pearson) (G4)Modeling Meiosis (Pearson) (G4)
5.5. Human Variations—7Human Variations—7thth
6.6. Cat Classification—6Cat Classification—6thth
7.7. Cell City—6Cell City—6thth
8.8. Formative Assessment Probes:Formative Assessment Probes: Is It Made of Molecules?Is It Made of Molecules? Is It Made of Cells?Is It Made of Cells? Digestive SystemDigestive System Is It a System?Is It a System?
8282Department of Mathematics and ScienceDepartment of Mathematics and Science
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Lab Rotations 7Lab Rotations 7thth and 8 and 8thth GradeGrade
1.1.Moth Catcher—7Moth Catcher—7thth ( (EL) (G1)EL) (G1)
2.2.Penny Genetics—7Penny Genetics—7thth (G2) (G2)
3.3.Technology (Technology (Pearson, GIZMO, Pearson, GIZMO, The Khan Academy, Study Jams, The Khan Academy, Study Jams, DiscoveryDiscovery) (G3)) (G3)
4.4.Human Variations—7Human Variations—7thth
5.5.Martian Sun Times—8Martian Sun Times—8thth Solar System SizesSolar System SizesSolar System Distance Scale Model ObjectiveSolar System Distance Scale Model ObjectiveImaginary Alien Life FormsImaginary Alien Life FormsPlanet Research WorksheetPlanet Research WorksheetExtreme Alien Life FormsExtreme Alien Life Forms
6.6.Formative Assessment Probes:Formative Assessment Probes:Is It Made of Molecules?Is It Made of Molecules?Is It Made of Cells?Is It Made of Cells?Digestive SystemDigestive SystemIs It a System?Is It a System?
8383
Department of Mathematics and ScienceDepartment of Mathematics and Science
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K-12 Science Vocabulary Aligned to Content & Performance Standards
• Over 1,100 definitions to support individual
state standards • Grouped by grade levels and strands • Fully translated into Spanish with an easy
toggle between languages • for each concept (capable of supporting
additional languages) • Building vocabulary and the body of science
knowledge using visuals • and interactive media • Developing methods of scientific inquiry with
the help of over 240 digital experiments
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Learning VillageLearning Village
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Formative Assessment Probes Formative Assessment Probes Purchased for All K-8 Centers and Purchased for All K-8 Centers and Middle SchoolsMiddle Schools
8686Department of Mathematics and ScienceDepartment of Mathematics and Science
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CPALMSCPALMS www.FloridaStandards.orgwww.FloridaStandards.org
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Khan Academy resources. Please view what is
available at www.khanacademy.org.
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Teach with the Brain in Mind
““Teachers work to produce Teachers work to produce understanding in their understanding in their
students-whether the topic students-whether the topic is literature, social studies, is literature, social studies,
math or science. For young math or science. For young people to be literate, the people to be literate, the
written word needs to bring written word needs to bring the world into focus for the world into focus for
them.” them.” Ellen Stone, National Energy FoundationEllen Stone, National Energy Foundation
Department of Mathematics and ScienceDepartment of Mathematics and Science
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The Power of ScienceThe Power of Science
Science isn’t just memorizing facts.Science isn’t just memorizing facts.
The new standards will help The new standards will help students understand how science students understand how science works.works.
The scientific skills and attitudes The scientific skills and attitudes students learn will provide them with students learn will provide them with powerful problem-solving skills.powerful problem-solving skills.
Every student deserves to benefit Every student deserves to benefit from scientific thinking.from scientific thinking.
Department of Mathematics and ScienceDepartment of Mathematics and Science
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Session GoalsSession Goals
Are you now able to:Are you now able to: Access science instructional Access science instructional
resources to support science resources to support science teaching and learningteaching and learning
Support effective science teaching Support effective science teaching and learningand learning
Develop learning goalsDevelop learning goals
Department of Mathematics and ScienceDepartment of Mathematics and Science
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Exit Slip Day 3Exit Slip Day 33 Things I Learned3 Things I Learned ______________________________________________________
______________________________________________________________________________________________________
2 Things that I will not forget2 Things that I will not forget ______________________________________________________
__________________________________________________1 Thing that makes me go…WOW!1 Thing that makes me go…WOW! ____________________________________________________
Department of Mathematics and ScienceDepartment of Mathematics and Science
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Follow-up
Action PlanPosted in Edmodo.com
Join Group Code:
gufvmk
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Science Department
January 2013Department of Mathematics and Science
94Mr. Cristian Carranza,
Executive Director
Elementary Middle School High School
Dr. Millard LightburnInstructional Supervisor
Dr. Ava RosalesInstructional Supervisor
Mr. Sebastian Oddone Instructional Supervisor
Ms. Mary Tweedy Curriculum Support
Specialist
Mr. Kirk NieveenCurriculum Support
Specialist
Ms. Yoly McCarthyCurriculum Support
Specialist
Ms. Keisha Kidd Curriculum Support
Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939