steven hankins science educator/data manager country club middle school
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Department of Mathematics and Science. Steven Hankins Science Educator/Data Manager Country Club Middle School. Day Three Agenda. 5e Lesson on Life Science Planning for Assignment/Resource Collection Essential Lab Rotation Gallery Walk-Through. Session Outcomes. - PowerPoint PPT PresentationTRANSCRIPT
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Steven HankinsScience Educator/Data Manager
Country Club Middle School
Department of Mathematics and Science
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Day Three Agenda
2Department of Mathematics and Science
• 5e Lesson on Life Science• Planning for Assignment/Resource Collection• Essential Lab Rotation• Gallery Walk-Through
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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
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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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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
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NORMS
• Lift expectations
• Everyone is a learner
• Ask Questions and actively participate
• Reserve Judgment
• Network responsible
Curriculum and Instruction
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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/Journals
• Elaborate– Discussion, real-world connections, CIS
• Evaluate: formative and summative by benchmark
Department of Mathematics and Science
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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
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Essential Lab:
Cell City
How are cells different?
Department of Mathematics and Science
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How are cells different? www.ExploreLearning.com-Gizmos
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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Writing Rubric
Department of Mathematics and Science
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How are cells different? Whole Class
Claim –
Evidence –
Reasoning –
Department of Mathematics and Science
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How are cells different? ExampleClaim -
Evidence –
Reasoning –
Department of Mathematics and Science
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Department of Mathematics and Science
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Florida’s CCSS Implementation Plan
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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
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Statutory Goals (1008.31)Goal 1:
Highest Student AchievementGoal 2:
Seamless Articulation/Maximum Access
Goal 3:Skilled Workforce/
Economic DevelopmentPreKStudents
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
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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 are established.Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides
January 2013 22Department 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!
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• 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
HandoutHandout
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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.
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Curriculum and Instruction
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Pearson Digital Content Reading Coach
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Huffington Post
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Vocabulary Front-loading
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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.
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Vocabulary Front-loading
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Close Read Article
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+ -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 individualP – this section of text shows a problemS – this section of text shows a solution
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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 Nano cell technology?
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HandoutHandout
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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 Nano Cell Technology?
How does scientific research impact society?
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FCAT Explorer
Department of Mathematics and Science
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Identify and indicate the effectiveness of the…
• Engage• Explore • Explain• Elaborate• Evaluate
Department of Mathematics and Science
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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
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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
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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: analyze a model of the major organelles of plant cells and animal cells and relate the function of each organelle
…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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Curriculum and InstructionDepartment of Mathematics and Science
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Department of Mathematics and Science
Good Science Instruction
January 2013 45
• 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 2013 46
• 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
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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
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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
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SAVE the Date: October 24 -26, 2013
Florida Association of Science Teachers Conference 2013
DoubleTree by Hilton HotelMiami Airport Convention Center
October 24-26, 2013Join the magical experience of learning new science curriculum
and methods while gaining new resources and skillsthat will spark magic in your teaching.
Go to to https://sites.google.com/site/dcstaonline/stem-conference
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Science Department
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Dr. Ava RosalesExecutive Director
Elementary Middle School High School
Dr. Millard LightburnDistrict Supervisor
Ms. Yoly McCarthyInstructional Supervisor
Mr. Sebastian Oddone District Supervisor
Ms. Mary Tweedy Curriculum Support
Specialist
Mr. Kirk NieveenCurriculum Support
Specialist
TBACurriculum Support
Specialist
Ms. Keisha Kidd Curriculum Support
Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science
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Slip
Reflection1. Today I learned ……………………….2.Questions I still have……………….3.How can Common Core be used in my classroom?
Department of Mathematics and Science