yoly mccarthy instrucitonal supervisor dane jaber curriculum support specialist department of...

Yoly McCarthyInstrucitonal Supervisor

Dane JaberCurriculum Support Specialist

Department of Mathematics and Science

Today’s Agenda

2Department 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)

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


NORMS

• Lift expectations

• Everyone is a learner

• Ask Questions and actively participate

• Reserve Judgment

• Network responsibly


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


New STEM Homepage (stem.dadeschools.net)

Curriculum and Instruction

Science Department Website Overview


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


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


Today’s Essential QuestionHow is dirt relevant to your life?


Lab Roles


Essential Lab: Modeling

Greenhouse effect


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.)

.


How does water move?www.ExploreLearning.com-Gizmos


Coastal Winds

and Clouds

http://www.explorelearning.com/

http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=438

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).


Curriculum and Instruction

Writing Rubric


How is dirt relevant to your life?

Claim –

Evidence –

Reasoning –


Florida’s CCSS Implementation Plan

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HandoutHandout

Common Core Benchmarks in the Science Curriculum


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HandoutHandout

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 26Department of Mathematics and Science

Comprehension Instructional Sequence

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• 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?

Human Impact on Water Cycle

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.


http://www.bing.com/Dictionary/search?q=define+ethics&qpvt=define+ethics&FORM=DTPDIA

Vocabulary Front-loading: Infrastructure

Independently, identify/highlight/underline

words that are unfamiliar to you.


Expository WritingHandout

Handout

Huffington Post

HandoutHandout

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.

Vocabulary Front-loading

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HandoutHandout

Reading 1: Text Marking andDiscussion

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+ -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 individualP – this section of text shows a problemS – 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.

Reading 2: Note-Taking & Discussion

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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.

Directed Note-Takingwith video on Climate Change

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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?

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)

Reading 3: 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.

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?


Summative Assessment


Lunch time!

• See you in an hour, ready to work.• 60 minutes…• … Yes I have a timer.

Tech-Time

Erosion Inquiry TaskGuiding 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).


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

•

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


What FCAT Level Would We Be?

A Look at Achievement Level Descriptions


GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH SCIENCESTUDENTS 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 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for earth science.


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

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.


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.


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


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

https://sites.google.com/site/dcstaonline/stem-conference

Slip

Reflection1. Today I learned ……………………….

2. Questions I still have……………….


Science Department

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Dr. Ava RosalesExecutive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Dane JaberCurriculum Support

Specialist

Mr. Kirk NieveenCurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


yoly mccarthy instrucitonal supervisor dane jaber curriculum support specialist department of...

Documents

role department of mathematics

effective science instruction

effective science teaching

benchmark instruction

rigorous instruction

earth sciencecomplete

scienceessential lab

dirt relevant