Dane Jaber Curriculum Support Specialist
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Transcript of Dane Jaber Curriculum Support Specialist
Dane Jaber
Curriculum Support Specialist
Department of Mathematics and Science
AGENDAAM• Benchmark Analysis (QSBA Data)• Infusion of LAFS and MAFS Instructional Strategies• FCAT Achievement Level Descriptions (Learning Goals)
PM• Reflecting on the Curriculum• Pre-planning with the Pacing Guide• Development of Individual Lesson Plans
Department of Mathematics and Science
NORMS
• Lift expectations• Everyone is a learner• Ask questions and actively participate• Reserve judgment • Network responsibly
Department of Mathematics and Science
Name Tents
• Write your name• School • Grade Level
Department of Mathematics and Science
General information• Mathematics and Language Arts Florida Standards
benchmarks aligned in District Pacing Guides• Achievement Level Descriptors for FCAT 2.0 Science • 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
Session Outcomes
Participants will be able to:– Incorporate M-DCPS instructional resources to
support science teaching and learning– Identify how M-DCPS integrates Mathematics and
Language Arts Florida Standards for effective science teaching and learning
– Plan for rigorous instruction using 5E Model
Department of Mathematics and Science
Department of Mathematics and Science
Benchmark Analysis
Force and Motion
Today’s Benchmarks• SC.6.P.13.3 Investigate and describe that an unbalanced
force acting on an object changes its speed, or direction of motion, or both. (Also assesses SC.6.P.12.1.)
• SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. (REFERENCE MATH CURRICULUM)
Department of Mathematics and Science
NSTA Formative Assessment
ProbePage Keeley
Available through the Learning Village
Department of Mathematics and Science
Benchmark SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. (Also assesses SC.6.P.12.1.)
Exploration
Department of Mathematics and Science
Review the activityIn your groups, decide how you can adjust the activity to incorporate student inquiry…
Then, conduct your revised activity.
ExploreLearning GIZMO
Department of Mathematics and Science
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
Curriculum and Instruction
Essential Question?
Claim –
Evidence-
Reasoning –
Department of Mathematics and Science
Identify and indicate the effectiveness of the…
• Engage• Explore • Explain• Elaborate• Evaluate
Department of Mathematics and Science
What FCAT Level Would We Be?
A look at Achievement Level Descriptions (Progression scales for
Learning Goals)
Department of Mathematics and Science
SC.6.P.12.1 Assessed as SC.6.P.13.3Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. (Level 3: Strategic Thinking & Complex Reasoning)Scale Learning Progression Sample Progress Monitoring and
Assessment Activities
Score/Step 5.0
I am able to analyze the data of moving objects and interpret an object’s motion.
Interpret and analyze graphs to assess relative speed of an object at various points or sections of the graph and direction of motion
Score/Step 4.0
I am able to interpret graphs of distance and time for an object moving at constant speed.
Create a graph of you waling from one classroom to another at constant speed.Using given data, interpret and/or analyze graphs of distance and time for an object and identify average speed, instantaneous speed and constant speed of the moving object.
Score/Step 3.0 Target(Learning
Goal)
I am able to interpret graphs of distance and time for an object moving at constant speed.
Make a graph that represents a car driving at constant speed.Interpret and/or analyze graphs of distance and time for an object moving at a constant speed.
Score/Step 2.0
I am able to recall that the speed of an object is determined by the distance it travels per unit of time.
Compare and contrast velocity, acceleration and speed
Score/Step 1.0 I am able to recognize that objects can move at different
speeds.
SC.6.P.13.3Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.
Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Score/Step 5.0
I am able to analyze observations and investigations to determine when forces acting on an object change its speed and/or direction.
Design and perform an experiment that demonstrates how an unbalanced force acts on the motion of an object
Score/Step 4.0
I am able to evaluate how unbalanced forces acting on an object, changes its speed and/or direction.
Interpret how balanced and unbalanced forces affect the tugging on a rope
Score/Step 3.0 Target(Learning
Goal)
I am able recognize that an unbalanced force acting on an object changes its speed and/or direction.
Using a force diagram, explain how two people pushing on opposite sides of a box with unbalanced amounts of force differ from two people pushing on opposite sides of a box with equal force.
Score/Step 2.0
I am able to recognize that an unbalanced force acting on an object changes its speed and/or direction
Illustrate the direction of forces using vectors
Score/Step 1.0 I am able to recognize forces and unbalanced forces.
AFTERNOON SCHEDULE
12:45 pm Reflecting on the Curriculum
1: 30pm Pre-planning with the Pacing Guide
2:30pm Developing a 5E Lesson
Department of Mathematics and Science
REFLECTING ON THE CURRICULUM Strengths Areas for
improvement
Specific recommendation
SCIENCE DEPARTMENT WEBSITE OVERVIEW
Department of Mathematics and Science
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
Department of Mathematics and Science
GOOD SCIENCE INSTRUCTION
22
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
Department of Mathematics and 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 strategies24
ASSIGNMENT
5E lesson plan posted to Edmodo group
Each teacher submit an assignment.
Department of Mathematics and Science
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
Slip
Reflection1. Today I learned ……………………….
2. Questions I still have……………….
Department of Mathematics and Science
Science Department
28
Dr. Ava Rosales,Executive 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
Mr. Dane JaberCurriculum Support
Specialist
Mr. Kirk Nieveen Curriculum Support
Specialist
Ms. Keisha Kidd Curriculum Support
Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science