S CIENCE C OACH D IALOGUE #6 C RUNCH -T IME Doral Middle School February 3, 2012 Presented by Ava D....

SCIENCE COACH DIALOGUE #6CRUNCH-TIME

Doral Middle SchoolFebruary 3, 2012

Presented by

Ava D. Rosales, PhD

Instructional Supervisor

WELCOMEMake a Name Tent and Indicate

NameSchool

Write the number (%) that represents a.Students proficient in science b.Average percent correct

Are we feeling Pretty Good?

NORMS

Collaborative

Ownership into action

Actively participate

Consensus building

Helpful •Electronic devices

•Restrooms

SESSION GOALS Support coach model to improve

instruction and student achievementDevelop scientific explanations and

reasoningUtilize data to identify secondary

benchmarks to align with instructionShare and discuss available

resources to support science teaching and learning

AN INSTRUCTIONAL COACH SERVES

as a professional development liaison within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students.

as a stable resource at the school site to support high quality implementation of research-based instruction.

as a mentor in developing ideal content-rich classrooms

A COACHING CONTINUUM

Coaching duties take many forms including:

Facilitating Workshops

Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing

Facilitating “teacher self-discovery”The constant in all of these activities is that they lead to better instructional practices and higher student achievement…

Facilitate astudy group

to investigatecommoninterest topics

to improveinstruction

and studentachievemen

t

Facilitateaction

research toseek

resourcesafter

reflectionto improveinstruction

andstudent

achievement

Highly directive… Highly reflective…

Facilitate aworkshopor sessionto improveinstruction

and studentachievement

Provide anobservation

lesson to improve

instruction and

studentachievement

withfeedback andcollaborative

input

Co-teach withcolleague to

improve instruction

and studentachievement

basedon mutually

agreedupon learning

goalsand successindicators

Confer,observe,

anddebrief toimprove

instructionand

studentachieveme

nt

Coaching Continuum

USING A READING STRATEGY - JIGSAWJigsaw: The Jigsaw helps students learn new

material using a team approach. Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team.

Divide the sections into however many students are in each group.

Have each student take one of the sections. They are to read it and know it well - become “experts.”

"experts" of each individual section meet together to discuss their ideas on that particular section.

After group discussions, each "expert" returns to his group and relates all the information about his particular topic.

Source: Weber State University

DIFFERENTIATING INSTRUCTIONPresented by

Ms. Yoly McCarthy, Curriculum Support Specialist

DIFFERENTIATION THROUGH CHOICES

OUR WORK – BRINGING IT HOMEIt’s like herding cats sometimes

ALIGNING INSTRUCTION WITH ASSESSMENT

Secondary Science

Curriculum and Instruction

KEY COMPONENTS AND STRATEGIES/INTERVENTIONS WOULD YOU USE?

ACTIVITY

Using FCAT 2.0 Test Item Specifications Identify key components for middle school:

What should students be able to do? What instructional strategies should be used? Identify grade level(s) responsible for

instruction

NATURE OF SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY

Big Idea 1 The Practice of Science Scientific inquiry is a multifaceted activity; The processes of

science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes,

but also in its questions and explanations.

Big Idea 2: The Characteristics of Scientific Knowledge

Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

Scientific knowledge is durable and robust, but open to change.

Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.



Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models

The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.


Big Idea 4: Science and Society As tomorrows citizens, students should

be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.

EARTH SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY

Big Idea 5: Earth in Space and Time The origin and eventual fate of the

Universe still remains one of the greatest questions in science. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.


Big Idea 6: Earth Structures Over geologic time, internal and

external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.


Big Idea 7: Earth Systems and Patterns The scientific theory of the evolution of

Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.

PHYSICAL SCIENCE (MS)

Big Idea 8: Properties of Matter All objects and substances in the world

are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass.

Objects and substances can be classified by their physical and chemical properties.

Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.


Big Idea 9: Changes in Matter Matter can undergo a variety of

changes. When matter is changed physically,

generally no changes occur in the structure of the atoms or molecules composing the matter.

When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.


Big Idea 10: Forms of Energy Energy is involved in all physical

processes and is a unifying concept in many areas of science.

Energy exists in many forms and has the ability to do work or cause a change.


Big Idea 11: Energy Transfer and Transformations

Waves involve a transfer of energy without a transfer of matter.

Water and sound waves transfer energy through a material.

Light waves can travel through a vacuum and through matter.

The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.


Big Idea 12: Motion of Objects Motion is a key characteristic of all

matter that can be observed, described, and measured.

The motion of objects can be changed by forces.


Big Idea 13: Forces and Changes in Motion

It takes energy to change the motion of objects.

Energy change is understood in terms of forces--pushes or pulls.

Some forces act through physical contact, while others act at a distance.

LIFE SCIENCE (MS)

Big Idea 14: Organization and Development of Living Organisms

All plants and animals, including humans, are alike in some ways and different in others.

All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce.

Humans can better understand the natural world through careful observation.

LIFE SCIENCE (MS)

Big Idea 15: Diversity and Evolution of Living Organisms

The scientific theory of evolution is the organizing principle of life science.

The scientific theory of evolution is supported by multiple forms of evidence.

Natural Selection is a primary mechanism leading to change over time in organisms.

LIFE SCIENCE (MS)

Big Idea 16: Heredity and Reproduction Reproduction is characteristic of living

things and is essential for the survival of species.

Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism.

Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms.

LIFE SCIENCE (MS)

Big Idea 17: Interdependence Plants and animals, including humans,

interact with and depend upon each other and their environment to satisfy their basic needs.

Both human activities and natural events can have major impacts on the environment.

Energy flows from the sun through producers to consumers.

LIFE SCIENCE (MS)

Big Idea 18: Matter and Energy Transformations

Living things all share basic needs for life.

Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration).

Matter and energy are recycled through cycles such as the carbon cycle.

PHYSICAL SCIENCEMIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY

Students will be able to: recognize the differences between solids,

liquids, and gases and particle motion. contrast physical and chemical changes. identify atomic structures. recognize properties of waves and their

movement through different media. describe how energy flows through a system. describe, measure, and predict the types of

motion and effects of force.

SAMPLE INTERVENTIONSPHYSICAL SCIENCE (MS)

Experiment with a variety of substances to determine their physical properties and their reaction to heat and light.

Create charts of substances and their physical and chemical changes when mixed with other substances and explain why and how the substances change.

Students manipulate various waves and calculate frequency and wavelength.http://amazing-space.stsci.edu/resources/explorations/light/makewaves_activity1.html

Create and present projects that demonstrate contact forces and forces acting at a distance.

EARTH AND SPACE SCIENCES MIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY

Students will be able to: recognize that forces within and on

Earth result in geologic structures, weather, erosion, and ocean currents.

explain the relationship between the Sun, Moon, and Earth.

understand that activities of humans affect ecosystems.

compare and contrast characteristics of planets, stars, and satellites.

SAMPLE TARGETED INSTRUCTION EARTH/SPACE SCIENCES (MS) Students reconstruct models demonstrating

the effects of forces on and within the Earth.

Students critique/debate the effects that human have on the ecosystem.

Create models of the solar system and describe their composition, general distances and interconnectedness with the sun.

Interactive Lessons: http://www.brainpop.com/science/

naturalhazards/naturaldisasters/ http://www.learner.org/interactives/

dynamicearth/

LIFE SCIENCE MIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY

Students will be able to: identify the structure and function of

cells. compare and contrast structures and

functions of living things. understand the importance of genetic

diversity. recognize how living things interact

with their environments.

SAMPLE TARGETED INSTRUCTION LIFE SCIENCE (MS) Create a story about the journey of a sugar

molecule through the various structures of the cell and explain the function of each part of the cell. Explain what would happen to your body if certain cells, tissues and/or systems did not function properly.

Diagram the systems in multi-cellular organisms and explain the similarity of functions and the connections between systems within an organism.

Draw the possible offspring that would arise from parents that have different combinations of dominant and recessive traits. Explain why the offspring exhibit certain traits. Use the terms genotype and phenotype

LIFE SCIENCEMIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY

Students will be able to: compare and contrast the structure

and function of major body systems.

Recognize that structures, physiology, and behaviors of living things are adapted to their environments.

identify and explain the role of DNA. explain the relationship and

interdependence of all living things and their environments.

SAMPLE INTERVENTIONSCIENTIFIC THINKING

The students should be asked to design and write-up experiments where all factors including variables, controls, equipment, hypothesis, procedure, data, and conclusions are included.

While the students are conducting experiments, they must be able to explain that investigations are conducted to explore new phenomena, to check on previous results, and to test and compare theories.

The students should explain scientific methods and processes.

During experimentation, the students should explain patterns and natural events.

Through simple laboratory experiences such as the Acid Rain lab listed in the general resources, the students most be able to explain the interdependence of science, technology, and society.

CONTEMPLATING MARZANOWhat the research says…

45

*RESEARCH-BASED INSTRUCTIONAL STRATEGIES FOR INCREASING

STUDENT ACHIEVEMENT1. Similarities and Differences (45%)2. Summarizing and Note Taking (34%)3. Reinforcing Effort and Providing Recognition (29%)4. Homework and Practice (28%)5. Nonlinguistic Representation (27%)6. Cooperative Learning (27%)7. Setting Objectives and Providing Feedback (23%)8. Generating and Testing Hypothesis (23%)9. Cues, Questions, and Advance Organizers (22%)Research identified 9 instructional strategies that impact student achievement. *Classroom Instruction that Works, Marzano, Pickering & Pollock 2001

FORMATIVE ASSESSMENTS AND CRUNCH-TIME

LAB ACTIVITIES

Grade 8 Essential Labs The Martian Sun Times Imaginary Alien Life Forms

Identify Key Components – based on FCAT 2.0 Test Item Specifications

Secondary benchmarks embedded

WRITING CONCLUSIONS

GENERAL INSTRUCTIONAL STRATEGIES AND INTERVENTIONS FOR ALL STRANDS

Use FCAT 2.0 format for all weekly tests and assessments.

Utilize hands-on inquiry activities to develop meaning for topics and concepts.

Provide graphic organizers to help students to visualize the relationship between a topic and its concepts.

Provide opportunities to investigate and explore concepts.

Conduct guided practice activities.

Implement Power Writing Scientific Conclusions to encourage students to expand on their writing skills (http://science.dadeschools.net).

GENERAL INTERVENTION RESOURCES BBC BiteSize KSC3

http://www.bbc.co.uk/schools/ks3bitesize/ Discovery Education (portal) FCAT Explorer

http://www.fcatexplorer.com/ CRISS strategies and graphical organizers Annenberg Media Science Content Videos

http://www.learner.org Explorelearning Gizmos at

http://www.explorelearning.com NSTA Micro-Units: http://dev.nsta.org/ssc/

ASSESSMENT RESOURCES

Florida Achieves! Focus Questionshttp://www.fcatexplorer.com/

ExamView (http://it.dadeschools.net ) BAIB (use crosswalk) Textbook Items

WERE WE SUCCESSFUL IN…

Supporting coaching model to improve instruction and student achievementDeveloping scientific explanations and

reasoning Identifying secondary benchmarks to align

with instruction based on dataSharing and discussing available resources

to support science teaching and learning

REFLECTION AND FOLLOW-UP

Reflection: Formative Assessment Strategy #28

I Used to Think… But, Now I know…

Follow-up: Submit Action Plan with evidenceDue: February 14, 2012 Fax: 305-995-7690 or email

([email protected] )

S CIENCE C OACH D IALOGUE #6 C RUNCH -T IME Doral Middle School February 3, 2012 Presented by Ava D....

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