Steven Hankins Science Educator/Data Manager Country Club Middle School Department of Mathematics...

Steven HankinsScience Educator/Data Manager

Country Club Middle School

Department of Mathematics and Science

Why Science teachers are not asked to monitor recess.

Curriculum and Instruction

Session Outcomes

Participants will be able to:– Incorporate M-DCPS Life science instructional

resources to support Life 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.


Science Department Website Overview


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


NORMS

• Lift expectations

• Everyone is a learner

• Ask Questions and actively participate

• Reserve Judgment

• Network responsible


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


NSTA Formative Assessment Probe

Page Keeleydigital copies of all four (4)

volumes purchased for all K- 8 Centers and Middle Schools


SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where potential energy is transformed into kinetic energy and vice versa. Assessed as SC.7.P.11.2 (Cognitive Complexity: Moderate)

Explore P1: The

Bouncing Ball

Energy Challenge


Given a selection of various balls students must determine the height their chosen/assigned ball must be dropped from to have a rebound height of ____meters.

How Does Energy Change?

Explore P2: The

Bouncing Ball

Energy Challenge


Students are provided with bouncing ball diagrams and cards with relevant vocabulary/concepts pertaining to energy conversions. Students are asked to place the cards on the diagram to represent what they think took place. After the teachers provides support through probing questions, students are asked to complete the formative assessment on their student handout.


Explore: Formative Assessment

Students are asked to diagram their ball drop, label energy transformations, and explain why their models do not violate the law of conservation of energy.


www.ExploreLearning.com-Gizmos


Energy of a

Pendulum


http://www.explorelearning.com/

Balls don’t bounce forever because Thermal Energy is produced.

Sliding Objects (Grade 7) Video

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (Also assesses SC.6.P.11.1 and SC.7.P.11.3.)


http://www.discovery.com/

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).


Claim –

Evidence –

Reasoning –



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

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 24Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum

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HandoutHandout

Activate Prior Knowledge!

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• Hook Question: How can nuclear potential energy affect society?

• Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using nuclear energy?

• 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

How does energy change?

Definition of Psychological (Adj.):

of, pertaining to, dealing with, or affecting the mind, especially as a function of awareness, feeling, or motivation: psychological play; psychological effect.


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

Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you.

Expository Text

Popular Science


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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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Reading 1: Text Marking andDiscussion

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+ -this section of text shows a positive impact of Nuclear Energy on society or the individual– - this section of text shows a negative impact Nuclear Energy on society or the individualP – this section of text shows a problem S – 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 Nuclear Energy

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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 nuclear energy?

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, which factor is most likely the primary concern for scientists increasing fuel efficiency?

How does scientific research impact society?

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Summative Assessment: FCAT Explorer

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Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate


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

Curriculum and Instruction

http://www.cpalms.org/Standards/PublicPreviewBenchmark6168.aspx

Common Core Math Benchmarks Implemented

• Represent and analyze quantitative relationships between dependent and independent variables. MACC.6.EE.C9

• Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. MACC.6.RP.A.3a

• 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.68.MP7


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.


Good Science Instruction

January 2013 46

• 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……)

January 2013 47

• 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


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


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

Mr. Kirk NieveenCurriculum Support

Specialist

TBACurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Steven Hankins Science Educator/Data Manager Country Club Middle School Department of Mathematics...

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