1 mathematics and science model lesson series elementary science module developed by the florida...
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Mathematics and ScienceModel Lesson Series
Elementary Science Module
Developed by the Florida Department of
Education
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Mathematics and ScienceModel Lesson Series
Goals Provide models of standards-based
teaching and learning in mathematics and science
Provide examples of applications of the RtI framework to mathematics and science lessons
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What is RtI?
RtI is the practice of
(1) providing high-quality instruction/intervention matched to student needs and
(2) using learning rate over time and level of performance to
(3) make important educational decisions to guide instruction
National Association of State Directors of Special Education, 2005
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Tiered Model of School Supports & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student
need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction
and supports.
Tier 2: Targeted, Supplemental Interventions & Supports
More targeted instruction/intervention and supplemental support in addition to and
aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports
General academic and behavior instruction and support provided to all students in all
settings.
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Tiered Model of School Supports & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized, Interventions.
Individual or small group intervention.
Tier 2: Targeted, Strategic Interventions & Supports.
More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program.
Tier 1: Core, Universal Instruction & Supports.
General instruction and support provided to all students in all
settings.
Tier 1: Core, Universal Instruction
& Supports General academic and
behavior instruction and support provided to all students in all settings
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Tiered Model of School Supports & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized, Interventions.
Individual or small group intervention.
Tier 2: Targeted, Strategic Interventions & Supports.
More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program.
Tier 1: Core, Universal Instruction & Supports.
General instruction and support provided to all students in all
settings.
Tier 2: Targeted, Supplemental
Interventions & Supports
More targeted instruction/intervention
and supplemental support in addition to and aligned with the core academic and behavior curriculum
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Tiered Model of School Supports & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized, Interventions.
Individual or small group intervention.
Tier 2: Targeted, Strategic Interventions & Supports.
More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program.
Tier 1: Core, Universal Instruction & Supports.
General instruction and support provided to all students in all
settings.
Tier 3: Intensive, Individualized Interventions The most intense
(increased time, narrowed focus, reduced group size)
instruction and intervention based upon individual student need
provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports
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Step 1 – Problem Identification: Step 1 – Problem Identification: What is the problem?What is the problem?
To identify a problem, we start with three To identify a problem, we start with three pieces of datapieces of data Expected level of performanceExpected level of performance Student(s) level of performanceStudent(s) level of performance Peer level of performancePeer level of performance
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Step 2 – Problem Analysis: Step 2 – Problem Analysis: Why is it occurring?Why is it occurring?
Hypothesize about why the Hypothesize about why the student is not demonstrating student is not demonstrating adequate progress adequate progress academicallyacademically
Collect assessment data to Collect assessment data to validate the hypothesesvalidate the hypotheses
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Step 3 – Intervention Design: What are we going to do?
Match intervention type and intensity to student(s), setting, problem
Interventions must focus on teaching replacement behavior or skill
Select evidence-based interventions that match context of school/classroom culture
Provide support for implementation Training/Coaching, as needed Evaluation of implementation integrity
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Step 4 – Evaluate Effectiveness:Is the intervention working?
Is the intervention evidence-based? How effective is this intervention with
students from similar backgrounds? How “intense” is the intervention? - the
dosage (time & focus of intervention) Was the intervention implemented as
planned?
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Florida’s Vision for Science Education
Science literacy is essential for all students
Next Generation Sunshine State Standards for Science allow for a greater depth of study and understanding of a smaller number of learning targets
Integration of science content and science process
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Next Generation Sunshine State Standards
Science Standards Four Bodies of Knowledge
Earth/Space Science Life Science Physical Science Nature of Science
Eighteen Big Ideas
Florida’s Next Generation Sunshine State Standards (www.floridastandards.org)
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Next Generation Sunshine State Standards
Benchmark Code
SC 4 P 11 1
Content Area Grade Level Body of Knowledge
Big Idea Benchmark
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Grade 4 Science BenchmarkSC.4.P.11.1
SC 4 P 11 1
Content Area:
Science
Grade Level: 4
Body of Knowledge:
Physical Science
Big Idea: 11 – Energy Transfer and
Transformations
Benchmark: 1 - Recognize
that heat flows from a hot object to a cold object and that heat
flow may cause
materials to change
temperature.
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Grade 4 Science BenchmarkSC.4.P.11.1
Body of Knowledge: Physical ScienceBig Idea 11: Energy Transfer and TransformationsA. Waves involve a transfer of energy without a transfer of
matter.B. Water and sound waves transfer energy through a
material.C. Light waves can travel through a vacuum and through
matter.
Benchmark SC.4.P.11.1Recognize that heat flows from a hot object to a cold object and
that heat flow may cause materials to change temperature.
Florida’s Next Generation Sunshine State Standards www.floridastandards.org
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Grade 4 Science BenchmarksSC.4.N.1.1 – SC.4.N.1.8
Body of Knowledge: Nature of ScienceBig Idea 1: The Practice of Science Observing Identifying questions and hypotheses Designing and conducting investigations Collecting and evaluating data Drawing conclusions based on evidence and communicating
explanations
The Nature of Science benchmarks from Big Idea #1 are integrated throughout the science lesson
Florida’s Next Generation Sunshine State Standards www.floridastandards.org
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Science Bodies of Knowledge
Nature ofScience
PhysicalScience
LifeScience
Earth/Space
Science
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Data Driven Decision Making
Florida’s Comprehensive Assessment Test (FCAT)
End-of-Course (EOC) Assessments Summative Assessments Formative Assessments Other Types of Assessments
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Learning Objectives
Students will Recognize the difference between
heat and temperature. Recognize that the direction of heat
flow is always from hotter object to cooler object.
Recognize that heat flow may cause a change in temperature of the objects.
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Acknowledgments
Zachary Champagne and his students Florida’s National Mathematics
Finalist for the 2006 Presidential Awards for Excellence in Mathematics and Science Teaching
Mandarin Oaks Elementary School Duval County Public Schools
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Problem-Solving andResponse to Instruction/Intervention
PS/RtI Integrates Efforts