s cience l eader ’ s d ialogue c oaches 2 o ctober 14, 2010 presented by dr. ava d. rosales...
TRANSCRIPT
SCIENCE LEADER’S DIALOGUECOACHES 2OCTOBER 14, 2010
Presented by Dr. Ava D. RosalesInstructional Supervisor
Miami-Dade County public SchoolsDivision of Mathematics, Science and Advanced Academic Programs
WELCOME BACK
Make a Name Tent and include:
NAMESCHOOLOne thing exciting that happened during your coaching experience last year
AGENDA Goals of the Inservice Review of Pacing and Content Workshops
Making Sense of Science Instruction: Rotation Labs: Content and the Nature of Science.
Effective Implementation of the 2010 Pacing Guides
Practicing Coaching Skills Data Analysis and Secondary Benchmarks
Incorporation Resources and Web Sites
GOALS FOR THE SESSIONGOALS FOR THE SESSION
◦ Responsibilities of a Coach◦ Effective Implementation of the 2010
Pacing Guides with an emphasis in hands-on learning
◦ Enhance coaching skills using an “explicit-reflective” approach
◦ Incorporate secondary benchmarks as identified by data analysis
NORMS
Participate Actively Ask questions Learn by doing Set your own learning into action _______________________________
Bathroom and Electronic Devices
ROLES AND RESPONSIBILITIES OF A COACH REMINDERS
Peer Support Positive attitude Reflective feedback
Data Analysis Student Support Professional Development
Teacher needs survey
SCIENCE PACING AND CONTENT Q1 - 2A Review
YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PULIC SCHOOLS DISTRICT PACING GUIDE
YEAR-AT-A-GLANCE
M/J COMPREHENSIVE SCIENCE 1 COURSE CODE: 200401001
1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks
I. Thermal Energy Movement A. Energy Transfer B. Measuring Heat C. Protecting from Radiation D. Modeling the Greenhouse
Effect
II. Atmosphere and Spheres of Earth A. Ozone Layer B. Layers of the Atmosphere C. Earth Systems
III. Causes of Weather A. Spheres of the Earth B. Water Cycle C. Weather D. Influences on Local Weather E. Instruments/tools used to
Measure Weather
IV. Climate and Global Patterns A. Climate B. Land vs. Water C. Greenhouse Effect D. Global Warming
V. Natural Disasters and their Effects
on Floridians A. Hurricanes B. Other Natural Disasters C. Models D. Emergency Preparedness
VI. How Weathering and Erosion Affect the Earth
A. Weathering B. Erosion C. Deposition
VII. Landforms of the Geosphere A. Types and Formation B. Landforms and Importance
to the Environment and Society
VIII. Forms of Energy
A. Potential Energy B. Kinetic Energy C. Examples of Each Energy
IX. Energy Transfers and the Law of Conservation of Energy
A. Law of Conservation of Energy
B. Transferring Energy in a System
X. Motion of Objects A. Measuring Speed and
Distance B. Constructing Line Graphs C. Factors Affecting Speed
XI. Types of Forces A. Contact Forces B. Non-Contact Forces
XII. Law of Gravity A. Gravitational Force B. Calculating Gravity C. Newton’s Law of Universal
Gravitation
XIII. Forces and Motion A. Direction of Motion B. Forces
XIV. Levels of Organization A. Hierarchical Organization of
Organisms B. Linnaean Classification
System
XV. Cell Theory A. Cell Theory
XVI. Cell Structure and Organelles A. Structure of Cells B. Plant and Animal Cell
Comparison
XVII. Human Body Systems A. Major Body Systems B. Interactions for Homeostasis C. The Body D. Effects of Drugs
XVIII. Homeostasis A. Energy Extraction from Food B. Removal of Waste C. Reproducing
XIX. Pathogens Comparison A. Viruses B. Bacteria C. Fungi and Parasites D. Disease Prevention
XX. Social and Emotional Growth A. Social and Emotional
Growth B. Child Abuse and Sexual
Abuse
UNWRAPPING THE BENCHMARKSWHAT?...WHY?...HOW?...
EXPLORING THE PACING GUIDES TOPICS V THROUGH VII
Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each
topic?
TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE
LAB ROLESMaterials Manager (MM)
The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.
Roles and responsibilities:
The only person allowed to be out of their seat to pick up needed materials
Organizes materials and/or equipment in the work space
Facilitates the use of materials during the investigation
Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area
Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.
Roles and responsibilities:
Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time
Assists the MM as needed.
Project Director (PD) The project director is responsible for the group.
Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the
teacher Shares summary of group work and results with the class
Technical Manager (TM) The technical manager is in charge of recording all data.
Roles and responsibilities:
Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures
Assists with the clean up
Project Director (PD) The project director is responsible for the group.
Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the
teacher Shares summary of group work and results with the class
Technical Manager (TM) The technical manager is in charge of recording all data.
Roles and responsibilities:
Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures
Assists with the clean up
Helping students work together to make sense of mathematics or science:
"What do others think about what [name] said?"
"Do you agree? Disagree?"
"Does anyone have the same answer but a different way to explain it?"
"Can you convince the rest of us that makes sense?“
Helping students to rely more on themselves to determine whether something is correct:
"Why do you think that?"
"Why is that true?"
"How did you reach that conclusion?"
"Can you make a model to show that?"
PRACTICING QUESTIONING
MODELING A LESSONTHREE HOLE BOTTLEAND TORNADO MOVEMENTS
Eng
age:
Inve
stig
atio
ns a
nd
Sci
entif
ic K
now
ledg
e
EXPLICIT INSTRUCTION
Nature of Science: Scientific knowledge may change as new evidence
is discovered or new scientific interpretations are formed
There are multiple methods used in various scientific investigations
Earth Systems and Patterns* Assess atmospheric conditions and resulting
weather: i.e., hurricanes, tornados, lightning, fronts, and precipitation
*Note: SC.6.E.7.4 is annually assessed in grade 8 and only taught in grade 6
WHAT ARE THE PRIORITY ACTIVITIES?Topic 1: Processes of Science Labs: Three Hole Bottle (CPALMS)
Addresses: SC.6.N.2.2 (AA)Tornado Movements (EL)Interpreting Satellite Images (TX)Creating Your Own Weather Station (TX)
◦ Addresses: SC.6.E.7.6, SC.6.E.7.7 and SC.6.E.7.4 (review) Gizmo: Hurricane Motion (SC.6.E.7.3 review) JASON Project StormZone Current Events on Weather-related Disasters in Florida and their impact
on human life (SC.6.E.7.7)
Note: Reinforce SC.6.E.7.4 and “assessed as” benchmarks throughout activities
ENHANCING CONTENT KNOWLEDGE
Lab Rotations:◦ Model How Erosion Works (Topic VI) ◦ VL – How are Materials from Earth Broken Down (Topic VI)◦ Summary of Chemical Weathering (Topic VI) ◦ Gizmos – Reading Topographical Maps (Topic VII) ◦ FOSS Landforms Module (Topic VII)
Discussion of Content with Depth of Understanding
WHAT ARE THE PRIORITY ACTIVITIES?Topic VI: How Weathering and Erosion Affect
the EarthAddresses: SC.6.E.6.1 …Earth’s surface is built up and torn
down by physical and chemical weathering, erosion, and deposition
Lab Activities◦ Model How Erosion Works (Topic VI)
Technology◦ VL – How are Materials from Earth Broken Down◦ Summary of Chemical Weathering
WHAT ARE THE PRIORITY ACTIVITIES?
TOPIC VII:SC.6.E.6.1 Identify different types of landforms on
Earth’s surface … (note: landforms in Florida and those found outside Florida) assessed as SC.7.E.6.2
Lab Create a landform modeling lab
Technology Gizmo: Reading Topographical Maps FOSS Landforms Module Earthquakes and Volcanoes(VL)
YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE
YEAR-AT-A-GLANCE
M/J COMPREHENSIVE SCIENCE 2 COURSE CODE: 200207001 1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks
I. Heat Energy A. Heat and Temperature B. Properties of Matter C. States of Matter D. Changes of Matter
II. Conservation of Energy and
Energy Transformations A. Law of Conservation of
Energy
III. Properties of Waves A. Electromagnetic vs.
Mechanical B. Electromagnetic Spectrum C. Scientific Investigations
IV. Properties of Light A. Light Properties B. Wave Speed in
Different Materials
V. Layers of Earth A. Crust B. Mantle C. Core D. Structural Zones
VI. Changes in Earths Surfaces
A. Rock Cycle B. Scientific Theory of Plate
Tectonics C. Tectonic Plate Movement D. Surface Features
VII. Rock Cycle
A. Types of Rocks B. Formation of Rocks
VIII. Age of Earth/ Geological Time
A. Law of Superposition B. Absolute Age C. Geologic Time
IX. Fossils A. Formation of Fossils B. Index Fossils C. Evidence of Species
Change
X. Environmental Factors and Evolution
A. Scientific Theory of Evolution
B. Natural Selection C. Limiting Factors D. Limiting Factors Affecting
the Everglades
XI. Human Impact on Earth A. Resources B. Biodiversity C. Land D. Air E. Water
XII. Evidence of Species Change A. Evidence of Scientific
Theory of Evolution B. Adaptations/Natural
Selection C. Extinction
XIII. Relationships in Ecosystems
A. Relationships B. Food Web C. Energy Flow in
Ecosystems
XIV. Reproduction A. Asexual-Mitosis B. Sexual-Meiosis C. Effect on Natural Selection D. Human Growth and
Reproduction
XV. Heredity A. DNA /RNA B. Replication C. Chromosomes
XVI. Genetic Traits A. Mendelian Genetics B. Genotype/Phenotype C. Punnett Squares and
Pedigrees
XVII. Biotechnology A. Cloning B. Genetic Engineering C. Artificial Selection D. Impact on Society
XVIII. Health and Disease
Prevention A. Human Growth and
Development B. HIV/AIDS C. Abstinence D. Mental and Emotional
Health
EXPLORING THE PACING GUIDES TOPICS III THROUGH IV
Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each
topic?
TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE
EXPLICIT INSTRUCTION Nature of Science:
Distinguish between an experiment and other forms of investigations
Experiments have test variables (independent variables) and outcome variables (dependent variables)
Forms of Energy* Illustrate the sun’s energy Identify, compare and contrast the variety of types of
radiation present in radiation from the Sun Identify and compare characteristics of the
electromagnetic spectrum
*Note: SC.7.P.10.1 is annually assessed in grade 8 and foundational in grade 7.
WHAT ARE THE PRIORITY ACTIVITIES?Topic III: Properties of Waves Technology
Electromagnetic Spectrum Gizmo: Longitudinal Waves
Labs: Colored Shadows Exploration Making Waves & The Wave Factory (also has
activity for SC.7.E.6.1
ENHANCING CONTENT KNOWLEDGE
Lab Rotations:Gizmo - Refraction (IV)EL – Solar Energy vs Color (IV)EL – Wave Speed (IV)EL - Density Driven Fluid Flow (V)Modeling the Layers of the Earth with Density Column (V)EL - Density of Rocks (V)
Discussion of Content with Depth of Understanding
WHAT ARE THE PRIORITY ACTIVITIES?Topic IV: Properties of LightSC.7.P.10.2 …Light can be reflected, refracted,
and/or absorbedLab Activity: EL – Solar Energy vs Color (IV)
Technology: Gizmo - Refraction (IV)
SC.7.P.10.3…light waves, sound waves, and other waves move at different speeds in different materials
Lab Activity: Light Travels Through Objects
WHAT ARE THE PRIORITY ACTIVITIES?
TOPIC V:SC.7.E.6.1 Describe the layers of solid Earth,…
lithosphere, mantle, liquid and solid cores
Lab Modeling the Layers of the Earth with Density
Column EL - Density Driven Fluid Flow (V) EL - Density of Rocks (V)
FORMATIVE ASSESSMENTS OFFER
Weekly briefing to schools October 14, 2010 A template has been offered to each school
to calculate their own “per school” rate given the student population in the “adopting” schools
o $0.35 per student for perpetual license o $0.15 per student for annual license
TAKE THE LEAD
Based on Data Analysis of prior knowledge items on Baseline Assessment (grade 8), identify which secondary benchmarks need to be addressed and when
Use Year-at-a-Glance and Item Specifications to assist
DATA
Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8.Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21,
22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H.1.3.5 Note Genetics was addressed in Comprehensive Science 2, Advanced (F.2.3.2 and F.2.3.3)
65.8% covers prior knowledge
RESOURCES Curriculum and Instruction http://curriculum.dadeschools.net/
Instructional Technology (Examview Item Bank) http://it.dadeschools.net
Florida Department of Education http://www.fldoe.org/ FCAT Resources - http://fcat.fldoe.org/
Florida Standards and Course Descriptions http://www.floridastandards.org/
Florida PROMiSEhttp://flpromise.org/
Gizmos http://www.explorelearning.com
SCIENCE WEB SITE: HTTP://SCIENCE.DADESCHOOLS.NET
DISCOVERY SCIENCE
JASON PROJECT SCIENCEWWW.JASON.ORG
Direct links to instructional tools in Pacing Guides
no login required
THE SCIENCE CLASSROOM ESSENTIALS
Contact information:Dr. Ava D. Rosales, Instructional Supervisor
REFLECTIONS AND FOLLOW-UP