science content and pacing q3 – q4 with science literacy and common core grades 7 and 8 february...

Science Content and Pacing Q3 – Q4

With Science Literacy and Common Core Grades 7 and 8

February 1, 2013

Jose Marti MAST 6 - 12

Facilitated by

Kirk NieveenCurriculum Support Specialist

Ria RamdathCurriculum Support Specialist

Office of Academics and TransformationDepartment of Mathematics and Science

AGENDA Science Department Website Overview

District Instructional Resources Elements of Good Science Instruction

Successful Strategies in ScienceWhat Should a Science Classroom Look Like (5Es)Lab Activities: Genetic Variation (EL), GIZMOCommon Core State Standards connectionsScience Best PracticesInterim Assessment Data Analysis by Benchmarks (Progress

Monitoring Tool) Further Explorations Reflection on Instructional Practices

January 2013 2Department of Mathematics and Science

Session Outcomes

Participants will be able to:– Access science instructional resources to support

science teaching and learning– Identify effective science teaching and learning– Reflect on individual instructional practices

Department of Mathematics and Science

Science Department Website Overview


Upcoming Science Leader information

• Achievement Level Descriptors for FCAT 2.0 Science and Biology EOC

• NGSS – 2nd /Final draft – released for review• iCPALMS correlation to the Pacing guides – in production• State Item Bank - in production• 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


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

• Evaluate: formative and summative by benchmark


Making Babies

• Draw/sketch the face of a baby (2 min.)

• Use at least one of the following terms in an introduction of your baby face:– offspring -heredity– gene -sexual reproduction– trait -asexual reproduction– phenotype -chromosome– genotype -Punnett Square10 points for each term used correctly


Essential Lab


NSTA Formative Assessment

ProbePage Keeley

digital copies of all four (4) volumes purchased for all K- 8

Centers and Middle Schools


Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.

ExploreLearning GIZMO


http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=449

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).


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 need to be established.

Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides

January 2013 13Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum

15

HandoutHandout

Activate Prior Knowledge!

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• Hook Question: How can the science of DNA analysis affect society?

• Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes?

• 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

HandoutHandout

DNA

Definition of DNA (n) DNA [ D N A ]

• Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms


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.


Pearson Digital Content Reading Coach

Science News for Kids


21

Vocabulary InstructionDirect 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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Text Marking

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+ -this section of text shows a positive impact of the science of DNA analysis on society or the individual– - this section of text shows a negative impact of the science of DNA analysis on society or the individualP – this section of text shows a problemS – this section of text shows a solution

9.1

Animal CSI or from science lab to crime lab

By Emily Sohn/ March 26, 2008 (http:/ /www.sciencenewsforkids.org/?s=DNA )

Robbery, vandalism, murder: Crimes happen every day. But people aren’t the only victims of illegal activity. Bad guys can also target animals. And since animals can’t tell police officers what they’ve seen, these are some of the toughest cases to solve.

Particularly challenging are the crimes that involve poaching—taking animals from the wild that are protected by law. Poachers can make a lot of money selling meat, tusks, fur, fins, and other parts of protected animals.

Federal inspectors took this suitcase from a traveler passing through Miami’s airport. Inside were poached shark fins and seahorses that NOAA enforcement officers later sent to researchers at Nova Southeastern University in Florida for identification.

R. Horn/Nova Southeastern Univ. Oceanographic Ctr.

Poaching can devastate even large wildlife populations if too many animals are taken in any year or from any area. The problem becomes even more serious when a species is endangered. Then, losing even a few animals can make it harder for the species to survive.

What’s really bad is that poaching creates an unfortunate cycle: As the animals become more rare, their parts become more valuable. So, poachers earn even greater rewards for their collection of protected species.

Now, scientists are helping fight back. Using the genetic material DNA, they are finding ways to clinch hard-to-solve cases involving a wide range of creatures, from elephants to seahorses.

P1

P2

P3

P4

P5

P

S+

Directed Note-Taking

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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.

HandoutHandout

Directed Note-Taking

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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.

HandoutHandout

Directed Note-Takingwith video

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 DNA as evidence of a crime?

26

HandoutHandout

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)

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.

28

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 when conducting DNA analysis?

How does scientific research impact society?

29Department of Mathematics and Science

Summative Assessment

F 1 and 2G 1 and 3H 2 and 4J 3 and 4

In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea pig with brown hair and a female guinea pig with white hair.

A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from which two chromosomes?

F 1 and 2G 1 and 3H 2 and 4J 3 and 4

Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.


Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate


DISCOVERY EDUCATIONIntroduced in District Pacing Guides 2010Train-the-trainer professional development modelExamples of Digital Media integrated with instructionVideo segmentImagesExplorationSoundSongsVirtual labInteractive GlossaryReading PassageGame Collaborative: My Content


Cu

rriculu

m a

nd

Instru

ction

PBS LearningMedia

What FCAT Level Would We Be?

A look at Achievement Level Descriptions


GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DETERMINE PROBABILITIES FOR GENOTYPIC AND PHENOTYPIC COMBINATIONS…

Ach Level

Specific Life Science Student Expectations Excerpt

Level 5 •relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • differentiate sexual and asexual reproduction and how they relate to heredity;

Level 4 •relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • compare sexual and asexual reproduction and how they relate to heredity;

Level 3 •recall that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • compare sexual and asexual reproduction and how they relate to heredity;

Level 2 •recognize that genetic material is contained in DNA; • identify the difference between sexual and asexual reproduction;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.


Good Science Instruction

January 2013 37

• 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 38

• 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

39

Tracking Deficient Benchmarks

Progress Monitoring Tool Sample Working Document

Extended Learning Modules (ELM)

and ETO Resource

LessonsOverview

ELM 1 – 6Presented

December 13, 2012West Miami Middle School

Ava D. Rosales, Ph.D.Instructional Supervisor, ScienceDepartment of Mathematics and ScienceOffice of Academics and Transformation

FCAT 2.0 Test Item Specifications

Learning Village

Time To Explore!

Wordle.netSource: Wordle.netSource: Wordle.net

Explore: Essential Explore: Essential Laboratory and Laboratory and Technology ActivitiesTechnology Activities

Department of Mathematics and ScienceDepartment of Mathematics and Science

Lab RotationsLab Rotations

Record Laboratory Notes and data Record Laboratory Notes and data in Interactive Notebook (LEFT in Interactive Notebook (LEFT side)side)

After completing each Lab, as a After completing each Lab, as a groupgroup◦ Identify the Content (L) and Process Identify the Content (L) and Process

(N) Benchmarks(N) Benchmarks◦ Identify an expected student claim, Identify an expected student claim,

evidence and reasoningevidence and reasoning

4848Department of Mathematics and ScienceDepartment of Mathematics and Science

Lab Rotations 7Lab Rotations 7thth and 8 and 8thth GradeGrade

1.1.Moth Catcher—7Moth Catcher—7thth ( (EL) (G1)EL) (G1)

2.2.Penny Genetics—7Penny Genetics—7thth (G2) (G2)

3.3.Technology (Technology (Pearson, GIZMO, Pearson, GIZMO, The Khan Academy, Study Jams, The Khan Academy, Study Jams, DiscoveryDiscovery) (G3)) (G3)

4.4.Human Variations—7Human Variations—7thth

5.5.Martian Sun Times—8Martian Sun Times—8thth Solar System SizesSolar System SizesSolar System Distance Scale Model ObjectiveSolar System Distance Scale Model ObjectiveImaginary Alien Life FormsImaginary Alien Life FormsPlanet Research WorksheetPlanet Research WorksheetExtreme Alien Life FormsExtreme Alien Life Forms

6.6.Formative Assessment Probes:Formative Assessment Probes:Is It Made of Molecules?Is It Made of Molecules?Is It Made of Cells?Is It Made of Cells?Digestive SystemDigestive SystemIs It a System?Is It a System?

4949


ExplainExplain

Student Led Report-OutStudent Led Report-Out


Lab RotationsLab Rotations

On the chart paper provided in On the chart paper provided in small groups-small groups-

◦ Identify the Content (L) and Process (N) Identify the Content (L) and Process (N) Benchmarks. Benchmarks.

◦ Identify what part(s) of the benchmark Identify what part(s) of the benchmark are addressed and what part(s) are not are addressed and what part(s) are not addressed addressed

◦ Describe how to connect the lab Describe how to connect the lab experience with the science content and experience with the science content and to the real worldto the real world

◦ Identify an expected student claim, Identify an expected student claim, evidence and reasoning for this labevidence and reasoning for this lab

◦ Develop Essential Questions for each labDevelop Essential Questions for each lab


Preparation for Student Success in the 21st Century

Focus on:Focus on: High academic standards with High academic standards with

expectations of high achievement for expectations of high achievement for every studentevery student

Active, hands-on learning in the Active, hands-on learning in the classroomclassroom

Students working and learning Students working and learning cooperativelycooperatively

Expanding resources to include local and Expanding resources to include local and global communitiesglobal communities

Making connections with all content Making connections with all content areasareas

Students inquiring, problem solving, Students inquiring, problem solving, conjecturing, inventing, producing and conjecturing, inventing, producing and finding answersfinding answers


Characteristics of a Great Characteristics of a Great Science ClassroomScience Classroom

Students are engaged!!!Students are engaged!!! Evidence of project-based Evidence of project-based

instructioninstruction Evidence of inquiry-based, Evidence of inquiry-based,

hands-on/laboratory activitieshands-on/laboratory activities Effective use of timeEffective use of time


Effective Teachers of the 21Effective Teachers of the 21stst Century…Century…

Get as much EXPOSURE to new ideas that support educational reform;Get as much EXPOSURE to new ideas that support educational reform; SCATTER the resources that they have acquired over students and their SCATTER the resources that they have acquired over students and their

peers;peers; Always SEEK to improve; Always SEEK to improve; SUPPORT others in their field; andSUPPORT others in their field; and IMPLEMENT curriculum to the highest of standards.IMPLEMENT curriculum to the highest of standards.


K-12 Science Vocabulary Aligned to Content & Performance Standards

• Over 1,100 definitions to support individual

state standards • Grouped by grade levels and strands • Fully translated into Spanish with an easy

toggle between languages • for each concept (capable of supporting

additional languages) • Building vocabulary and the body of science

knowledge using visuals • and interactive media • Developing methods of scientific inquiry with

the help of over 240 digital experiments

Learning VillageLearning Village

Formative Assessment Probes Formative Assessment Probes Purchased for All K-8 Centers and Purchased for All K-8 Centers and Middle SchoolsMiddle Schools


CPALMSCPALMS www.FloridaStandards.org

http://www.floridastandards.org/

Khan Academy resources. Please view what is

available at www.khanacademy.org.

http://www.khanacademy.org/

Teach with the Brain in Mind

““Teachers work to produce Teachers work to produce understanding in their understanding in their

students-whether the topic students-whether the topic is literature, social studies, is literature, social studies,

math or science. For young math or science. For young people to be literate, the people to be literate, the

written word needs to bring written word needs to bring the world into focus for the world into focus for

them.” them.” Ellen Stone, National Energy FoundationEllen Stone, National Energy Foundation


The Power of ScienceThe Power of Science

Science isn’t just memorizing facts.Science isn’t just memorizing facts.

The new standards will help The new standards will help students understand how science students understand how science works.works.

The scientific skills and attitudes The scientific skills and attitudes students learn will provide them with students learn will provide them with powerful problem-solving skills.powerful problem-solving skills.

Every student deserves to benefit Every student deserves to benefit from scientific thinking.from scientific thinking.


Session GoalsSession Goals

Are you now able to:Are you now able to: Access science instructional Access science instructional

resources to support science resources to support science teaching and learningteaching and learning

Identify effective science teaching Identify effective science teaching and learningand learning

Reflect on your own science Reflect on your own science teaching practicesteaching practices


Exit SlipExit Slip3 Things I Learned3 Things I Learned ______________________________________________________

______________________________________________________________________________________________________

2 Things that I will not forget2 Things that I will not forget ______________________________________________________

__________________________________________________1 Thing that makes me go…WOW!1 Thing that makes me go…WOW! ____________________________________________________


Follow UpFollow UpFollow up posted to Emodo (Follow up posted to Emodo (

www.emodo.com) )

Emodo Code: Hfl5z2

Provide copies of student produced artifacts (i.e. Claim/Evidence/ Reasoning lab reports)

One-page reflection on the implementation of strategies and/or content in the classroom


http://www.emodo.com/

Science Department

January 2013 65

Mr. Cristian Carranza, Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Dr. Ava RosalesInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Kirk NieveenCurriculum Support

Specialist

Ms. Yoly McCarthyCurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


science content and pacing q3 – q4 with science literacy and common core grades 7 and 8 february...

Documents

science content

effective science instruction

science classroom look

instructional practicesjanuary

baby face

eslab activities

pacing guides

benchmark instruction