![APPLE CORE iStock_000007876296Large[1].jpg](data/images/img0.jpg)
Kerlyn Prada
Middle School Science Educator
Ruth K. Broad Bay Harbor K-8Center
Kirk Nieveen
Science Curriculum SupportSpecialist
Department of Mathematicsand Science
Name Tents
•Write your name
•School
•Grade Level
![APPLE CORE iStock_000007876296Large[1].jpg](data/images/img3.jpg)
Department of Mathematics and Science
Session Outcomes
Participants will be able to:
–Incorporate M-DCPS physical science instructionalresources to support science teaching andlearning
–Identify how M-DCPS integrates Mathematics andLanguage Arts Common Core Standards foreffective science teaching and learning
–Plan for rigorous instruction using 5E model
Department of Mathematics and Science
Day One Agenda
4
Department of Mathematics and Science
•Norms
•Ice Breaker
•5 E’s Lesson (break)
•Lunch (11:15-12:15)
•Lab Rotations
•Computer Lab (1:15-2:15)
•Lesson Plan Writing
Norms
Lift expectations
Everyone is a Learner
Ask Questions and actively participate
Reserve judgment
Network responsibly
Department of Mathematics and Science
Science DepartmentWebsite Overview
Department of Mathematics and Science
Department of Mathematics and Science
General information
•Common Core Mathematics and Language Arts literacybenchmarks aligned in District Pacing Guides
•Achievement Level Descriptors for FCAT 2.0 Science andBiology EOC
•Next Generation Science Standards – Final version released
•NAEP 2012 – students have problems with providingevidence and reasoning for claims
•Insights: Benchmark instruction with fidelity and rigor +Students exposed to application of concepts (inquiry,assessments) = Success
Department of Mathematics and Science
![APPLE CORE iStock_000007876296Large[1].jpg](data/images/img15.jpg)
What does effective science instructionlook like?
Department of Mathematics and Science
What does effective scienceinstruction look like?
•Engage
–Question, discussion, activity, uncover ideas (Discovery and PBSLearning, NBC Learn)
•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
Department of Mathematics and Science
Unknown Pouches: Can you identifyan unknown substance?
•Pin a numbered felt pouch to your shoulder.
•As you walk around, introduce yourself to yourcurrent partner.
•Using the your observational skills (notasting), identify the unknown object in thepouch by its physical properties.
•Use at least one of the following terms indescription: density, thermal conductivity,electrical conductivity, solubility, magnetic,melting point or boiling point
Department of Mathematics and Science
Essential Lab
Department of Mathematics and Science
NSTA FormativeAssessment ProbePage Keeleydigital copies of all four (4)volumes purchased for all K- 8Centers and Middle Schools
Department of Mathematics and Science
BenchmarkSC.8.P.8.4 Classify and comparesubstances on the basis of characteristicphysical properties that can be demonstratedor measured; for example, density, thermalor electrical conductivity, solubility, magneticproperties, melting and boiling points, andknow that these properties are independentof the amount of the sample. (Also assessesSC.8.P.8.3.) AAAlso AssessesSC.8.P.8.3 Explore and describe thedensities of various materials throughmeasurement of their masses and volumes.
Magnets in Water (v4)
ExploreLearning GIZMO
Department of Mathematics and Science
Claim, Evidence, Reasoning
Department of Mathematics and Science
Claim, Evidence, Reasoning
Department of Mathematics and Science
Source: Edutopia.org
Conclusion WritingClaim-Evidence-Reasoning
•Students should support their own written claims with appropriatejustification.
•Science education should help prepare students for this complex inquirypractice where students seek and provide evidence and reasons for ideasor claims (Driver, Newton and Osborne, 2000).
Department of Mathematics and Science
Can you identify an unknownsubstance?
Claim
Evidence
Reasoning
19
![APPLE CORE iStock_000007876296Large[1].jpg](data/images/img23.jpg)
Department of Mathematics and Science
Common Core State StandardsConnections
Currently we continue to use the NextGeneration Sunshine State Standards (NGSSS);however, during teaching and learning,whenever applicable, connections to CommonCore State Standards in Language Arts andMathematics are established.
Common Core benchmarks are aligned toScience courses in the M-DCPS Pacing Guides
Department of Mathematics and Science
Common Core Benchmarks in the ScienceCurriculum
Common Core Benchmarks in the ScienceCurriculum
Follow precisely a multistep procedure when carrying out experiments, takingmeasurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific wordsand phrases as they are used in a specific scientific or technical context relevant togrades 6–8 texts and topics.
Integrate quantitative or technical information expressed in words in a text with aversion of that information expressed visually (e.g., in a flowchart, diagram, model,graph, or table).
By the end of grade 8, read and comprehend science/technical texts in the grades6–8 text complexity band independently and proficiently.
Draw evidence from informational texts to support analysis reflection, andresearch.
Department of Mathematics and Science
23
Handout
Handout
Activate Prior Knowledge!
24
•Hook Question: How can the physical properties of asubstance help scientists solve a real world problem?
•Predictive Written Response to Complex Text-BasedQuestion: What are some positive and negativeconsequences of using physical properties to solve a realworld problem?
•Vocabulary Front-Loading
•Text Marking (Reading #1):
–An active reading strategy that helps students focus and isolateessential information in a text, improving their comprehension andretention of reading material.
•Directed Note-Taking (Reading #2)
•First draft written response to essential question
Surfactant
Department of Mathematics and Science
Vocabulary Front-loading
Independently,identify/highlight/underlinewords that are unfamiliar to you.
Department of Mathematics and Science
Pearson Digital Content Reading Coach
P 1
P 2
P 3
Science News for Kids
By Stephen Ornes
September 13, 2013
Vocabulary Front-loading
Vocabulary Instruction
•Direct students to locate words introduced inthe text by paragraph number.
•Model for students how to derive wordmeaning(s) from word parts (prefix, root, suffix)and/or context.
•Record meanings of word parts and words onword wall, journal, etc.
Vocabulary Front-loading
Para-gragh#
Academic orDiscippline SpecificVocabulary
Wordpart orcontext
Para-gragh#
Academic or DisciplineSpecific Vocabulary
Wordpart orcontext
1
Surfactant: a chemicalthat brings two thingstogether
Context
6
Mesh: net
Context
1
Sieve: my mom uses asieve to separate flourwhen baking - - it is amesh-like device
Wordpart
6
Repels: resist or keep off(one of the chemicalsloves water, the otherrepels oil)
Context
Directed Note-TakingGuiding Question: Using evidence from the text and video clip,What are some positive and negative consequences of usingphysical properties of this filter to solve real world problems?
Text Marking
+ -this section of text shows a positiveimpact on society or the individual
– - this section of text shows a negativeimpact on society or the individual
P – this section of text shows aproblem
S – this section of text shows a solution
P
S
+
-
Directed Note-Taking
33
Present a guiding question to direct student thinking while taking notes. Teacher modelsnote-taking with some examples from the text, and selects the category or categories thatthe statement supports. Students complete note-taking collaboratively or independently.
Handout
Handout
Guiding Question: Using evidence from the text and video clip, What are some positiveand negative consequences of using physical properties of this filter to solve real worldproblems?
Paragraph #/
Source
Note
+ impact onsociety orindividual
- impact onsociety orindividual
Problem
Solution
1
Once blended, oil and water become toughto pull apart
X
X
1
Using a chemical called a surfactant as anew type of sieve
X
X
video
film indicated that beeswax makes lip glossmore solid
X
X
video
film indicated that shea butter and castoroil make lip gloss smooth and shiny
X
X
Directed Note-Takingwith video
First Draft Written Response to Essential Question
Using evidence from the text and video, why isit important to consider the positive andnegative impacts on society/individuals, whenusing physical properties to solve a real worldproblem?
34
Handout
Handout
In small groups, take positions and discusswhich factor is most significant/impactful(based on the text), and come to consensus.
GroupConsensus
IndividualVote #1
IndividualVote #2
Positive Impact
Negative Impact
Problem
Solution
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 Generation
Purpose: To provide students with a demonstration of question generation and theopportunity for them to interact with the text by generating questions to furtherdeepen their comprehension.
36
Generate questions unanswered from your first text reading.Record your questions on your Student Question Generation paperas you work in pairs or small groups. In your groups, select onequestion and place on grid at front of room in appropriate category.
Question Generation: How using chemicals to solve a real world problem
Paragraph #/
Source
Note
+ impact onsociety orindividual
- impact onsociety orindividual
Problem
Solution
1
Will the surfactant chemical be harmful ifused to clean up oil spills in the ocean?
X
X
2
Will using the surfactant chemical to cleanwater treatment plants be harmful tohumans or any other living things?
X
X
2
What will be the cost for using thesurfactant chemical for large disasters?
X
X
4
How much can we save by using lessenergy than other filters?
X
X
Final Response After Rereading andExtended Text Discussion
•Purpose: To provide opportunities for students to interactwith the text and with their peers to:
–identify text information most significant to the final/essentialquestion.
–facilitate complex thinking and deep comprehension of text.
After the final discussion, answer the following question on yourhandout:
According to the text and extended text discussion, which factoris most likely the primary concern for scientists when usingphysical properties to solve real-world problems?
How does scientific research impact society?
37
Department of Mathematics and Science
Summative Assessment
Department of Mathematics and Science
BenchmarkSC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured;for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that theseproperties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AAAlso AssessesSC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.
Summative Assessment
Department of Mathematics and Science
BenchmarkSC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured;for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that theseproperties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AAAlso AssessesSC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.
Summative Assessment
Department of Mathematics and Science
BenchmarkSC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured;for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that theseproperties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AAAlso AssessesSC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.
Summative Assessment
Department of Mathematics and Science
BenchmarkSC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured;for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that theseproperties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AAAlso AssessesSC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.
Summative Assessment
Department of Mathematics and Science
BenchmarkSC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured;for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that theseproperties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AAAlso AssessesSC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.
Identify and indicate theeffectiveness of the…
•Engage
•Explore
•Explain
•Elaborate
•Evaluate
Department of Mathematics and Science
Common Core BenchmarksImplemented
•Integrate quantitative or technical informationexpressed in words in a text with a version ofthat information expressed visually (e.g., in aflowchart, diagram, model, graph, or table).
Writing: Text Types and Purposes 1.1a and 1.1b
Department of Mathematics and Science
What FCAT Level Would We Be?
A look at Achievement LevelDescriptions
Department of Mathematics and Science
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCESTUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTINGCATEGORY WILL BE ABLE TO …
Ach Level
Specific Physical Science Student Expectations Excerpt
Level 5
oclassify and compare substances using data, observations, and measurable physicalproperties.
o calculate and analyze the densities of various materials using data.
Level 4
oclassify and compare substances based on their measurable physical properties.
ocalculate and evaluate the densities of various materials.
Level 3
oclassify and compare substances based on their measurable physical properties.
ocalculate and evaluate the densities of various materials.
Level 2
oidentify some substances based on their measurable physical properties.
ocompare the densities of various materials.
Department of Mathematics and Science
Good Science Instruction
•Effective Planning (with the end in mind)
•Implement a routine of inquiry based, hands-onactivities relevant to the objectives of the topic.
•Develop Higher-Order Questioning Strategiesusing Explicit-Reflective instruction to enhancestudent thinking
•Facilitate, encourage, and expect Higher OrderThinking (HOT) from your students
•Encourage students to communicate verbally andin writing
Department of Mathematics and Science
Good Science Instruction (Cont……)
•Discovering answers through systematicobservations
•Asking questions about our surroundings
•Applying models to formulate solutions toquestions
•Learning to make systematic observations inorder to formulate answers to events that occurin our surrounding
Department of Mathematics and Science
SUCCESSFUL STRATEGIES TO USE
The 5 E’s
HOT Questions(Web’s Depth ofKnowledge)
Inquiry
Hands-OnActivities/Labs
Demonstrations
Virtual Labs
Notebooks
Graphic Organizers
Models & Visuals
Cooperative Learning
Think-Pair-Share
Jigsaw
Centers / Stations
Internet / Video
DifferentiatedInstruction strategies
Department of Mathematics and Science
Department of Mathematics and Science
Lab Rotations
–Topic 1: Triple Beam Balance Lab
–Topic 2: Density of Rocks or Density Cubes(Essential Labs)
–Topic 3: Melting Ice
–Topic 4: Making Atoms Come to Life
Session Outcomes
Department of Mathematics and Science
–Incorporate M-DCPS physical science instructionalresources to support science teaching andlearning
–Identify how M-DCPS incorporates Mathematicsand Language Arts Common Core Standards foreffective science teaching and learning
–Plan for rigorous instruction using 5E model
SAVE the Date: October 24 -26, 2013
Florida Association of ScienceTeachers Conference 2013
DoubleTree by Hilton Hotel
Miami Airport Convention Center
October 24-26, 2013
Join the magical experience of learning new science curriculum
and methods while gaining new resources and skills
that will spark magic in your teaching.
Slip
Reflection
1. Today I learned ……………………….
2. Questions I still have……………….
![C:\Documents and Settings\276172\Local Settings\Temporary Internet Files\Content.IE5\CCMCJ80S\MC900389390[1].wmf](data/images/img61.png)
Department of Mathematics and Science
Science Department
54
Dr. Ava D. Rosales,
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
Instructional Supervisor
Ms. Yoly McCarthy
Instructional Supervisor
Mr. Sebastian Oddone
Instructional Supervisor
Ms. Mary Tweedy
Curriculum Support
Specialist
Mr. Dane Jaber
Curriculum SupportSpecialist
Mr. Kirk Nieveen
Curriculum SupportSpecialist
Ms. Keisha Kidd
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science