Christine Todd-Gibson 7 th Grade Science Teacher Norman S. Edelcup/ Sunny Isles Beach K-8

Christine Todd-Gibson

7th Grade Science Teacher

Norman S. Edelcup/

Sunny Isles Beach K-8

Kirk Nieveen

Science Curriculum Support Specialist

Department of Mathematics and Science


Name Tents

• Write your name• School • Grade Level


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


Session Outcomes

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

resources to support 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


AGENDAAM• The Essence of Lesson Planning- Bybee’s 5E’s• Infusion of CCSS Instructional Strategies• FCAT Achievement Level Descriptions

PM• Online Exploration• Hands-On Lab Rotation• Development of Individual Lesson Plan


NORMS

• Lift expectations• Everyone is a learner• Ask questions and actively participate• Reserve judgment • Network responsibly


What does effective science instruction look like?


What does effective science instruction look like?

• Engage– Question, discussion, activity, uncover ideas (Discovery, PBS

Learning, 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


Today’s Benchmarks• SC.7.P.11.1 Recognize that adding heat to or removing heat from a

system may result in a temperature change and possibly a change of state. Assessed as SC.7.P.11.4

• SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)

• SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Assessed as SC.7.P.11.2

• SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. Assessed as SC.7.P.10.3

• SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (AA)


Where does energy come from and how does it get from one place to another?

http://www.youtube.com/watch?feature=player_embedded&v=_ve4M4UsJQoUse 5 terms to explain how energy moved.

10 points for each term used correctly


Heat energy scientific law kinetic energy

potential energy

tidal temperature conduction convection radiation

thermal radiant chemical mechanical conservation

hydroelectric geothermal transformation renewable nonrenewable

http://www.achieve.org/Florida

http://www.achieve.org/Florida

Essential Lab


SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Assessed as SC.7.P.11.2)

NSTA Formative Assessment Probe Page Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools


Explore Learning GIZMO


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).


Where does energy come from?

Claim

Evidence

Reasoning

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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 23Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum

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HandoutHandout

Common Core Benchmarks in the Science Curriculum

LACC.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

LACC.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

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).

LACC.68.RST.4.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

LACC.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.


Comprehension Instructional Sequence

(CIS)


Canada Is Ready For a Transformative Energy Experience

28Huffington Post

Activate Prior Knowledge!

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• Hook Question: : How can green energy impact our lives, health, and future?

• Predictive Written Response to Complex Text-Based Question: What are some challenges and benefits of shifting from burning fossil fuels to cleaner energy sources?

• 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

Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you.


Renewable

Definition of Renewable (adj)

• Renewable- capable of being replaced by natural ecological cycles or sound management practices



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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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Text Marking

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+ -this section of text shows a benefit of shifting from burning fossil fuels to cleaner energy

- - this section of text shows a challenge of shifting from burning fossil fuels to cleaner energyP – this section of text shows a problemS – this section of text shows a solution

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 challenges and benefits of shifting from burning fossil fuels to cleaner energy sources?

http://wlrn.pbslearningmedia.org/resource/eded669e-0139-4dbc-81f0-2e128b9ec1a0/eded669e-0139-4dbc-81f0-2e128b9ec1a0/

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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

BenefitChallengeProblem 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 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 when replacing green energy sources with burning fossil fuels?

How does the use of green energy impact society?

39Department of Mathematics and Science

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Summative AssessmentSC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.Also assessesSC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

Household appliances convert electricity into one or more different forms of energy. An electric fan can best be described as converting electricity into: a. heat energy only b. heat energy and sound energy only c. heat energy, sound energy, and mechanical energy only d. heat energy, sound energy, mechanical energy, and chemical energy


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


Common Core Benchmarks Implemented

CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-

world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Curriculum and Instruction

What FCAT Level Would We Be?

A look at Achievement Level Descriptions


GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY…

Ach Level

Specific Physical Science Student Expectations Excerpt

Level 5 •Analyze the transformation f energy from one form to another; differentiate potential from kinetic energy; evaluate evidence that supports of the Law of Conservation of Energy.

Level 4 • Evaluate the transformation of energy.

Level 3 •Identify the transformation of energy from one form to another; compare potential and kinetic energy; identify examples of the Law of Conservation of Energy.

Level 2 •Identify examples of energy that has been transformed from one to another; recognize that there is a difference between potential and kinetic energy.

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 47

• 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 48

• 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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Afternoon Schedule

12:30 pm Online Exploration1:30pm Hands-On Lab Rotation2:30pm Individual work on lesson plan


Lab Rotation

• States of matter

• Pendulum swing

• Sources of energy

• How fast are electromagnetic waves?

• Bent pencil


Assignment

• 5E lesson plan by the end of the day• Teachers work in groups of 5-6.• Each teacher submit an assignment.• For Explore- Chose from today’s hands-on lab

activities


Session Outcomes

Are you able to:– Incorporate M-DCPS physical science instructional

resources to support 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


Slip

Reflection1. Today I learned ……………………….

2. Questions I still have……………….


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 https://sites.google.com/site/dcstaonline/stem-conference to https://sites.google.com/site/dcstaonline/stem-conference

Science Department

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Dr. Ava Rosales,Executive 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 Nieveen Curriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


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Christine Todd-Gibson 7 th Grade Science Teacher Norman S. Edelcup/ Sunny Isles Beach K-8

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