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

Christine Todd-Gibson

7th Grade Science Teacher

Norman S. Edelcup/

Sunny Isles Beach K-8

Department of Mathematics and Science

Kirk Nieveen Science Curriculum Support

Specialist

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 earth 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• Cognitive Complexity within the 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


Today’s BenchmarksSC.7.E.6.1 Describe the layers of the solidEarth, including the lithosphere, the hotconvecting mantle, and the dense metallicliquid and solid cores. Assessed as SC.7.E.6.5

SC.7.E.6.2 Identify the patterns within the rockcycle and relate them to surface events(weathering and erosion) and sub-surface events (platetectonics and mountain building).(AA)


How can we embed cognitive complexity into the 5E’s?

Engage

Explore

Explain

Elaborate

Evaluate


Earth’s Interior• Observe the inside of a Ferrero Rocher chocolate. How does it compare to

earth’s interior? Use the following vocabulary words to explain.

10 points for each term used correctly

density mass volume solid

lithosphere continental crust model heat

inner core asthenosphere mantle convection

outer core lithosphere oceanic crust seismic wave

mesosphere liquid crust theory


ESSENTIAL LAB


SC.7.E.6.1 Describe the layers of the solidEarth, including the lithosphere, the hotconvecting mantle, and the dense metallicliquid and solid cores. Assessed asSC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)

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

NSTA Formative Assessment ProbePage 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).


What is the effect of the motion of tectonic plates?

Claim

Evidence

Reasoning


Comprehension Instructional Sequence

(CIS)


Huffington Post

Activate Prior Knowledge!

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• Hook Question: Hook Question: How can earthquakes affect our economy?

• Predictive Written Response to Complex Text-Based Question: What are some processes and outcomes of earthquake eruptions?

• 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.


Fracture

Definition of Fracture (n)

Fracture- a crack or

a fault in a rock



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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

+ -this section of text shows a fact based on evidence

– - this section of text shows an opinion based on someone’s thoughtsP – this section of text shows a process of earthquakesO – this section of text shows an outcome of a process of an earthquake

Directed Note-Taking

25

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, what is important to consider about the processes and outcomes of earthquakes?

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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

Processes of an earthquake

Outcomes of earthquake

Facts

Opinions1) 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, most likely, is the primary issue when considering the impact of earthquakes on our economy?

How does scientific research impact society?

29Department of Mathematics and Science

Discovery of limestone and fossils

CEMEX – rock quarryMiami Terminal - Cement Plant Cement1200 NW 137th Avenue 33182, Miami1-800-992-3639(305)221-7645/ (305) 229-8015 http://www.cemexusa.com

All fieldtrips must be approved by the Region


Summative Assessment

SC.7.E.6.1 Describe the layers of the solid Earth, including thelithosphere, the hot convecting mantle, and the dense metallicliquid and solid cores. Assessed as SC.7.E.6.5

SC.7.E.6.2 Identify the patterns within the rock cycle and relatethem to surface events (weathering and erosion) and sub-surfaceevents (plate tectonics and mountain building).(AA)


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 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.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.


What FCAT Level Would We Be?

A look at Achievement Level Descriptions


Grade 8 FCAT 2.0 Science Reporting Category ─ Earth Science Students performing at the mastery level of this reporting category will be able to …identify how earth

changes due to weathering , erosion, and plate tectonics…

Ach Level Specific Earth Science Student Expectations Excerpt

Level 5 •Interpret the scientific plate theory of plate tectonics and how it relates to surface and sub-surface structures and events;•Relate the composition of the layers of Earth and how they interact

Level 4 •Relate the patterns in the rock cycle and their effect on surface and sub-surface events and land formation;

Level 3 •Identify patterns in the rock cycle and their effect on surface and sub-surface events and land formation;•Relate the scientific plate theory of plate tectonics to surface and sub-surface structures and geologic events;•Identify the layers of Earth

Level 2 •Recognize the steps of the rock cycle;•Recognize that the movement’s of the Earth’s plates result in various geologic events;•Identify some of the Earth’ s layers

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 strategies39


AFTERNOON SCHEDULE

12:30 pm Online exploration

1: 30pm Lab rotation2:30pm Individual work on

lesson plans


LAB ROTATION

How Does Pressure Affect Particles of Rock?

How do Grain Patterns CompareLaw of Superposition (ES)How are the Earth’s Continents Linked

Together


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

Participants will be able to:– Incorporate M-DCPS earth 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 to https://sites.google.com/site/dcstaonline/stem-conference https://sites.google.com/site/dcstaonline/stem-conference Department of Mathematics and Science

Science Department

46

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- 995-1939Department of Mathematics and Science

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

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