Kerlyn PradaMiddle School Science Educator
Ruth K. Broad Bay Harbor K-8 Center
Kirk NieveenScience Curriculum Support
Specialist
Department of Mathematics and Science
Session Outcomes
Participants will be able to:– Incorporate M-DCPS earth and space 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
Department of Mathematics and Science
3Department of Mathematics and Science
Norms Ice Breaker 5 E’s Lesson (floating break) Lunch (11:15-12:15) Lab Rotations Computer Lab (1:15-2:15) Lesson Plan Writing Gallery Walk
DAY THREE AGENDA
NormsLift expectations
Everyone is a Learner
Ask Questions and actively participate
Reserve judgment
Network responsibly
Department of Mathematics and Science
Science Department Website Overview
Department of Mathematics and Science
Department of Mathematics and Science
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
Department of Mathematics and Science
Jumbled Planets: How do scientists classify objects in the solar system?
• As a class make groups of the astronomical bodies.• Write the characteristics that each member of the
group has in common.
Department of Mathematics and Science
Essential Lab
Department of Mathematics and Science
NSTA Formative Assessment
ProbePage Keeley
digital copies of all four (4) volumes purchased for all K- 8
Centers and Middle Schools
Department of Mathematics and Science
Benchmark SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. AA (Cognitive Complexity: Moderate)
ExploreLearning GIZMO
Department of Mathematics and Science
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).
Department of Mathematics and Science
How do scientists classify objects in the solar system ?
Claim
Evidence
Reasoning
Department of Mathematics and Science
Common Core Benchmarks in the Science Curriculum
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.
Department of Mathematics and Science
Activate Prior Knowledge!
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• Hook Question: How do scientists discover new planets outside of our solar system (exoplanets)?
• Predictive Written Response to Complex Text-Based Question: How are these exoplanets similar and different to the planets in our solar system?
• 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
Handout
RevolutionDefinition of Revolution (n) • The movement of one object around another
object.
Department of Mathematics and Science
Vocabulary Front-loading
Independently, identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
Pearson Digital Content Reading Coach
P 1
P 2
P 3
P 4
P 5
Science News for Kids
P 2
P 3
Vocabulary Front-loading
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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.
Vocabulary Front-loading
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Para-gragh #
Academic or Discippline Specific Vocabulary
Word part or context
Para-gragh #
Academic or Discippline Specific Vocabulary
Word part or context
3 Debris-mainly gas and dust
context
4 Plane-height as the piece of paper
context
Text Marking
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S – this section of text shows similarity to the planets in the solar systemD – this section of text shows a difference in the planets in the solar system
S D
P 2
P 3
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.
Handout
Guiding Question: Using evidence from the text and video clip, how are these newly discovered exoplanets similar and different to the planets in our Solar system?
Paragraph #/Source
Note Similarity Difference
2 These planets are unusual because they orbit, or move around their stars, backward.
X
3 Scientists believe that all the planets in the solar system were formed from the same giant disk of debris-mainly gas and dust
X
6 Astronomers found six planets moving around their host star in the opposite direction.
X
Directed Note-Taking
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Directed Note-Takingwith video
First Draft Written Response to Essential QuestionUsing evidence from the text and video, how are these newly discovered exoplanets similar and different to the planets in our Solar system?
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Handout
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
SimilarityDifference
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.
Question Generation:
Paragraph #/Source
Note Similarity Difference
3 Why are these exoplanets moving in the opposite direction?
X
5 Do all exoplanets orbit their star(s) on the same plane?
X
14 What would have happened to our solar system if Jupiter had not formed?
X
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 factors affect the type of planets in the different solar systems and how they behave?
How does scientific research impact society?
30Department of Mathematics and Science
Summative Assessment
Department of Mathematics and Science
Benchmark SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. AA (Cognitive Complexity: Moderate)
Summative Assessment
Department of Mathematics and Science
Summative Assessment
Department of Mathematics and Science
Identify and indicate the effectiveness of the…
• Engage• Explore • Explain• Elaborate• Evaluate
Department of Mathematics and Science
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
Department of Mathematics and Science
What FCAT Level Would We Be?
A look at Achievement Level Descriptions
Department of Mathematics and Science
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH SPACE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …Ach Level
Specific Life Science Student Expectations Excerpt
Level 5 differentiate the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions
Level 4 compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions
Level 3 compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions
Level 2 identify the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions
Department of Mathematics and Science
Department of Mathematics and Science
Good Science Instruction
• 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……)
• 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
Department of Mathematics and Science
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
Department of Mathematics and Science
Essential Lab
Department of Mathematics and Science
IMAGINARY ALIEN LIFE FORMS
Department of Mathematics and Science
LAB ROTATIONS
– Topic 11: Solarscapes Activities (virtual)– Topic 12: The Martian Sun Times (Part B)– Topic 13: Modeling the Phases of the Moon
Session Outcomes
Are you able to:– Incorporate M-DCPS earth and space 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
Department of Mathematics and Science
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
Slip
Reflection1. Today I learned ……………………….
2. Questions I still have……………….
Department of Mathematics and Science
Science Department
January 2013 46
Dr. Ava D. Rosales, Executive Director
Elementary Middle School High SchoolDr. Millard Lightburn
Instructional SupervisorMs. Yoly McCarthy
Instructional SupervisorMr. Sebastian Oddone
Instructional Supervisor
Ms. Mary Tweedy Curriculum Support
Specialist
Mr. Kirk Nieveen Curriculum Support
SpecialistMs. Keisha Kidd
Curriculum Support Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science