Steven Hankins Country Club Middle School Science Educator and Data Manager Department of...

Steven Hankins

Country Club Middle School

Science Educator and Data Manager

Department of Mathematics and Science

Session Outcomes

Participants will be able to:– Incorporate M-DCPS Earth/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.


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


NORMS

• Lift expectations

• Everyone is a learner

• Ask Questions and actively participate

• Reserve Judgment

• Network responsible

What does effective science instruction look like?


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, CIS

• Evaluate: formative and summative by benchmark


How does water move?

• Draw/sketch a model of water moving(2 min.)

• Label 5 of the terms below to explain your model to your group:– Condensation -Precipitation– Evaporation -Transpiration– States of Matter -Radiation– Weather -Hydrosphere– Melting -Cryosphere10 points for each term used correctly


Essential Lab: Melting Ice

How Does Water Move?

Begin the procedures in the

Essential lab


NSTA Formative Assessment

ProbePage Keeley



Benchmark: SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate Assessed as SC.6.E.7.4

SC.6.E.7. 5 (Cognitive Complexity: Moderate)Explain how energy from the sun influences global patterns of atmospheric movement and the temperature differences between air, water and land. (also asses: SC.6.E.7.1.)

.



Coastal Winds

and Clouds

http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=438

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).


Claims, Evidence, Reasoning


Writing Rubric

Curriculum and Instruction

How does water move? Whole Class

Claim –

Evidence –

Reasoning –


Example: How does water move?Claim –What moves in a series of steps that repeat. Radiation from the sun heats

water and causes it to move from the hydrosphere to the atmosphere. Clouds form when this water vapor cools. Precipitation allows water to return to the hydrosphere to continue the cycle again.

Evidence –In the Essential lab the hotplate heated the ice to turn in into liquid. When all the ice melted, the water began to move to the air. Some of the vapor hit the cooler glass and formed little droplets of water. These droplets then fell back into the water when they got big enough.

Reasoning – Water moves in a continuous cycle from the hydrosphere to the atmosphere. Atmospheric air has different temperatures due to uneven heating from the sun, which affect the movement of water in air. Gravity can pull the water vapor down if enough of the water vapor comes together. This water then becomes part of the hydrosphere again and the process continues.

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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 24Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum

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HandoutHandout

Activate Prior Knowledge!

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• Hook Question: How do humans influence the movement of water?

• Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences when humans influence the movement of water?

• 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: How does

water move through the water cycle?

Human Impact on Water Cycle

Definition of Infrastructure (n):

Physical organization structures in a city to allow for the entire city to function as a system.

Examples: Road, Public water, Drainage, sewer, electrical, and telecommunication systems all contribute to the functioning of the entire city system.


http://www.bing.com/Dictionary/search?q=define+ethics&qpvt=define+ethics&FORM=DTPDIA

Vocabulary Front-loading: Infrastructure

Independently, identify/highlight/underline

words that are unfamiliar to you.


Close Read Article

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

Pearson Digital Content Reading Coach

Science News for Kids

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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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

First Draft Written Response to Essential Question

Using evidence from the text, why is it important to identify problems and develop solutions, when studying the flow of water?Why is it important to understand how water move through the water cycle?

Directed Note-Takingwith video on Climate Change

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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

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.

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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 how can society affect the way water moves to avoid negative impact on the environment?

How does human society affect the earth’s spheres?

39Department of Mathematics and Science

Summative Assessment


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


http://www.cpalms.org/Standards/PublicPreviewBenchmark6168.aspx

Common Core Benchmarks Implemented

CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

• Curriculum and Instruction

http://www.corestandards.org/Math/Content/7/SP/C/6

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

Level 4

Level 3

Level 2

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

Assessed High: Essential Lab



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

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Session Outcomes

Are you able to:– Describe M-DCPS science instructional resources

that support science teaching and learning– Identify how M-DCPS incorporates Mathematics

and Language Arts Common Core Standards for effective science teaching and learning



Your Assignment

• You will be making a 5e lesson plan using any of the labs in the first quarter.

• You will conduct the essential labs, then gather resources from pacing guides, explorelearning, FCAT explorer to make you lesson.

• You will be working in groups constructing the lesson, but everyone has to turn in their own 5e lesson plan.


Components of Your Lesson:

• One Q1 Essential Lab for explore• One engaging activity • One Page Keeley Formative Assessment Probe• One Gizmo• One Final Assessment questions from FCAT

explorer or Florida Focus. • One Video


Science Department

January 2013 54

Dr. Ava RosalesExecutive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional 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


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Steven Hankins Country Club Middle School Science Educator and Data Manager Department of...

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