Steven Hankins Science Educator/Data Manager Country Club Middle School

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

2. Why Science teachers are not asked to monitor recess. Curriculum and Instruction

3. Session Outcomes Participants will be able to: • Incorporate M-DCPS Life science instructional resources to support Life 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

4. Science Department Website Overview Department of Mathematics and Science

5. Department of Mathematics and Science

6. 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 Department of Mathematics and Science

7. NORMS • Lift expectations • Everyone is a learner • Ask Questions and actively participate • Reserve Judgment • Network responsible Department of Mathematics and Science

8. 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 Department of Mathematics and Science

9. NSTA Formative Assessment ProbePage Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where potential energy is transformed into kinetic energy and vice versa. Assessed as SC.7.P.11.2 (Cognitive Complexity: Moderate) Department of Mathematics and Science

10. Explore P1: The Bouncing Ball Energy Challenge How Does Energy Change? Given a selection of various balls students must determine the height their chosen/assigned ball must be dropped from to have a rebound height of ____meters. Department of Mathematics and Science

11. Explore P2: The Bouncing Ball Energy Challenge How Does Energy Change? Students are provided with bouncing ball diagrams and cards with relevant vocabulary/concepts pertaining to energy conversions. Students are asked to place the cards on the diagram to represent what they think took place. After the teachers provides support through probing questions, students are asked to complete the formative assessment on their student handout. Department of Mathematics and Science

12. Explore: Formative Assessment Students are asked to diagram their ball drop, label energy transformations, and explain why their models do not violate the law of conservation of energy. Department of Mathematics and Science

13. www.ExploreLearning.com-Gizmos How Does Energy Change? Energy of a Pendulum Department of Mathematics and Science

14. Balls don’t bounce forever because Thermal Energy is produced. Sliding Objects (Grade 7) Video SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (Also assesses SC.6.P.11.1 and SC.7.P.11.3.) Department of Mathematics and Science

15. 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

16. How Does Energy Change? Claim – Evidence – Reasoning – Department of Mathematics and Science

17. How Does Energy Change? Claim – Evidence – Reasoning – Department of Mathematics and Science

18. Department of Mathematics and Science

19. Florida’s CCSS Implementation Plan Phase 1 (2011-2012) Phase 2 (2012-2013) Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 3 (2013-2014) Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 4 (2014-2015) Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS

20. 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

22. 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 Department of Mathematics and Science

23. Common Core Benchmarks in the Science Curriculum

24. Handout

25. Activate Prior Knowledge! • Hook Question: How can nuclear potential energy affect society? • Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using nuclear energy? • 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

26. How does energy change? Definition of Psychological (Adj.): of, pertaining to, dealing with, or affecting the mind, especially as a function of awareness, feeling, or motivation: psychological play; psychological effect. Department of Mathematics and Science

27. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you.

28. Expository Text

29. Popular Science

30. Vocabulary Front-loading • 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.

31. Vocabulary Front-loading

32. Reading 1: Text Marking andDiscussion + -this section of text shows a positive impact of Nuclear Energy on society or the individual – - this section of text shows a negative impact Nuclear Energy on society or the individual P – this section of text shows a problem S – this section of text shows a solution If students are exposed to close reading yearly, by the time they get to high school they will be better prepared to handle complex texts.

33. Reading 2: Note-Taking & Discussion 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.

34. Directed Note-Takingwith video on Nuclear Energy First Draft Written Response to Essential Question: Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using nuclear energy?

35. In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come to consensus. • Count number of groups that selected each category. • 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)

36. Reading 3: Question Generation Purpose: 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. • 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.

37. 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 increasing fuel efficiency? How does scientific research impact society? Final Response After Rereading and Extended Text Discussion

38. Summative Assessment: FCAT Explorer

39. Identify and indicate the effectiveness of the… • Engage • Explore • Explain • Elaborate • Evaluate Department of Mathematics and Science

40. 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 Curriculum and Instruction

41. Common Core Math Benchmarks Implemented • Represent and analyze quantitative relationships between dependent and independent variables. MACC.6.EE.C9 • Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. MACC.6.RP.A.3a • Construct viable arguments and critique the reasoning of others. MACC.68.MP3 • Model with mathematics. MACC.68.MP4 • Use appropriate tools strategically. MACC.68.MP5 • Attend to precision. MACC.68.MP6 • Look for and make use of structure. MACC.68.MP7 Department of Mathematics and Science

42. What FCAT Level Would We Be? A look at Achievement Level Descriptions Department of Mathematics and Science

43. GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH SCIENCESTUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …Analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land…

44. 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 Department of Mathematics and Science

45. 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

46. Successful Strategies to Use • The 5 E’s • HOT 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

47. 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 Department of Mathematics and Science

48. SAVE the Date: October 24 -26, 2013 Florida Association of Science Teachers 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. Go to https://sites.google.com/site/dcstaonline/stem-conference

49. Slip Reflection Today I learned ………………………. 2. Questions I still have………………. Department of Mathematics and Science

50. Science Department Department of Mathematics and Science