Department of Mathematics and Science

1. Office of Academics and Transformation Department of Mathematics and Science

2. AGENDA • Science Department Website Overview • District Instructional Resources • Elements of Good Science Instruction • Successful Strategies in Science • What Should a Science Classroom Look Like (5Es) • Lab Activities: Genetic Variation (EL), GIZMO • Common Core State Standards connections • Walk-thru Essentials • Interim Assessment Data Analysis by Benchmarks (Progress Monitoring Tool) • Action plan • Department of Science Personnel Department of Mathematics and Science

3. Session Outcomes Participants will be able to: • Access science instructional resources to support science teaching and learning • Identify effective science teaching and learning • Develop an action plan to support science teaching and learning Department of Mathematics and Science

4. Science Department Website Overview Department of Mathematics and Science

5. Department of Mathematics and Science

6. Upcoming Science Leader information Achievement Level Descriptors for FCAT 2.0 Science and Biology EOC NGSS – 2nd /Final draft – released for review iCPALMS correlation to the Pacing guides – in production State Item Bank - in production 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. 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

8. Making Babies • Draw/sketch the face of a baby (2 min.) • Use at least one of the following terms in an introduction of your baby face: • offspring -heredity • gene -sexual reproduction • trait -asexual reproduction • phenotype -chromosome • genotype -Punnett Square 10 points for each term used correctly Department of Mathematics and Science

9. Essential Lab Department of Mathematics and Science

10. NSTA Formative Assessment ProbePage Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees. Department of Mathematics and Science

11. ExploreLearning GIZMO Department of Mathematics and Science

12. 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

13. 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 need to be established. • Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides Department of Mathematics and Science

14. Common Core Benchmarks in the Science Curriculum

15. Handout

16. Activate Prior Knowledge! Handout • Hook Question: How can the science of DNA analysis affect society? • Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes? • 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

17. DNA Definition of DNA (n) DNA  [ D N A ]    • Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms Department of Mathematics and Science

18. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you. Department of Mathematics and Science

19. Pearson Digital Content Reading Coach

20. Science News for Kids

21. 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.

22. Vocabulary Front-loading

23. Text Marking P + -this section of text shows a positive impact of the science of DNA analysis on society or the individual – - this section of text shows a negative impact of the science of DNA analysis on society or the individual P – this section of text shows a problem S – this section of text shows a solution + S

24. Handout Directed Note-Taking 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.

25. Handout Directed Note-Taking 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.

26. Directed Note-Takingwith video Handout

27. 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)

28. 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.

29. 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 conducting DNA analysis? How does scientific research impact society? Department of Mathematics and Science Final Response After Rereading and Extended Text Discussion

30. Summative Assessment Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees. In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea pig with brown hair and a female guinea pig with white hair. A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from which two chromosomes? Department of Mathematics and Science

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

32. Discovery Education • Introduced in District Pacing Guides 2010 • Train-the-trainer professional development model • Examples of Digital Media integrated with instruction • Video segment • Images • Exploration • Sound • Songs • Virtual lab • Interactive Glossary • Reading Passage • Game • Collaborative: My Content Department of Mathematics and Science

33. Curriculum and Instruction

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

35. 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…

36. 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

37. 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

38. 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

39. Tracking Deficient Benchmarks

40. Progress Monitoring Tool Sample Working Document

41. Extended Learning Modules (ELM) and ETO Resource Lessons Overview ELM 1 – 6 Presented December 13, 2012 West Miami Middle School Ava D. Rosales, Ph.D. Instructional Supervisor, Science Department of Mathematics and Science Office of Academics and Transformation

42. FCAT 2.0 Test Item Specifications

43. Learning Village

44. Action Plan: Guiding Questions Department of Mathematics and Science • What will be my immediate “look for” in the science classroom? • How will I support teachers? • If teacher is behind in the Pacing Guide? • If the Gizmo usage report shows a need? • If student folders do not reflect Essential Labs • If student apathy is high? • How will I support students? • If data shows low performance in certain areas? • If student apathy is high?

45. The Power of Science • Science isn’t just memorizing facts. • The new standards will help students understand how science works. • The scientific skills and attitudes students learn will provide them with powerful problem-solving skills. • Every student deserves to benefit from scientific thinking.

46. Session Outcomes Are you able to: • Access science instructional resources to support science teaching and learning • Identify effective science teaching and learning • Develop an action plan to support science teaching and learning Department of Mathematics and Science

47. Science Department Department of Mathematics and Science