Kerlyn Prada Middle School Science Educator Ruth K. Broad Bay Harbor K-8 Center Kirk Nieveen

1. Department of Mathematics and Science Kerlyn Prada Middle School Science Educator Ruth K. Broad Bay Harbor K-8 Center Kirk Nieveen Science Curriculum Support Specialist

2. 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

3. DAY THREE AGENDA • 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 Department of Mathematics and Science

4. Norms Lift expectations Everyone is a Learner Ask Questions and actively participate Reserve judgment Network responsibly Department of Mathematics and Science

5. Science Department Website Overview Department of Mathematics and Science

6. 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. 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

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.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) 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. How do scientists classify objects in the solar system ? Claim Evidence Reasoning

14. Department of Mathematics and Science

15. Common Core Benchmarks in the Science Curriculum

16. Common Core Benchmarks in the Science Curriculum Department of Mathematics and Science

17. Activate Prior Knowledge! Handout • 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

18. Revolution Definition of Revolution (n) • The movement of one object around another object. Department of Mathematics and Science

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

20. Pearson Digital Content Reading Coach P 1 P 2 P 3 P 4 P 5

21. Science News for Kids P 2 P 3

22. 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.

23. Vocabulary Front-loading

24. Text Marking S D P 2 P 3 S – this section of text shows similarity to the planets in the solar system D – this section of text shows a difference in the planets in the solar system

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-Taking

27. Directed Note-Takingwith video Handout

28. 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)

29. 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.

30. 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? Department of Mathematics and Science Final Response After Rereading and Extended Text Discussion

31. Summative Assessment 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) Department of Mathematics and Science

32. Summative Assessment Department of Mathematics and Science

33. Summative Assessment Department of Mathematics and Science

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

35. 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

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

37. 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 … Department of Mathematics and Science

38. 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

39. 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

40. 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

41. Essential Lab IMAGINARY ALIEN LIFE FORMS Department of Mathematics and Science

42. LAB ROTATIONS • Topic 11: Solarscapes Activities (virtual) • Topic 12: The Martian Sun Times (Part B) • Topic 13: Modeling the Phases of the Moon Department of Mathematics and Science

43. 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

44. 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

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

46. Science Department Department of Mathematics and Science