Dane Jaber Curriculum Support Specialist Department of Mathematics and Science.

Dane JaberCurriculum Support Specialist

Department of Mathematics and Science

Why Science teachers are not asked to monitor recess.

Curriculum and Instruction

Session Outcomes

Participants will be able to:– Incorporate M-DCPS Physical Science instructional

resources to support Physical 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.


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?

• 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


NSTA Formative Assessment Probe

Page 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)

Explore:Building a

Roller Coast (EL)


How Does Energy Change?

www.ExploreLearning.com-Gizmos


Roller Coaster Physics


http://www.explorelearning.com/

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).


Claim –

Evidence –

Reasoning –



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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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 16Department 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 forces affect a baseball?

• Predictive Written Response to Complex Text-Based Question: How are physics and sports related?

• 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

Hook Question


How do forces affect a baseball?

Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you.


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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.


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Reading 1: Text Marking andDiscussion

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F -this section of text shows a fact based on evidence

O - this section of text shows on opinion

C – this section of text shows a change in motion caused by a force

E – this section of text shows an effect of a force.

If students are exposed to close reading regularly, by the time they get to high school they will be better prepared to handle complex texts.

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E

F

Reading 2: Note-Taking & Discussion

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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.

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First Draft Written Response to Essential Question:

Using evidence from the text, video clip, and class discussion, what forces are important for a baseball player to consider?

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

FactOpinionCauseEffect

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)

Reading 3: 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

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Summative Assessment: FCAT Explorer

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Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate



Good Science Instruction

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• 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……)

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• 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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Lunch Break

Please return promptly in 1 hour

Technology Integration

How Fast and How Far?

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

– Plan for rigorous instruction using 5E model


Slip

Reflection1. Today I learned ……………………….

2. Questions I still have……………….


Science Department

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Dr. Ava RosalesExecutive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist

Mr. Kirk NieveenCurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Dane Jaber Curriculum Support Specialist Department of Mathematics and Science.

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