Transcript Quarter 3-4 Content and Pacing PowerPoint

Department of Mathematics
and Science
Kerlyn Prada
Middle School Science Educator
Ruth K. Broad Bay Harbor K-8
Center
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
TODAY’S AGENDA
Norms
 Ice Breaker
 5 E’s Lesson (floating break)
 Lunch (11:30-12:30)
 Reading Science Content (CIS)
 Lab Rotations
 Lesson Plan Writing

Department of Mathematics and Science
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Norms
Lift expectations
Everyone is a Learner
Ask Questions and actively participate
Reserve judgment
Network responsibly
Department of Mathematics and Science
Science Department
Website Overview
Department of Mathematics and Science
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
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.
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Essential Lab
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NSTA Formative
Assessment Probe
Page Keeley
digital 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
ExploreLearning GIZMO
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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
How do scientists classify objects in the
solar system ?
Claim
Evidence
Reasoning
Department of Mathematics and Science
Common Core Benchmarks in the Science
Curriculum
Common Core Benchmarks in the Science
Curriculum
LACC.68.RST.1.3:
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
LACC.68.RST.2.4:
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 6–8 texts and topics.
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).
LACC.68.RST.4.10:
By the end of grade 8, read and comprehend science/technical texts in the grades
6–8 text complexity band independently and proficiently.
LACC.68.WHST.3.9:
Draw evidence from informational texts to support analysis reflection, and
research.
Department of Mathematics and Science
Activate Prior Knowledge!
• 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
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Revolution
Definition of Revolution (n)
• The movement of one object around another
object.
Department of Mathematics and Science
Vocabulary Front-loading
Independently,
identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
Pearson Digital Content Reading Coach
P1
P2
P3
P4
P5
Science News for Kids
P2
P3
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.
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Vocabulary Front-loading
Paragragh
#
Academic or
Discippline Specific
Vocabulary
Word
part or
context
3
Debris-mainly gas and
dust
context
4
Plane-height as the
piece of paper
context
Paragragh
#
Academic or Discippline
Specific Vocabulary
Word
part or
context
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Text Marking
S
D
P2
P3
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
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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.
Guiding Question: Using evidence from the text and video clip, how are
these newly discovered exoplanets similar and different to the planets in
our Solar system?
Paragraph #/
Source
Note
2
These planets are unusual because
they orbit, or move around their
stars, backward.
3
Scientists believe that all the
planets in the solar system were
formed from the same giant disk of
debris-mainly gas and dust
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Astronomers found six planets
moving around their host star in
the opposite direction.
Similarity
Difference
X
X
X
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Directed Note-Taking
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Directed Note-Taking
with video
First Draft Written Response to Essential Question
Using evidence from the text and video, how
are these newly discovered exoplanets similar
and different to the planets in our Solar
system?
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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
Similarity
Difference
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 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.
Question Generation:
Paragraph #/
Source
Note
3
Why are these exoplanets moving in the
opposite direction?
5
Do all exoplanets orbit their star(s) on the
same plane?
14
What would have happened to our solar
system if Jupiter had not formed?
Similarity
Difference
X
X
X
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.28
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, which factors
affect the type of planets in the different solar systems and how
they behave?
How does scientific research impact society?
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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
Summative Assessment
Department of Mathematics and Science
Summative Assessment
Department of Mathematics and Science
Identify and indicate the
effectiveness of the…
•
•
•
•
•
Engage
Explore
Explain
Elaborate
Evaluate
Department of Mathematics and Science
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
What FCAT Level Would We Be?
A look at Achievement Level
Descriptions
Department of Mathematics and Science
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 …
Ach Level
Specific Life Science Student Expectations Excerpt
Level 5

differentiate the characteristics of objects in the Solar System such as
gravitational force, distance from the Sun, speed, movement, temperature,
and atmospheric conditions
Level 4

compare and contrast the characteristics of objects in the Solar System such
as gravitational force, distance from the Sun, speed, movement, temperature,
and atmospheric conditions
Level 3

compare and contrast the characteristics of objects in the Solar System such
as gravitational force, distance from the Sun, speed, movement, temperature,
and atmospheric conditions
Level 2

identify the characteristics of objects in the Solar System such as gravitational
force, distance from the Sun, speed, movement, temperature, and atmospheric
conditions
Department of Mathematics and Science
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
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
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
Essential Lab
IMAGINARY ALIEN LIFE FORMS
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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
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
Slip
Reflection
1. Today I learned ……………………….
2. Questions I still have……………….
Department of Mathematics and Science
Science Department
Dr. Ava D. Rosales,
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
Instructional Supervisor
Ms. Yoly McCarthy
Instructional Supervisor
Mr. Sebastian Oddone
Instructional Supervisor
Ms. Mary Tweedy
Curriculum Support
Specialist
Mr. Dane Jaber
Curriculum Support
Specialist
Mr. Kirk Nieveen
Curriculum Support
Specialist
Ms. Keisha Kidd
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone: 305- 995-1939
January 2013
Department of Mathematics and Science
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