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Miami-Dade County Public SchoolsOffice of Academics and TransformationDepartment of Mathematics and Science

Science Leaders and Coaches Discourse: Middle School Science

Facilitator: Yoly McCarthy, Instructional SupervisorDane Jaber, Curriculum Support Specialist

Christina Madrigal, Curriculum Support Specialist

8:30 – 8:45 Welcome and introductions/ Updates/ My Learning Plan

8:45 – 9:30 Data and what do we do with it? (Group Activity) Identifying weakest benchmarks Thinkgate Interventions and Instructional Focus Calendar Practice

9:30– 10:15 Benchmark Resources How were they built Benchmarks available Getting to know them

10:15– 10:30 BREAK

10:30-11:30 Science Topic Review: Evolution (Ms. Bertha Vazquez, G.W. Carver Middle)

7th Grade standards/ misconceptions Activity Resources

11:30 – 12:30 Lunch

12:30 – 1:00 Teacher Best Practices Share out

1:00 – 2:00 Defined STEM Resource Vendor Presentation

2:00–2:15 BREAK

2:15–3:15 ADI in Science (Deborah Zwolinski, Riviera Middle)

3:15 – 3:30 Reflections

Follow up: (Due Wednesday 03/06/2015)1. One page reflection of the workshop submitted via email to [email protected] 2. Develop an Instructional Focus calendar for daily bell ringers, after school tutoring, etc. based on your school’s data.3. Department meeting agenda and student work samples/ logs showing use of strategies and activities learned in this session.

mailto:[email protected]

1

1

Data and what do we do with it?

Identifying weakest benchmarks Thinkgate Interventions and Instructional Focus Calendar

Practice

1

WeekBenchmark to be Remediated

and ReviewedName of Teacher

Day/Time Room #

Curriculum Programs/

Resources UsedActivities

Progress Monitoring Tools

1(2/3-2/7)

M- R7:30 am-8:30 am;4:00 pm- 5:00 pm

Extended Learning Modules,

GIZMOS, FCAT Coach Books,

Brain Pop, PowerMyLearnin

g, EdGenuity

Monday/ Tuesday:1. Extended Learning Modules-

2. Discovery Education-3. Content poster activityWednesday /Thursday:

3. EdGenuity (Individual assignments)4. FCAT Science Coach Book-

5. PowerMyLearning

1. Exit slips2. Journal Writing

3. Frayer model4. Content poster activity

5. Attendance Logs

2(2/10-2/14)

M- R7:30 am-8:30 am;4:00 pm- 5:00 pm




g, EdGenuity

Monday/ Tuesday:1. Extended Learning Modules



5. PowerMyLearning



5. Attendance Logs

3(2/17-2/21)

M- R7:30 am-8:30 am;4:00 pm- 5:00 pm




g, EdGenuity




5. PowerMyLearning



5. Attendance Logs

4(2/24-2/28)

M- R7:30 am-8:30 am;4:00 pm- 5:00 pm




g, EdGenuity




5. PowerMyLearning



5. Attendance Logs

1



Day/Time Room #




5(3/3-3/7)

M- R7:30 am-8:30 am;4:00 pm- 5:00 pm




g, EdGenuity




5. PowerMyLearning



5. Attendance Logs

6(3/10-3/14)

M- R7:30 am-8:30 am;4:00 pm- 5:00 pm




g, EdGenuity




5. PowerMyLearning



5. Attendance Logs

7(3/17-3/21)

M- R7:30 am-8:30 am;4:00 pm- 5:00 pm




g, EdGenuity




5. PowerMyLearning



5. Attendance Logs

2



Day/Time Room #




1(2/3-2/7)

2(2/10-2/14)

3(2/17-2/21)

4(2/24-2/28)

3



Day/Time Room #




5(3/3-3/7)

6(3/10-3/14)

7(3/17-3/21)

4

Subject / Targeted Group(s) / Grade

Level(i.e. Gr. 5 , 8th grade,

Biology, top 45%, etc…)

Identify the Extended Learning Opportunity

(Before School, During School (Push in/Pull out), After School, Saturday

School, etc.

Name of Interventioni

st

Days/Times and

Room #


Resources Used


Duration

Start Date End Date

5th grade After School tutoring in a small scale setting

Tutor5th grade Teacher

Friday3:00-

4:30pm

Winter IA IFC, Extended Learning Modules, GIZMOS,

EdGenuity

Attendance LogsStudent work-folders

andExit slips

Feb 2014 April 2014

5th gradeHome-learning and in class

online program use; through computer lab schedule

Classroom teachers ongoing Student Winter IA

results, GIZMOs Activity reports Jan 2014 April 2014

8th gradeHome-learning and in class

online program use; through computer lab schedule

Classroom teachers ongoing

Student Winter IA results, EdGenuity

GIZMOsActivity reports Jan 2014 April 2014

8th gradeHomeroom Science Content

Review Activities and morning tutoring

8th grade Homeroom

Teachers

Twice Weekly

Morning Time IFC, Discovery Education, NBC Learn, Articles, Extended Learning

Modules

Exit Slips, Mini-assessments,

Concept maps, Content Review

posters

Feb 2014 April 2014

5th grade8th grade

Daily bell ringers based on lowest performing benchmarks

from the Winter interim assessments

Classroom teachers Daily FOCUS Achieves,

FCAT Explorer, Fall IA

Journal writing; questions and

answers written in student notebooks

Jan 2014 April 2014

5th grade8th Grade

Differentiated Instruction groups and strategies for

lowest benchmarks by period

Classroom teachers

Weekly reviews

GIZMOS, EdGenuity, Essential Labs,

Discovery Education

Journal writing; in student notebooks, student generated

posters showing evidence of

benchmark knowledge and

Exit slips

Feb 2014 April 2014

School Name: Total # of Students:

5

TESTSCORE

(% Correct)

Baseline Winter Spring PostLo

wes

t Ben

chm

arks

(Cod

e an

d su

mm

ary

of

cont

ent)

Data ChatDate: __________________Student: _______________Teacher:_______________

Date: __________________Student: _______________Teacher:_______________



Stra

tegi

es/ A

ctiv

ities

to

be

com

plet

ed fo

r ea

ch w

eake

st

benc

hmar

k

Completion of activities

To be completed by ________% Activities Completed?

_________________________Teacher__________________


_________________________Teacher__________________


_________________________Teacher__________________


_________________________Teacher__________________

6

SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan

and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make

predictions, and defend conclusions. (Also SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4.)

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (Also assesses SC.6.N.1.2, SC.6.N.1.4, and SC.8.N.1.2.)

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology,

and physics. (Also SC.7.N.3.2, SC.8.N.1.5, and SC.8.E.5.10.)SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to

change as new evidence or interpretations are encountered. (Also SC.7.N.1.6, SC.7.N.1.7, SC.7.N.2.1, and SC.8.N.1.6.)

SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that

supports them. (Also SC.6.N.3.1 and SC.8.N.3.2.)SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe,

including distance, size, and composition. (Also SC.8.E.5.1 and SC.8.E.5.2.)SC.8.E.5.5 Describe and classify specific physical properties of stars:

apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). (Also SC.8.E.5.6.)

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. (Also SC.8.E.5.4 and SC.8.E.5.8.)

SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative

position of each body.SC.7.E.6.2 Identify the patterns within the rock cycle and events (plate

tectonics and mountain building). (Also assesses SC.6.E.6.1, SC.6.E.6.2, and SC.7.E.6.6.) relate them to surface events (weathering and erosion) and

subsurface events (plate tectonics and mountain building). (Also SC.6.E.6.1, SC.6.E.6.2, and SC.7.E.6.6.)

SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural

processes. (Also SC.7.E.6.3.)SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain

building. (Also SC.7.E.6.1 and SC.7.E.6.7.)SC.6.E.7.4 Differentiate and show interactions among the geosphere,

hydrosphere, cryosphere, atmosphere, and biosphere. (Also assesses SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6, and SC.6.E.7.9.)

SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences

between air, water, and land. (Also SC.6.E.7.1.)SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example,

density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent

of the amount of the sample. (Also SC.8.P.8.3.)SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (Also

SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.)SC.8.P.9.2 Differentiate between physical changes and chemical changes.

(Also SC.8.P.9.1 and SC.8.P.9.3.)SC.7.P.10.1 Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that

white light is made up of a spectrum of many different colors. (Also SC.8.E.5.11.)

SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (Also SC.7.P.10.2.)

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (Also SC.6.P.11.1 and SC.7.P.11.3.)

SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same

temperature. (Also SC.7.P.11.1.)SC.6.P.13.1 Investigate and describe types of forces including contact

forces and forces acting at a distance, such as electrical, magnetic, and gravitational. (Also SC.6.P.13.2 and SC.8.P.8.2.)

SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. (Also assesses

SC.6.P.12.1.)SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ

systems to organisms.SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, and cells are the basic

unit of life. (Also assesses SC.6.L.14.3.)SC.6.L.14.4 Compare and contrast the structure and function of major

organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuole

7

Student Names Benchmark: Benchmark: Benchmark: Benchmark:

Remediation GroupRange:0%-50%

Reinforcement GroupRange:

51%-69%

Enrichment GroupRange:

70%-100%

Identified Activities:

REM-

REI-

ENR-

REM-

REI-

ENR-

REM-

REI-

ENR-

REM-

REI-

ENR-

1

Benchmark Resources How were they built

Benchmarks available Getting to know them

2

Earth, Moon and Sun Relationships

Benchmark(s): SC.8.E.5.9: Explain the impact of objects in space on each other including: 1. The Sun on the Earth including seasons and gravitational attraction 2. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.

Summary: Students are engaged in a discussion of the Sun, Moon, Earth system and use a video to reference for the discussion. Then the students will engage in an exploration of the seasons, tides, phases of the moon, and eclipses. The minimum materials needed include light sources, globes, and a representation of the moon (an additional round object). Based on the exploration, students will explain the interaction of the Sun, Moon and Earth including positioning to describe the various events.

KUD-Objectives: Students will Know: explain how the relative positions of the Earth, moon and Sun are responsible for the moon phases. The amount of the moon’s face that is illuminated by the Sun depends on where the moon is in relation to the earth and Sun.

Students will Understand: recognize that the moon does not produce its own light, but reflects the light of the Sun.

Students will be able to Do: To know where the moon is in relation to the Sun and the Earth during each of the following moon phases:

Essential Question: How do the Sun, Earth, and moon interact to influence seasons, tides, phases, and eclipses?

3

Lesson Cycle:

GRRM* 5E Suggested Activities Activities

I DoEn

gage

Formative Assessment Probe, Video clip, Teacher Demonstration

Students are engaged in a discussion on the Earth-Sun-Moon system including the interactions among the three objects and the effects on the Earth.. The video linked below can be used as a source of reference for the discussion.BBC - Astronomy and Space

We Do

Expl

ore

Labs, Investigations, DI Opportunities

In small groups, students create a model of seasons, eclipses, moon phases, and tides and go through each phase.

The materials needed are light sources, globes, and a representation of the moon (an additional round object.). If organizing the groups as stations for each concept, the season station will not need a representation of the moon, but thermometers may be used as an additional tool.

Expl

ain

Student products such as CER, DI Menus

Students use the “Influenced Events” table (below) to explain the interactions among the Sun, Moon, and Earth. The students should share their understandings with the class. The teacher should facilitate the student discussion to avoid and correct misconceptions. Prepared images or a PowerPoint my aid the discussion.

You Do

Exte

nd/

Elab

orat

e

Research, Home Learning

Students research a rare event related to the concepts and describe why they are unique.

Examples are: super moon, red moon, total solar eclipse

Eval

uate

Exit Slip Summative assessment (below).

GRRM* Gradual Release of Responsibility Model

4

Summative Assessment: SC.8.E.5.9

1. Earth revolves around the Sun, and the Moon revolves around Earth. The Moon’s orbital path is sometimes above and sometimes below the plane of Earth’s orbit, as shown in the diagram below.

What would happen if Earth’s orbit and the Moon’s orbit were in the same plane? SC.8.E.5.9

A. Eclipses would occur every month.B. The Moon would not have phases.C. All sides of the Moon would be visible from Earth.D. The same side of the Moon would always face the Sun.

2. What force causes tides?

A. The Earth's gravitational pull.

B. The sun's gravitational pull.

C. The moon's gravitational pull.

D. The wind

3. Which of the following statements correctly explains why we experience seasons?

A. As the Earth moves away from the Sun, we change from summer to fall to winter. As the Earth moves closer to the Sun, we change from winter to spring to summer.

B. As the Earth spins on its axis, we experience seasons. Each 1/4 spin of the Earth on its axis represents a change in season.

C. Earth's tilt on its axis means one hemisphere leans toward the Sun, causing it to experience warmer temperatures. As Earth revolves around the Sun, a different hemisphere leans toward the Sun, causes warmer temperatures in that hemisphere.

D. The Moon moving in front of the Sun causes temperatures on Earth to drop, which causes winter. When it moves behind the Sun, a rise in temperature causes summer.

4. Draw a diagram showing OR describe the difference between how a full moon and new moon are formed.

5

Student Directions: For the Sun and Moon columns, describe the role each object play for the given events. For the Earth column, describe the observable effect of the given events. (Note: The sun has some influence on all of the events, but the moon only has an influence on 3 of 4 of the events.)

Influenced Events Sun Moon Earth

Phases

Seasons

Tides

Eclipses

1

Using a light source, globe, and other round object to represent the moon (when necessary) model how each even occurs, describe your model and respond to the questions below

1. EclipsesA. Model description

B. Draw a diagram to show the placement of the Earth, Moon, and Sun during a solar eclipse. Describe how this is different from a lunar eclipse.

2. SeasonsA. Model description

B. Draw a diagram that illustrates the changes of the seasons. Label the positions of the Earth in which each season is observed.

3. Phases of the MoonA. Model description

B. Create a diagram to show the phases of the moon.

4. TidesA. Model description

Draw a diagram the system of the Earth, Moon, and Sun to show the highest possib

2

Science Topic Review: Evolution (Ms. Bertha Vazquez, G.W. Carver Middle)

7th Grade standards/ misconceptions Activity Resources

3

Big Idea 15 : Diversity and Evolution of Living Organisms

This document was generated on CPALMS - www.cpalms.org

A. The scientific theory of evolution is the organizing principle of life science.

B. The scientific theory of evolution is supported by multiple forms of evidence.

C. Natural Selection is a primary mechanism leading to change over time in organisms.

Number: SC.7.L.15 Title: Diversity and Evolution of Living Organisms Type: Big Idea Subject: Science Grade: 7 Body of Knowledge: Life Science

Related Benchmarks

Code Description

SC.7.L.15.1: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.

SC.7.L.15.2:Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.

SC.7.L.15.3:Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.

Related Access Points

4

Teacher Best Practices Share out

5

Science Benchmark Scavenger Hunt:

Directions:

In your groups you need to complete each activity and take a photo as your proof (with your groups kindle). The group with the most correctly completed activities

wins a prize!

1. SC.7.P.11.1 : 17.70%Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.

Activity: Draw a picture below of the three state changes water goes through and explain whether you added heat or removed heat to change it. Then take a photo of something else you

can find that may change states if you add or remove heat.

2. SC.6.L.14.2 : 28.40%Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life.

Activity- Find 3 things that are composed of cells and take photo. Explain how you know that these things are composed of cells and identify whether they are plant or animal cells.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. SC.6.L.15.1 : 30.97%Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

6

Activity- Find 3 living organisms that can be classified together (based on shared characteristics) take photos and tell us why you grouped them:

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. SC.7.P.10.3 : 31.57%Recognize that light waves, sound waves, and other waves move at different speeds in different materials.

Activity: Research to find examples on the internet of sound waves moving at different speeds through different materials. Explain why this happens below in your own words and give

examples:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. SC.8.P.9.1 : 32.24%

Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.

Activity: Research to find what the Law of Conservation of Mass is. Explain it in your own words and give an example:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7

6. SC.7.N.3.1 : 33.23%Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.

Activity: Research to find the difference between a law and theory. In your own words explain below:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. SC.7.P.11.4 : 34.24%Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.

Activity: Find an object, take its temperature, and then find a way to transfer your body heat (group’s hands) to the object, take the temperature again. Take photos of both temperature

readings. Explain what you did and the measurements:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. SC.7.L.17.2 : 37.77%Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.

Activity: Find an example of the following relationships mutualism, predation, and competition (3) and photograph them. Explain their relationships below:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8

9. SC.8.P.8.9 : 38.24%Distinguish among mixtures (including solutions) and pure substances.

Activity: Find an example of a homogenous mixture, heterogeneous mixture, and a pure substance and photograph them. Explain below:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10.SC.8.P.8.4 : 40.30%Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

Activity- Find 3 items that can be classified together (based on shared physical properties) take photos and tell us why you grouped them:

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11.SC.6.L.14.4 : 42.30%Activity: Research to find a labeled photo on the internet of an animal cell and a plant cell. Explain the differences below:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9

12.SC.8.P.8.3 : 42.99%Explore and describe the densities of various materials through measurement of their masses and volumes.

Activity: Using the triple beam balance, find the density of any item of your choosing. Write your steps below and take a photo of what item you used. Include the formula that you used to

calculate density.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13.SC.8.E.5.7 : 44.58%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.

Activity: Research to find the differences and similarities of objects in the Solar System. Create groups of the ones that share properties (2-3 groups) and explain why you grouped them that

way.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10

Defined STEM Resource Vendor Presentation

11

Defined STEM Teachers are asked to have lessons that are engaging and relevant, cross-curricular, focus on 21st century skills, differentiate learning, incorporate non-fiction reading and writing and provide an authentic assessment of their students understanding. We see this as the core fundamental of what STEM education is all about and Defined STEM strives to bring this type of learning to each teacher and student in a school.

Defined STEM combines a number of different content types that accentuate the educational strategies of STEM education. Real-World Videos set the stage for each lesson by showing the practical application of educational concepts within a company/industry. Performance Task built around the specific job/industry ask the students to apply the knowledge learned in a real world unpredictable situations. Literacy Tasks ask students to read, synthesize and write informative and/or position papers around the real world career based topic.

Performance TasksDefined STEM’s Performance Tasks are built from the UBD (Understanding By Design) framework and presents a real-world problem within the context of a career/industry. The career based videos frame the task, which allows the students to see the task through the career lens. Each Task contains The Big Idea, Essential Questions and learning outcomes which outlines what will align with the learning in the Task.

Teachers present the task using the G.R.A.S.P. model Goal, Role, Audience, Situation and Products. The culminating activities that the students produce are the products that are based on the Goal of the task. Each task contains between 5-8 products that represent cross curricular topics. Teachers have the option to assign any or all of the products based upon content, learning levels and/or multiple intelligences. Through the Defined STEM Task Editor a teacher can edit the task, remove or add products or up-load other pertinent information to the task. Accompanied with each task are rubrics for each type of product. Teachers have the ability to download the rubric, which makes it very simple to edit the rubric to their specifications. Click here to view a small sample of Defined STEM's performance tasks.

Literacy TasksDefined STEM's literacy tasks are designed for students in grades 3-12 and have been created using templates from the Literacy Design Collaborative (LDC). The tasks are developed to align with the Common Core English Language Arts Standards and are meant to promote high-quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, social studies, and other subjects. Informational and argumentative tasks are provided aligned with a career based video and a performance task. Each literacy task provides the student with an overview of the content, guiding questions closely aligned with research articles, a language prompt, tier three vocabulary, and a rubric aligned with the Common Core English Language Arts Standards. The tasks present the students with a "real-world" situation that encourages their writing through either informational or argumentative products. Click here to view a small sample of Defined STEM's literacy tasks.

Real-World Video ConnectionsDefined STEM’s unique real-world videos are specifically designed to promote the relevant connections between college and careers to educational concepts. We highlight various different jobs from many different industries depicting how workers are using math, language arts, science and technology in their job. By interviewing a diverse group (45% of people interviewed are women or minorities) with varying type of educational backgrounds (High School diploma to Phd’s) allows students to see a road map to a specific job and the skills sets that are needed to achieve their goal.

12

http://www.definedstem.com/learn/literacy-task/

http://www.definedstem.com/learn/performance-task/

ADI in Science (Deborah Zwolinski, Riviera Middle)

13

1

The Action Plan you fill out, scan, and upload to EdModo with evidence of implementation

2

Department of Mathematics and ScienceScience Department Chair/Coach

FOLLOW-UP: ACTION PLANRequired for Master Plan Points

To be received no later than Friday, February 28, 2014

Electronically: Please be advised that sign-in sheets/teacher reflections will have to be scanned

To: Edmodo Group "2013-2014 Middle Grades SCIENCE Leaders"Subject: Follow-up Science Leaders Discourse____ (indicate session attended)

Action Person Responsible Date CompletedMeet with principal to share the content of this professional development and collaborate to present to targeted staff.

Conduct in-depth planning sessions with grade appropriate science teachers focusing on Science Leaders Discourse for targeted grade level. to include but not limited to:

• Data and Intervention• Weakest Benchmarks• Instructional focus Calendars• Learning goal use• Common core: Argumentation

For these planning sessions, attach: Agenda with date(s) Sign-in sheets of planning sessions Student work samples showing the use

of Instructional Focus calendar or Argumentation***********

Participant Instructor: Work Location #:

School: Region:

Principal’s Signature:

Comments:

3

4

Final ReflectionsMiddle School Science

Please leave your reflections on the table 3 Things I Observed

2 Things I Learned

1 Thing That I will do differently

Question(s) I still have

Your feedback is very important to us. Please take a minute to complete this form.1. On a scale from 1 to 4, how would you rate this workshop? (4=highest 1=lowest) _______2. Identify any area(s) for improvement

3. Identify one thing that must be kept

4. Additional comments

5

Documents

science.dadeschools.netscience.dadeschools.net/middleSchool/documents... · Web viewExtended Learning Modules, GIZMOS, FCAT Coach Books, Brain Pop, PowerMyLearning, EdGenuity