Upload
beverly-bridges
View
216
Download
2
Tags:
Embed Size (px)
Citation preview
Cristina Madrigal
7th Grade Science Teacher
Department of Mathematics and Science
AGENDAAM• Benchmark Analysis (QSBA Data)• Infusion of LAFS and MAFS Instructional Strategies• FCAT Achievement Level Descriptions (Learning Goals)
PM• Reflecting on the Curriculum• Pre-planning with the Pacing Guide• Development of Individual Lesson Plans
Department of Mathematics and Science
NORMS
• Lift expectations• Everyone is a learner• Ask questions and actively participate• Reserve judgment • Network responsibly
Department of Mathematics and Science
Name Tents
• Write your name• School • Grade Level
Department of Mathematics and Science
General information• Mathematics and Language Arts Florida Standards
benchmarks aligned in District Pacing Guides• Achievement Level Descriptors for FCAT 2.0 Science • 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
Department of Mathematics and Science
Session Outcomes
Participants will be able to:– Incorporate M-DCPS instructional resources to
support science teaching and learning– Identify how M-DCPS integrates Mathematics and
Language Arts Florida Standards for effective science teaching and learning
– Plan for rigorous instruction using 5E Model
Department of Mathematics and Science
Department of Mathematics and Science
Benchmark AnalysisNat
ure
of S
cienc
e
Energ
y flow
in
Ecosy
stem
s and
Limitin
g Fac
tors
Today’s Benchmarks• SC.7.L.17.1 Explain and illustrate the roles of and
relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Assessed as SC.7.L.17.2)
• SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. (Assessed as SC.7.L.17.2)
SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.
Department of Mathematics and Science
NSTA Formative Assessment
ProbePage Keeley
Available through the Learning Village
Department of Mathematics and Science
Benchmark SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
Oh Deer!A Limiting
Factors Exploration
Department of Mathematics and Science
ExploreLearning GIZMO
Department of Mathematics and Science
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
Curriculum and Instruction
How does resource availability affect the population of a species in an ecosystem?
Claim –
Evidence-
Reasoning –
Department of Mathematics and Science
Identify and indicate the effectiveness of the…
• Engage• Explore • Explain• Elaborate• Evaluate
Department of Mathematics and Science
What FCAT Level Would We Be?
A look at Achievement Level Descriptions (Progression scales for
Learning Goals)
Department of Mathematics and Science
SC.7.L.17.1 Assessed as SC.7.L.17.2: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Level 3:
Strategic Thinking & Complex Reasoning)Scale
Learning ProgressionSample Progress Monitoring and Assessment Activities
Score/Step 5.0
I am able to analyze food webs to determine if they correctly illustrate the roles, relationships, and transfer of energy among organisms.
Explain and illustrate the relationships among decomposers, producers and consumers including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem including food webs and food chains
Score/Step 4.0
I am able to relate the roles and relationships of organisms in a food web.
GIZMOS: Food Chain
Design a food web and identify the roles and relationships among the organisms.
Explain why the relationships are necessary.
Score/Step 3.0 Target(Learning
Goal)
I am able to infer the roles and relationships of organisms in a food web.
BBC: Food Chains Interactive & Test; Food Pyramids Identify the roles and relationships among organisms in a food web in your backyard or school grounds.
Score/Step 2.0
I am able to trace the flow of energy in a food chain.
Analyze several food chains and explain what happens to energy as it flows through the food chain.
Score/Step 1.0 I am able to identify producers and consumers in a food chain.
SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. (Level 3: Strategic Thinking &
Complex Reasoning)Scale Learning Progression Sample Progress Monitoring and
Assessment Activities
Score/Step 5.0
I am able to hypothesize the effects of limiting factors in an ecosystem.
Research an ecosystem that has had an impact on its populations of organisms. Utilize real-world to discuss the limiting factors that affected the populations of
organisms.
Score/Step 4.0
I am able to analyze some of the effects of limiting factors in an ecosystem.
Gizmo: Prairie Ecosystem
Analyze the factors that affect the populations of grass, prairie dogs, ferrets
and foxes in a prairie ecosystem. Investigate feeding relationships and
determine the food chain.
Score/Step 3.0 Target
(Learning Goal)
I am able to identify limiting factors in an ecosystem. Develop “limiting factors” scenario cards (example, all the trees tin a region have died) and have classmates infer three
things that will happen as a result of the introduction of the limiting factor to a food
web.
Score/Step 2.0
I am able to identify factors that affect populations in an ecosystem.
Identify and describe various limiting factors in an ecosystem and their impact
on populations.
Score/Step 1.0
I am able to define what an ecosystem is.
AFTERNOON SCHEDULE
12:45 pm Reflecting on the Curriculum
1: 30pm Pre-planning with the Pacing Guide
2:30pm Developing a 5E Lesson
Department of Mathematics and Science
REFLECTING ON THE CURRICULUM Strengths Areas for
improvement
Specific recommendation
SCIENCE DEPARTMENT WEBSITE OVERVIEW
Department of Mathematics and Science
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
22
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’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 strategies24
ASSIGNMENT
5E lesson plan posted to Edmodo group
Each teacher submit an assignment.
Department of Mathematics and Science
Session Outcomes
Participants will be able to:– Incorporate M-DCPS life 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
Reflection1. Today I learned ……………………….
2. Questions I still have……………….
Department of Mathematics and Science
Science Department
28
Dr. Ava Rosales,Executive 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 Nieveen Curriculum Support
Specialist
Ms. Keisha Kidd Curriculum Support
Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science