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

Kerlyn PradaMiddle School Science Educator

Ruth K. Broad Bay Harbor K-8 Center

Kirk NieveenScience Curriculum Support

Specialist

Department of Mathematics and Science

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


3Department of Mathematics and Science

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

DAY THREE AGENDA

NormsLift expectations

Everyone is a Learner

Ask Questions and actively participate

Reserve judgment

Network responsibly


Science Department Website Overview



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


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.


Essential Lab


NSTA Formative Assessment

ProbePage 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)

ExploreLearning GIZMO


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).


How do scientists classify objects in the solar system ?

Claim

Evidence

Reasoning


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.


http://Handout.CIS.Blank.Student_Template_PigGuts.docx/

http://www.bing.com/Dictionary/search?q=define+ethics&qpvt=define+ethics&FORM=DTPDIA

http://www.cpalms.org/Standards/PublicPreviewBenchmark6168.aspx

https://sites.google.com/site/dcstaonline/stem-conference

Activate Prior Knowledge!

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• 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

Handout

RevolutionDefinition of Revolution (n) • The movement of one object around another

object.


Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you.


Pearson Digital Content Reading Coach

P 1

P 2

P 3

P 4

P 5

Science News for Kids

P 2

P 3


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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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Para-gragh #

Academic or Discippline Specific Vocabulary

Word part or context

Para-gragh #

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

Text Marking

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S – this section of text shows similarity to the planets in the solar systemD – this section of text shows a difference in the planets in the solar system

S D

P 2

P 3

Directed Note-Taking

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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.

Handout

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 Similarity Difference

2 These planets are unusual because they orbit, or move around their stars, backward.

X

3 Scientists believe that all the planets in the solar system were formed from the same giant disk of debris-mainly gas and dust

X

6 Astronomers found six planets moving around their host star in the opposite direction.

X

Directed Note-Taking

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Directed Note-Takingwith video

First Draft Written Response to Essential QuestionUsing 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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Handout

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

SimilarityDifference

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 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.

Question Generation:

Paragraph #/Source

Note Similarity Difference

3 Why are these exoplanets moving in the opposite direction?

X

5 Do all exoplanets orbit their star(s) on the same plane?

X

14 What would have happened to our solar system if Jupiter had not formed?

X

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?

30Department of Mathematics and Science

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)





Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate


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


What FCAT Level Would We Be?

A look at Achievement Level Descriptions


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



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

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


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


Essential Lab


IMAGINARY ALIEN LIFE FORMS


LAB ROTATIONS

– Topic 11: Solarscapes Activities (virtual)– Topic 12: The Martian Sun Times (Part B)– Topic 13: Modeling the Phases of the Moon

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


SAVE the Date: October 24 -26, 2013

Florida Association of Science Teachers Conference 2013

DoubleTree by Hilton HotelMiami Airport Convention Center

October 24-26, 2013Join the magical experience of learning new science curriculum

and methods while gaining new resources and skillsthat will spark magic in your teaching.

Go to https://sites.google.com/site/dcstaonline/stem-conference to https://sites.google.com/site/dcstaonline/stem-conference

Slip

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

2. Questions I still have……………….


Science Department

January 2013 46

Dr. Ava D. Rosales, Executive Director

Elementary Middle School High SchoolDr. Millard Lightburn

Instructional SupervisorMs. Yoly McCarthy

Instructional SupervisorMr. Sebastian Oddone

Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Kirk Nieveen Curriculum Support

SpecialistMs. Keisha Kidd

Curriculum Support Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Documents

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