Presented by Mr. Eddie Bonet, Curriculum Support Specialist November 9, 2011 9/18/20151 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Presented by

Mr. Eddie Bonet, Curriculum Support Specialist

November 9, 201104/19/23 1M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Make a Name Tent and include:

•NAME•SCHOOL•One “aha” (eye-opening) moment that resulted from the Interim assessment

Model the importance of Planning

Facilitate movement from Engage to Explain in the 5-Es

Develop quality questioning techniques

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Participate ActivelyAsk questionsLearn by doingSet your own learning into action

Bathroom and Electronic Devices

A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSEPartnership to Rejuvenate and Optimize Mathematics and Science Education

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Just as an actor focuses on his script and a musician on the

score, so must a teacher focus on a lesson plan.

Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21

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Why have lesson plans?

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To help teacher organize thoughts and materials needed for lesson (learning activity, teaching strategy, and assessment instrument).

To ensure that teacher actually teaches the required curriculum (including standards required by law).

To assist the teacher to become a more reflective decision maker.

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The quality of the lessons you deliver is the essence of

teaching.

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The best lessons contain a clear purpose, actively engage the

students, cater to various learning styles, and challenge the students

with higher level questions.

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There are three levels of lesson planning:

Long-term planning

Short-term planning

Daily planning

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Science teachers also need to know how to plan for:

Laboratory activities

Teaching controversial issues such as evolution

Lab safety

The use of science-specific graphic organizers.

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How you teach is also an important consideration when planning.

Teachers tend to teach the way they were taught.

Different students learn different topics in different ways, so it is important to include a mix of teaching techniques in your lesson plans.

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How were you taught?

How do you think you

learn best?

What are some other instructional strategies that might have been used?

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Direct instruction

Cooperative learning groups

Inquiry (structured, guided, open)

Peer teaching

Concept maps / mindmaps

Learning centers

Problem / community based

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Some of most effective science lessons are based on inquiry learning, where the locus of control shifts from the teacher to the students.

Inquiry lessons lie on a continuum from structured to free.

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A real-world problem provides context and motivation for students to learn scientific content.

Learning is shaped by the student (inquiry) while the teacher acts as a guide, helping with content and metacognitive skills

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Cooperative groups can contribute to better comprehension, higher scores and higher satisfaction.

Group lessons must be well organized to be effective.

Group work is not simply an excuse for the teacher to do something else.

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Cooperative learning Peer response Think-pair-share Discussion circles Paired problem solving Reciprocal teaching Jigsaw

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Random—numbering off, matching pictures, etc

Purposeful—using set criteria, i.e., high/low achievers, male/female, etc.

Studies have shown that diverse groups are best. It is also a good idea not to keep the same groups repeatedly.


Materials Manager (MM) The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.

Roles and responsibilities:

The only person allowed to be out of their seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area

Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.


Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time

Assists the MM as needed.

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.


Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.


Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up


Leader / recorder / speaker / materials (go-getter)

Facilitator / recorder / reporter / data processor

Other group roles may include tasks such as timer, illustrator and so on.

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Remember, there is no “magic” new instructional method that will work in every situation.

Incorporate a variety of teaching methods into your lessons.


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expectumf.umf.maine.edu


Programs

Intelligence Teaching ExampleBodily-Kinesthetic act out the movement of the solar system as a

class

Interpersonal work in research teams to solve a problem

Verbal-Linguistic write a story about a cell in your bloodstream

Logical-Mathematical

collect and analyze data from an experiment

Naturalistic grow plants in various places in and out of the classroom

Intrapersonal write about which animal you would like to be, how you would live, and why

Spatial draw what you see under a microscope

Musical observe sound waves of sand on a drum

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Programs

Short-term or unit plans: Expand on one curriculum topic.

Developmentally sequence the topics of the unit.

Include content, teaching strategies, and assessment instruments.

Reflect the Next Generation Sunshine States Standards - Big Ideas and Benchmarks.

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Programs

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Pacing GuideSAMPLE UNIT PLAN

M-DCPS Division of Mathematics, Science and Advanced Academic Programs

NEXT GENERATION SUNSHINE STATE

STANDARD(S)ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 6: Earth Structures SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA (D.O.K. High)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. AA (D.O.K.: Moderate)Big Idea 3: The Role of Theories, Laws, Hypotheses, and ModelsSC.7.N.3.2 Identify the benefits and limitations of the use of scientific models Assessed as SC.7.N.1.5 (DOK Moderate)

A. Rock CycleB. Scientific Theory of Plate

Tectonics1. Wegener’s Hypothesis2. Pangaea3. Fossil Evidence4. Rock EvidenceA. Tectonic Plate

Movement1. Plate

boundaries

2. Divergent3. Converge

nt4. Transform5. Causes

1. Surface FeaturesA. Earthquak

esB. Volcanoe

sC. MountainsD. Sea-floor

spreadingE. Ocean

basins

Identify and describe steps of the rock cycle and relate them to surface and sub-surface events.

Investigate and explain Alfred Wegener’s hypothesis

Apply the concept of Pangaea’s movement over geological time

Cite rock and fossil evidence to support the Scientific Theory of Plate Tectonics

Classify the movement of plates byidentifying the events/feature that are caused by

them Analyze data to estimate the speed

at which different plates are moving Compare and contrast divergent

and convergent movements Determine the role sea floor

spreading plays in the rock cycle Hypothesize the cause of a change

to Earth’s surface (wind, water, glaciers, or volcano) and the time it would take for the change to occur

Identify the agents of slow and rapid changes to Earth’s surface

Identify and describe steps of the rock cycle and relate them to surface and sub-surface events

Discuss the limitations and benefits of using models in science

Describe the scientific theory of plate tectonics and how the movement of Earth’s crustal plates and flow of heat and material cause various geologic events to occur

Core Text Book: Pearson Interactive Science Florida Ch. 5 – 7Vocabulary: hypothesis, earthquake, Scientific Theory of Plate Tectonics; fossil, rock cycle, volcano, mountain, divergent, convergent, plate boundary, trench, subduction zone, seafloor spreading, rift valley, mid-ocean ridge, Pangaea, continental driftTechnology: Pearson: My science online1.BBC BiteSize: Continental Drift; Plate Tectonics Interactive2. Changes that Shape the Earth3 . Mountain Maker/ Earth Shaker4. Make a Quake5. Volcanoes Animation6. GIZMOS: Plate Tectonics, Earthquake: Recording Station, Reading Topographical Maps7. BRAINPOP: Plate Tectonics, Volcanoes, Ocean Floor, Mountains, Earthquakes, glaciers, floods8. JASON Project (see p. 3)Strategies: JASON Project (see p. 4); Graphic Organizer oELL:oEnrichment: Effects of plate movement on South Florida, the Caribbean and South and Central AmericaoSPED:Assessment: Formative, Formal/Authentic ; JASON Project (see p. 4)Formative Assessment Probes: Is It a Theory (V 3), Mountain Age (V1)Labs: •LabZone (Ch. 5) Modeling Sea-Floor Spreading ; Moving the Continents; Mid-Ocean Ridges; Reversing Poles; Mantle Convection Currents•LabZone (Ch. 6) Gelatin Volcanoes; Where Are Volcanoes Found on Earth’s Surface? Identifying Volcanic Landforms; How Can Volcanic Activity Change Earth’s Surface?•LabZone (Ch. 7) Effects of Stress; Earthquake Patterns•CPALMS Resource: Deep Sea Vents and Life•Plate Tectonics Activity: Snickers Lab• Playdoh Mountains•Density Driven Fluid Flow (EL)•JASON Project (see p. 4)Related Program: Science Fair

Developing an Effective Daily Lesson Plan

Plan for conceptual understanding.

Use discovery, collaborative, and inquiry learning.

Use authentic assessment that evaluates what you taught.


The 5 Es model is an instructional model based on the constructivist approach to learning.

The 5 Es allows students and teachers to:

experience common activities use and build on prior knowledge and experience construct meaning continually assess students’ conceptual understanding


Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy


Questions to Stimulate Student Thinkingand Accountable Talk

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To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions.

Florida Curriculum Framework, p. 146

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Helping students work together to make sense of mathematics or science:

"What do others think about what Sam said?"

"Do you agree? Disagree?"

"Does anyone have the same answer but a different way to explain it?"

"Would you ask the rest of the class that question?"

"Do you understand what they are saying?"

"Can you convince the rest of us that makes sense?"

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Helping students to rely more on themselves to determine whether something is correct:

"Why do you think that?" "Why is that true?" "How did you reach that conclusion?" "Does that make sense?“ "Can you make a model to show that?"

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Helping students learn to reason:

"Does that always work?"

"Is that true of a counter example?"

"How would you support/demonstrate that?"

"What assumptions are you making?"

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Helping students learn to conjecture, invent, and solve problems:

"What would happen if...?" "Do you see a pattern?" "What are some possibilities here?" "Can you predict the next one? What about the last one?" "How did you approach the problem?" "What decision do you think he should make?" "What is alike and what is different about your method of

solution and hers?"

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Helping students to make connections within the content, between content areas, and to the real world

"How does this relate to...?"

"What ideas that we have learned before were useful in solving the problem?"

"Have we ever solved a problem like this one before?"

"What uses of mathematics [science] did you find on the news/Internet/television last night?"

"Can you give me an example of ... in the real world?"

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REMEMBERQuestions drive the

inquiry process.

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What’s the difference between a

fish and a submarine?One has lettuce and tomato and one has

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Using FCAT 2.0 Test Item Specs Pacing Guide Question Stem Worksheet

Benchmarks: SC.7.N.1.5 (AA) SC.7.E.6.2 (AA) SC.7.N.1.3 SC.7.E.6.1

SC.7.E.6.3 SC.7.P.11.1 SC.7.E.6.4 (AA)

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How will students’ interest be captured?

Make connections between what has been learned and what will be learned

Focus student thinking

Mental engagement



What exploration experience will be used?

Provide common base of experiences

Identify and develop current concepts, processes, and skills through exploration of environment, materials, tools, etc.



EXPLORE:INQUIRY: HANDS-ON/MINDS-ON

What’s in a Rock? (Inquiry Warm-up) Classifying Rocks (EL) Density Driven Fluid Flow (EL) Fossils and the Law of Superposition

(EL)

THE 5E MODEL – ONE EFFECTIVE APPROACH

How will students communicate the results of

their explorations?

Focus on particular aspects of the engagement and exploration

Students communicate conceptual understanding and demonstrate skills

Introduction of common language base


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Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game)

OPPORTUNITIES TO RETEACH

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EXPLORE:INQUIRY: HANDS-ON/MINDS-ON

What’s in a Rock? (Inquiry Warm-up) Classifying Rocks (EL) Density Driven Fluid Flow (EL) Fossils and the Law of Superposition

(EL)


How will students communicate the results of

their explorations?

Focus on particular aspects of the engagement and exploration

Students communicate conceptual understanding and demonstrate skills

Introduction of common language base


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How will students apply their knowledge to a new

situation?

Challenge and extend conceptual understanding

Practice skills and behaviors

Development of deeper and broader understanding


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How will students demonstrate their new

understanding and skills?

Students assess their understanding and abilities

Opportunity for teacher to evaluate student progress toward achieving the educational objectives

Informs future instructional decisions and lesson plans


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Assess

Assessment takes

place at eachstage and informs

instructional decision-making.

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Instructional materials

Manipulatives Virtual technology

References

Textbooks Websites Journals Colleagues

RESOURCES FOR YOUR LESSON PLAN

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INSTRUCTION

How are wegoing to get themto know it?

CURRICULUMWhat do wewant kids toKnow and be able to do?

ASSESSMENT

How are wegoing to knowthey know it?

Blurring the Boundaries of CIA Creates A FOCUS on the LEARNER

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Ready…

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SHOOT!

Photos from worldofstock.com

Curriculum

Assessment

Instruction

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What Do We Want Kids to Know?Remember: Fair Game Principle and Opportunities to Embed Secondary Benchmarks

BOK – Earth ScienceBig Idea 6: Earth Structures

SC.7.E.6.2 (AA); SC.7.E.6.1; SC.7.E.6.3SC.7.E.6.4 (AA)

BOK – Nature of ScienceBig Idea 1: The Practice of Science

SC.7.N.1.5 (AA); SC.7.N.1.3 [Fair Game: SC.6.N.1.3]

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Science Grade 8

NGSSS Benchmark Monitoring Tool Click on a button below to go to that specific sheet.

Reading Grade 6 Grade 7 Grade 8

Mathematics Grade 6 Grade 7 Grade 8

How Are We Going to Know They Know It?

Sample problem from 8th grade FCAT Sample Testhttp://fcat.fldoe.org/fcat2/fcatitem.asp#download

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A scientist performs an experiment and asks other scientists around the world to replicate it. Why would other scientists most likely try to perform the same experiment? A. to find out if weather of various regions of the world would affect the results B. to see if the experiment would be less expensive in another part of the world C. to confirm the results of the experiment conducted by the scientist D. to verify that the hypothesis of the experiment is a scientific law

How Are We Going to Teach Them so

They Know It?

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Is It a Rock? (Version 1) Which things on this list could be

rocks? How do you decide if something is a rock? Put a X next to the things you think could be a rock.

___ jagged boulder ___ smooth boulder

___ small stone ___ large stone ___ pebble ___ piece of gravel ___ piece of sand ___ dust from two

stones rubbed together Explain your thinking. What “rule” or

reasoning did you use to decide if something is a rock?

E A R T H A N D S P A C E S C I E N C E FORMATIVE ASSESSMENT P R O B E S

Just as no performer enjoys playing the same role day in and day out, so no student enjoys sitting for the same type of lesson every day. It kills initiative and dulls the imagination.

Variety is what makes the learning process, as well as the teaching aspect of that process, a pleasant one.

Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21

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WHERE ARE WE ON THE INQUIRY CONTINUUM

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HTTP://FLPROMISE.ORG

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THE SCIENCE CLASSROOM ESSENTIALS

Contact information:

Dr. Ava D. Rosales, Instructional [email protected] 305-995-4537

Mr. Heriberto “ Eddie” Bonet, Curriculum Support Specialist

[email protected] 305-995-3136

Documents

Presented by Mr. Eddie Bonet, Curriculum Support Specialist November 9, 2011 9/18/20151 M-DCPS Division of Mathematics, Science and Advanced Academic Programs