Steven Hankins Science Educator/Data Manager Country Club Middle School

Steven HankinsScience Educator/Data Manager

Country Club Middle School

Department of Mathematics and Science

Day Three Agenda

2Department of Mathematics and Science

• 5e Lesson on Life Science• Planning for Assignment/Resource Collection• Essential Lab Rotation• Gallery Walk-Through

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.


Science Department Website Overview



General information• Common Core Mathematics and Language Arts literacy

benchmarks aligned in District Pacing Guides• Achievement Level Descriptors for FCAT 2.0 Science and

Biology EOC• 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


NORMS

• Lift expectations

• Everyone is a learner

• Ask Questions and actively participate

• Reserve Judgment

• Network responsible

Curriculum and Instruction

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, CIS

• Evaluate: formative and summative by benchmark


Engage: How are cells different?

Benchmark:

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 vacuoles. AA (Cognitive Complexity: Moderate) .


Essential Lab:

Cell City

How are cells different?


How are cells different? www.ExploreLearning.com-Gizmos


http://www.explorelearning.com/

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).


Writing Rubric


How are cells different? Whole Class

Claim –

Evidence –

Reasoning –


How are cells different? ExampleClaim -

Evidence –

Reasoning –



Florida’s CCSS Implementation Plan

17

The Need: Why Develop the CCSS?

• Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning

• Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving

• Equity: Set consistent expectations for all--and not dependent on a student’s zip code

• Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise

18

21

Statutory Goals (1008.31)Goal 1:

Highest Student AchievementGoal 2:

Seamless Articulation/Maximum Access

Goal 3:Skilled Workforce/

Economic DevelopmentPreKStudents

Improve kindergarten readiness

K-12 Students

Increase the percentage of students performing at grade level

Increase high school graduation rates

Expand STEM-related educational opportunities in high-demand areas

Increase student participation and performance in accelerated course options

Improve college readiness Expand digital education

Increase career and technical education opportunities

Improve adult education programs in school districts

Teachers & Leaders

Increase the percentage of effective and highly-effective principals

Increase the percentage of effective and highly-effective teachers

Increase the percentage of effective and highly-effective teachers at high-minority, high-poverty and low-performing schools

Reduce the number of out-of-field teachers

Reduce the number of out-of-field teachers at high-minority, high-poverty and low-performing schools

www.floridafoil.com/wp-content

Common Core State Standards Connections

Currently we continue to use the Next Generation Sunshine State Standards (NGSSS); however, during teaching and learning, whenever applicable, connections to Common Core State Standards in Language Arts and Mathematics are established.Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides

January 2013 22Department of Mathematics and Science

Common Core Benchmarks in the Science Curriculum

24

HandoutHandout

Activate Prior Knowledge!

25

• Hook Question: How can “Zombie” cells affect society?

• Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using “Zombie” cell technology?

• 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

HandoutHandout

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

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

Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you. re·frac·to·ry (r-frkt-r)adj.1. Obstinately resistant to authority or control. See Synonyms at unruly.2. Difficult to melt or work; resistant to heat: a refractory material such as silica.

Curriculum and Instruction

Pearson Digital Content Reading Coach

Huffington Post


30

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.


31

Close Read Article

32

+ -this section of text shows a positive impact of the Cell Technology on society or the individual– - this section of text shows a negative impact of the Cell Technology on society or the individualP – this section of text shows a problemS – this section of text shows a solution

Directed Note-Taking

33

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.

HandoutHandout

Directed Note-Takingwith video

First Draft Written Response to Essential Question

Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using Nano cell technology?

34

HandoutHandout

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

Positive ImpactNegative ImpactProblemSolution

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.

36

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.

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 factor is most likely the primary concern for scientists when conducting Nano Cell Technology?

How does scientific research impact society?

37

FCAT Explorer


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


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

Common Core Math Benchmarks Implemented

• Represent and analyze quantitative relationships between dependent and independent variables.

• Construct viable arguments and critique the reasoning of others. MACC.68.MP3

• Model with mathematics. MACC.68.MP4• Use appropriate tools strategically. MACC.68.MP5• Attend to precision. MACC.68.MP6• Look for and make use of structure. MACC.6.EE.C9


What FCAT Level Would We Be?

A look at Achievement Level Descriptions


GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO: analyze a model of the major organelles of plant cells and animal cells and relate the function of each organelle

…Ach Level

Specific Life Science Student Expectations Excerpt

Level 5 •relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • differentiate sexual and asexual reproduction and how they relate to heredity;

Level 4 •relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • compare sexual and asexual reproduction and how they relate to heredity;

Level 3 •recall that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • compare sexual and asexual reproduction and how they relate to heredity;

Level 2 •recognize that genetic material is contained in DNA; • identify the difference between sexual and asexual reproduction;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

Curriculum and InstructionDepartment of Mathematics and Science


Good Science Instruction

January 2013 45

• 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……)

January 2013 46

• 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

Jan

ua

ry 20

13

47

Session Outcomes

Are you able to:– Describe M-DCPS science instructional resources

that support science teaching and learning– Identify how M-DCPS incorporates Mathematics

and Language Arts Common Core Standards for effective science teaching and learning


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

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

Science Department

50

Dr. Ava RosalesExecutive Director

Elementary Middle School High School

Dr. Millard LightburnDistrict Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone District Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Kirk NieveenCurriculum Support

Specialist

TBACurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Slip

Reflection1. Today I learned ……………………….2.Questions I still have……………….3.How can Common Core be used in my classroom?


Steven Hankins Science Educator/Data Manager Country Club Middle School

Documents