Science Summer Symposium

1. Science Summer Symposium Biology Day C Department of Mathematics and Science

2. Session Outcomes • Participants will: • Identify and describe the major transitions that must occur in order to experience successful implementation of Common Core State Standards (CCSS), • Identify a major learning goal for a specific course and integrate CCSS Literacy standards, Mathematical Practices, and applicable benchmarks from other content areas by “chunking” the standards/benchmarks into big ideas, • Understand how the Literacy Standards and Mathematical Practices in the content areas assist students with depth of understanding of important concepts, • Participate in a Comprehension Instructional Sequence (CIS) template/lesson from a student perspective.

3. Summer Science Symposium Guidelines • Symposium Schedule: • 8:30 AM – 3:30 PM (no late arrivals, no early dismissal) • Lunch: 11:15 AM – 12:15 PM • Stipend and Master Plan points requirements: • 100% attendance for all three days and turn in follow-up • Signature required in the morning and afternoon • Charter school teachers must contact their school administration for stipend • Part time, hourly, 3100, 3110, and other non-full time teachers are not eligible for stipend and MPPs • Daily Reflection and Follow up assignment • Handout of Modeling activity presented by group with questioning strategies and product expectation Department of Mathematics and Science

4. Norms • Make sure to be kind to the presenters and give them your full attention, and please be on time • Don’t be afraid to ask and share, we are all life-long learners • Care for your profession and be kind to others • Please remember we are guests at Miami SHS • Silence your cell phones and turn off your gaming devices Department of Mathematics and Science

5. Science Summer Symposium – Biology July 9-11 and July 12-16 Miami Senior High School Facilitator: YolyMcarthy Session: Increasing the Rigor in Biology through the Use of Common Core Standards and Inquiry

6. Agenda • Pacing Guide Updates • Common Core: What is it? • Language Arts/Writing CC Standards • Introduction to the CIS (Comprehensive Instructional sequence) • Exemplar CIS Biology Lessons for Language Arts/Writing • Exemplar Inquiry Biology Lessons for Mathematics • Action plan - Develop a CIS Lesson of your own Department of Mathematics and Science

7. Pacing Guides Department of Mathematics and Science

8. Why Update the Pacing Guides The Pacing Guides are updated to make sure that: • Changes from the state are being addressed when it comes to basic curriculum expectations (Course Descriptions) • Instructional flow is enhanced to improve academic performance of students • Teachers are provided with the latest instructional strategies and resources available • To try to keep everybody informed of the expected curriculum in M-DCPS • Return Department of Mathematics and Science

9. Who Updated the Pacing Guides • The M-DCPS Pacing Guides in Chemistry and Physics were updated through a collaboration with FIU professors, district supervisors, curriculum specialists, and teachers. • The objective was to make the District curriculum better aligned to the course description determined by the state while still maintaining the integrity of the course expected by content experts. • Return Department of Mathematics and Science

10. Activity 1 • Pacing Guide revision and updates • Why do it? Pacing guide revisions… • Who did it? The revisions were made by… • Compare the Biology Year at a Glance of 2012-2013 to the updated 2013-2014 • What is different? Does it make sense? • How are the Regular and Honors courses different? • Is there a perceived flow to the expected content? Department of Mathematics and Science

11. Science Literacy and Common core

12. “Why we Need Common Core” Video

13. Florida’s CCSS Implementation Plan Phase 1 (2011-2012) Phase 2 (2012-2013) Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 3 (2013-2014) Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 4 (2014-2015) Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS

14. Making the Content Connection to Common Core State Standards for Literacy and Mathematics

15. 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

16. An Integrated System – at All Levels

17. Florida’s State Board of EducationStrategic PlanApproved October 2012 • Strategic Goals • Section 1008.31, Florida Statute, establishes four goals for Florida’s education system. Each of these goals will be measured through the accountability system and progress will be documented through the performance indicators included in this Strategic Plan. • Highest Student Achievement • Seamless Articulation and Maximum Access • Skilled Workforce and Economic Development • Quality Efficient Services http://www.fldoe.org/strategic_plan/

19. Florida Transitions toCommon Core State Standards Standards-based instruction • Instructional Materials and Test item specifications guide development of curriculum maps • FOCUS mini-assessments aligned to individual benchmarks are used to monitor student progress • Teaching benchmarks in isolation results in long lists of tasks to master Current Way of Work Common Core Way of Work Standards-based instruction facilitated by learning goals Big ideas and learning goals guide the development of curriculum maps Learning progressions or scales describe expectations for student progress in attaining the learning goals Assessments used to monitor student progress are aligned directly to the learning progressions or scales Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding

20. Common Core Curriculum Changes in Florida • New Standards/Benchmarks for ALL English Language Arts and Mathematics courses – ALL grade levels • Inclusion of applicable Common Core State Standards for English Language Arts & Literacy in History, Social Studies, Science and Technical Subjects (all other courses) and the Mathematical Practices • Implementation Timeline  

21. Florida’s Common Core State Standards Implementation Timeline F- full implementation of CCSS for all content areas L – begin full implementation of content area literacy standards including: (1) use of informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0 http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf A-Z 23

22. What are the CCSS? Consist of the English Language Arts Standards, Mathematics Standards, and Literacy Standards for History, Science and Technical Subjects The CCSS: • Are aligned with college and work expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and • Are evidence-based. • Are state led and coordinated by NGA and CCSSO, • Are internationally benchmarked so that all students are prepared to succeed in our global economy and society, and • Define the vision of what it means to be a literate person in the twenty-first century.

23. Embrace the Implementation of the Common Core! It is not changing WHAT we teach… …it’s changing HOW we teach! More emphasis on … …Literacy and Mathematical Practices

24. Emphasis on Literacy Standards and Mathematical Practices What does implementation of Common Core Standards for Literacy and Mathematics look like in the content-area classrooms?

25. Handout http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

26. Handout

27. Small Group Activity – Unpacking • Review the Literacy Standards (RST/WHST) for Biology and discuss the following points below in a small group. • Highlight/Underline: • Declarative learning goals: The student will understand “x” • Procedural learning goals: The student will be able to “y” • Complex tasks: The student will understand “x” and be able to “y” • Reflect on how the practices will: • impact instruction • appear in the classroom • help inform professional development needs • How do standards build on pre/post grade level standards? • Prepare to give examples and share out with group.

28. Use appropriate tools strategically • Make sense of problems and persevere in solving them Common Core State Standards for Mathematical Practices 1 5 Attend to precision • Reason abstractly and quantitatively 2 6 Look for and make sense of structure • Construct viable arguments and critique the reasoning of others 7 3 Look for and express regularity in repeated reasoning • Model with mathematics 8 4

29. Common Core Benchmarks in the Science Curriculum

30. Instructional Design in Layers Course Requirements and Standards Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course “Chunks” or Big Ideas • Always begin with the course requirements defined by the standards in the course description. • “Chunk” the course content standards and/or benchmarks contained in the course description based upon these major areas of focus and identify the “big ideas”. Major Learning Goals • Step 1: make a distinction between learning goals and learning activities or assignments. • A learning goal is a statement of what students will know or be able to do. • Students will understand _____ and be able to ______. Progression Scales for Major Learning Goals • Step 2: Write a rubric or scale for each learning goal. • Step 3: Have students identify their own learning goals Progress Monitoring Assessments

31. Instructional Design • Course requirements are defined by course descriptions/frameworks approved by the State Board. • Districts determine the scope and sequence through curriculum maps and “Chunk” the major units of focus or “Big Ideas” • Common Core Way of Work: • Identify Major Learning Goals that are MEASURABLE! • Essential Questions (target specific learning goals) • Engaging Activities • Progression Scales • Formative Assessments • Interim Assessments • Not driven by TEXTBOOKS or Test Item Specifications! • Differentiated for ESE, ELL, and RtI

33. Determining Text Complexity The Common Core Standards' three equally important components of text complexity. • A Four-step Process: Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.

34. Comprehension instructional sequence The New “Look and Feel” of Instruction with Common Core

35. Activate Prior Knowledge! Handout • Hook Question: Have humans caused disruptions in the food chain or food webs in the environment? • Predictive Written Response to Complex Text-Based Question: Do all human activities cause damage to the environment? • 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

36. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you.

37. Choosing Content: Readability of Articles In “Word” • Click the File tab, and then click Options. • Click Proofing. • Under When correcting spelling and grammar in Word, make sure the Check grammar with spelling check box is selected. • Select Show readability statistics. • After you enable this feature, open a file that you want to check, and check the spelling. When Outlook or Word finishes checking the spelling and grammar, it displays information about the reading level of the document.

38. Choosing Content: Readability of Articles

39. Vocabulary Front-loading • 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.

40. Vocabulary Front-loading

41. Text Marking P P – this section of text shows a problem S – this section of text shows a solution S

42. Handout Directed Note-Taking 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.

43. Handout Directed Note-Taking 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.

44. Question Generation Purpose: 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. • 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.

45. Comparison of Texts CIS Lesson Development: “Mercury Rising” Article Handout

46. In small groups, take positions and discuss which factor is most significant/impactful (based on the article “Mercury Rising”), and come to consensus. • Count number of groups that selected each category. • 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)

47. Directed Note taking with Video First Draft Written Response to Essential Question • Using evidence from the video, why is it important to consider positive and negative impacts on the environment of human activities?

48. In small groups, take positions and discuss which factor is most significant/impactful (based on the video clip from NBC Learn), and come to consensus. • Count number of groups that selected each category. • 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)

49. Final Response After Rereading and Extended Text Discussion Purpose: To provide opportunities for students to interact with the texts 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 texts, video and extended text discussion, which factor is most likely the primary concern when identifying causes and solutions to different environmental issues?

50. Key Ideas & Details: LACC.68.RST.1.3 [LACC.910.RST.1.3 ] RELATED STANDARDS/BENCHMARKS Craft & Structure: LACC.68/910.RST.2.4 • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text]. • 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. • Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words]. • Write informative/explanatory texts, including scientific procedures, experiments, or technical processes. • Draw evidence from informational texts to support analysis reflection, and research. • Use units as a way to understand problems and to guide the solution of multi-step problems. • Describe qualitatively the functional relationship between two quantities by analyzing a graph. Integration of Knowledge & Ideas: LACC.68.RST.3.7 LACC.910.RST.3.7 Text Types & Purposes: LACC.68/910.WHST.1.2 Research : LACC.68.WHST.3.9 Quantities: MACC.912.N-Q.1.1 Functions: MACC.8.F.2