Science Content and Pacing Grade 8

1. Science Content and Pacing Grade 8 Presented by Dr. Ava D. Rosales, Instructional Supervisor Mr. Eddie Bonet, Curriculum Support Specialist November 8, 2011 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

2. Welcome Make a Name Tent and include: NAME SCHOOL One “aha” (eye-opening) moment that resulted from the Interim assessment

3. Source: Wordle.net

4. Outcomes/Goals • Model the importance of Planning • Facilitate movement from Engage to Explain in the 5-Es • Develop quality questioning techniques M-DCPS Division of Mathematics, Science and Advanced Academic Programs

5. Norms • Participate Actively • Ask questions • Learn by doing • Set your own learning into action Bathroom and Electronic Devices

6. Planning for InstructionScience Grades 6 - 8 A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSE Partnership to Rejuvenate and Optimize Mathematics and Science Education

7. Planning for Instruction 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

8. Planning for Instruction Why have lesson plans?

9. Why have lesson plans? • 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.

10. Why have lesson plans? The quality of the lessons you deliver is the essence of teaching.

11. What Great Lesson Plans Look Like The best lessons contain a clear purpose, actively engage the students, cater to various learning styles, and challenge the students with higher level questions.

12. Levels of Planning: There are three levels of lesson planning: • Long-term planning • Short-term planning • Daily planning

13. Considerations when Planning • Subject content • Reading in the content area • Curriculum mapping • Integration of multiple subject areas What do you want students to know when they complete the day, semester, or year lesson(s)?

14. Considerations when Planning 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.

15. Instructional Strategies • 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.

16. Instructional Methods How were you taught? How do you think you learn best? What are some other instructional strategies that might have been used?

17. Using Different Instructional Methods • Direct instruction • Cooperative learning groups • Inquiry (structured, guided, open) • Peer teaching • Concept maps / mindmaps • Learning centers • Problem / community based

18. Inquiry Learning • 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.

19. Problem-Based Learning (PBL) • 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

20. Cooperative Groups • 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. M-DCPS Division of Mathematics, Science and Advanced Academic Programs

21. Types of Group Work • Cooperative learning • Peer response • Think-pair-share • Discussion circles • Paired problem solving • Reciprocal teaching • Jigsaw M-DCPS Division of Mathematics, Science and Advanced Academic Programs

22. Choosing Group Members • 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. M-DCPS Division of Mathematics, Science and Advanced Academic Programs

23. Lab roles M-DCPS Division of Mathematics, Science and Advanced Academic Programs

24. Assigning Roles • Leader / recorder / speaker / materials (go-getter) • Facilitator / recorder / reporter / data processor Other group roles may include tasks such as timer, illustrator and so on. M-DCPS Division of Mathematics, Science and Advanced Academic Programs

25. Instructional Methods - Review • Remember, there is no “magic” new instructional method that will work in every situation. • Incorporate a variety of teaching methods into your lessons. M-DCPS Division of Mathematics, Science and Advanced Academic Programs

26. Multiple Intelligences expectumf.umf.maine.edu M-DCPS Division of Mathematics, Science and Advanced Academic Programs

27. Multiple Intelligences M-DCPS Division of Mathematics, Science and Advanced Academic Programs

28. Short-Term or Unit Planning 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. M-DCPS Division of Mathematics, Science and Advanced Academic Programs

29. Pacing Guide SAMPLE UNIT PLAN M-DCPS Division of Mathematics, Science and Advanced Academic Programs

30. Instructional Planning Developing an Effective Daily Lesson Plan • Plan for conceptual understanding. • Use discovery, collaborative, and inquiry learning. • Use authentic assessment that evaluates what you taught. M-DCPS Division of Mathematics, Science and Advanced Academic Programs

31. Rationale for Using the 5 E Model • 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 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

32. The 5E Model – One Effective Approach Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy M-DCPS Division of Mathematics, Science and Advanced Academic Programs

33. Engage Questions to Stimulate Student Thinkingand Accountable Talk M-DCPS Division of Mathematics, Science and Advanced Academic Programs

34. Questions to Stimulate Student Thinkingand Accountable Talk 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. M-DCPS Division of Mathematics, Science and Advanced Academic Programs Florida Curriculum Framework, p. 146

35. Questions to Stimulate Student Thinkingand Accountable Talk 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?" M-DCPS Division of Mathematics, Science and Advanced Academic Programs

36. Questions to Stimulate Student Thinkingand Accountable Talk 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?" M-DCPS Division of Mathematics, Science and Advanced Academic Programs

37. Questions to Stimulate Student Thinkingand Accountable Talk 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?" M-DCPS Division of Mathematics, Science and Advanced Academic Programs

38. Questions to Stimulate Student Thinkingand Accountable Talk 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?" M-DCPS Division of Mathematics, Science and Advanced Academic Programs

39. Questions to Stimulate Student Thinkingand Accountable Talk 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?" M-DCPS Division of Mathematics, Science and Advanced Academic Programs

40. REMEMBER Questions drive the inquiry process. M-DCPS Division of Mathematics, Science and Advanced Academic Programs

41. What Are They Thinking? What’s the difference between a fish and a submarine? One has lettuce and tomato and one has tarter sauce! M-DCPS Division of Mathematics, Science and Advanced Academic Programs

42. Develop Essential Questions Using • FCAT 2.0 Test Item Specs • Pacing Guide • Question Stem Worksheet Benchmarks: • SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 • SC.8.P.9.2 (AA); SC.8.P.8.1; SC.8.P.8.5 (AA) SC.8.P.9.1; SC.8.P.9.3 • SC.8.L.18.4; SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4; M-DCPS Division of Mathematics, Science and Advanced Academic Programs

43. The 5E Model – One Effective Approach How will students’ interest be captured? Make connections between what has been learned and what will be learned Focus student thinking Mental engagement Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy M-DCPS Division of Mathematics, Science and Advanced Academic Programs

44. The 5E Model – One Effective Approach 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. Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy M-DCPS Division of Mathematics, Science and Advanced Academic Programs

45. EXPLORE: Inquiry: Hands-on/Minds-on Is a New Substance Formed? (Inquiry Warm-up) M-DCPS Division of Mathematics, Science and Advanced Academic Programs

46. 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 Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy M-DCPS Division of Mathematics, Science and Advanced Academic Programs

47. Opportunities to Reteach • Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game) M-DCPS Division of Mathematics, Science and Advanced Academic Programs

48. EXPLORE: Inquiry: Hands-on/Minds-on • Is a New Substance Formed? (Inquiry Warm-up) • Law of Conservation of Matter (CPALMS) • Are You Part of a Cycle? (Warm-up) • Following Water (Quick Lab) • Chapter 13 (Warm-up/Quick Lab Cluster) M-DCPS Division of Mathematics, Science and Advanced Academic Programs

49. 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 M-DCPS Division of Mathematics, Science and Advanced Academic Programs Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy

50. The 5E Model – One Effective Approach 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 Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy M-DCPS Division of Mathematics, Science and Advanced Academic Programs