Steven Hankins Science Educator/Data Manager Country Club Middle School

1. Department of Mathematics and Science Steven Hankins Science Educator/Data Manager Country Club Middle School

2. Day Three Agenda • 5e Lesson on Life Science • Planning for Assignment/Resource Collection • Essential Lab Rotation • Gallery Walk-Through Department of Mathematics and Science

3. 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. Department of Mathematics and Science

4. Science Department Website Overview Department of Mathematics and Science

5. Department of Mathematics and Science

6. 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 Department of Mathematics and Science

7. NORMS • Lift expectations • Everyone is a learner • Ask Questions and actively participate • Reserve Judgment • Network responsible Curriculum and Instruction

8. 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 Department of Mathematics and Science

9. 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) . Department of Mathematics and Science

10. Essential Lab:Cell CityHow are cells different? Department of Mathematics and Science

11. How are cells different? www.ExploreLearning.com-Gizmos Department of Mathematics and Science

12. 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). Department of Mathematics and Science

13. Writing Rubric Department of Mathematics and Science

14. How are cells different? Whole Class Claim – Evidence – Reasoning – Department of Mathematics and Science

15. How are cells different? Example Claim - Evidence – Reasoning – Department of Mathematics and Science

16. Department of Mathematics and Science

17. 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

18. 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

19. www.floridafoil.com/wp-content

20. 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 Department of Mathematics and Science

21. Common Core Benchmarks in the Science Curriculum

22. Handout

23. Activate Prior Knowledge! Handout • 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

24. 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.

25. Curriculum and Instruction

26. Pearson Digital Content Reading Coach

27. Huffington Post

28. 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.

29. Vocabulary Front-loading

30. Close Read Article + -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 individual P – this section of text shows a problem S – this section of text shows a solution

31. 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.

32. Directed Note-Takingwith video Handout

33. In small groups, take positions and discuss which factor is most significant/impactful (based on the text), 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)

34. 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.

35. 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? Final Response After Rereading and Extended Text Discussion

36. FCAT Explorer Department of Mathematics and Science

37. Identify and indicate the effectiveness of the… • Engage • Explore • Explain • Elaborate • Evaluate Department of Mathematics and Science

38. 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 Department of Mathematics and Science

39. 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 Department of Mathematics and Science

40. What FCAT Level Would We Be? A look at Achievement Level Descriptions Department of Mathematics and Science

41. 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 …

42. Curriculum and Instruction Department of Mathematics and Science

43. 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 Department of Mathematics and Science

44. 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 Department of Mathematics and Science

45. Successful Strategies to Use • The 5 E’s • HOT 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

46. 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 Department of Mathematics and Science

47. SAVE the Date: October 24 -26, 2013 Florida Association of Science Teachers Conference 2013 DoubleTree by Hilton Hotel Miami Airport Convention Center October 24-26, 2013 Join the magical experience of learning new science curriculum and methods while gaining new resources and skills that will spark magic in your teaching. Go to https://sites.google.com/site/dcstaonline/stem-conference

48. Science Department Department of Mathematics and Science

49. Slip Reflection Today I learned ………………………. Questions I still have………………. How can Common Core be used in my classroom? Department of Mathematics and Science