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SCIENCE CONTENT AND PACING GRADE 7 DECEMBER 9, 2010 PLANNING FOR TEACHING AND LEARNING Q2 – 3

SCIENCE CONTENT AND PACING GRADE 7 DECEMBER 9, 2010 PLANNING FOR TEACHING AND LEARNING Q2 – 3. Presented by Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs. Welcome Back.

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SCIENCE CONTENT AND PACING GRADE 7 DECEMBER 9, 2010 PLANNING FOR TEACHING AND LEARNING Q2 – 3

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  1. SCIENCE CONTENT AND PACINGGRADE 7DECEMBER 9, 2010PLANNING FOR TEACHING AND LEARNINGQ2 – 3 Presented by Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

  2. Welcome Back Make a Name Tent and include: 1. NAME 2. SCHOOL 3. Sketch an image that comes to mind based on statement below • Essential Question: What does ideal teaching and learning look like?

  3. Agenda • Goals of the Inservice • Pacing Guide Updates • Essential Labs • Content and Focus • Reviewing student work and alignment to standards • Resources and Web Sites

  4. Goals for the Session • Review Pacing and Content • Reflect on student work • Teach with an “explicit-reflective” approach.

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

  6. Q 2 – 3 Pacing and Content–

  7. YEAR-AT-A-GLANCE

  8. EXPLORING THE PACING GUIDES TOPICS VII THROUGH X Group Activity: • What are the priority activities for each topic? • What are the specific instructional strategies? • How can “depth of knowledge” be achieved for each topic?

  9. What are the priority activities? Topic VII: SC.7.E.6.2 – Identify the patterns within the rock cycle and relate them to surface…and subsurface events Essential Content: • Patterns in rock cycle related to surface events • Describe Earth is built-up and torn down by physical and chemical weathering, erosion, deposition • Include context of plat tectonics to assess the rock cycle Lab Activities • Classifying Rocks Technology • Rock Cycle and Rock Classification • BBC and Discovery Rock Cycle

  10. Unwrapping the BenchmarksWhat?...Why?...How?...

  11. EXPLORING THE PACING GUIDES COMPREHENSIVE SCIENCE 2TOPICS VII - IX Group Activity: • What are the priority activities for each topic? • What are the specific instructional strategies? • How can “depth of knowledge” be achieved for each topic?

  12. Lab roles

  13. WHOLE GROUP LAB ACTIVITIES

  14. FOSSILS AND THE LAW OF SUPERPOSITION Liz LaRosa 5th Grade Science http://www.middleschoolscience.com 2009 This PPT was created with the information from the FOSREC Activity “Who’s on First?” and “Fossil Inferences” by UEN.

  15. FOSSILS AND SUPERPOSITION • What is a fossil? The trace or remains of an organism that lived long ago, most commonly preserved in sedimentary rock • What is a superposition? Younger rocks lie above older rocks if the layers have not been disturbed

  16. RELATIVE DATING AND INDEX FOSSILS • What is relative dating? • Any method of determining whether an event or object is older or younger than other events or objects. • What is an index fossil? • A fossil that is found in the rock layers of only one geologic age and is used to establish the age of the rock layers. • Is found in rock layers around the world, ex Trilobites

  17. ACTIVITY # 1 • On your desk, you have 8 large colored index cards with nonsense letters placed on them. • Your task is to determine what the correct sequence of the letters are. • You have two clues: • The card with the letters “C” and “T” is on the bottom, or the oldest layer • Look for a card that has either a “T” or “C” written on it for the second layer

  18. M D X O N B U A G C T This is one possible way to arrange the cards. Questions: What letter is the oldest? What letter is the youngest? What letter showed up the most? Which letters only showed up once? Which letters could be index fossils? How did you know which was older: “M” or “X”? MD DXO ON NB NBU UA AGC C T

  19. ACTIVITY # 2 • Flip your eight index cards over • Arrange the index cards that represent layers of rock and fossils • Clues: • The oldest layer has the letter “M” in it • Find a rock layer that has at least one of the fossils you found in the oldest rock layer • Extinction is forever - once an organism disappears from the sequence it cannot reappear later

  20. Teacher Note: I replaced the letters with nonsense letters b/c spelling the word “organism” was too easy for my 5th graders

  21. A N S WE R

  22. TO THINK ABOUT… What problems did you run into when trying to arrange the fossils into the correct sequence? Would this have been more difficult if you did not know which layer was the oldest to start the activity? Which organism is the most complex of all the fossils and why?

  23. EXPLICIT INSTRUCTIONTOPIC VIII • :Identify examples of and/or explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes. • Identify and/or describe current scientific methods for measuring the age of Earth and its parts. • Understand use of fossil records • Folding and faulting as related to the Law of Superposition • Understand, conceptually, radioactive dating

  24. What are the priority activities? Topic VIII: Lab Activities • Fossils and Law of Superposition (EL) • M&M Radioactive Decay Lab

  25. What are the priority activities? TOPIC IX : Lab Becoming Whales: Fossil Records (EL) Technology How can fossil and rock data determine when an organism lived? (VL)

  26. Aligning Secondary Benchmarks Reteach – Revisit – Review

  27. Essential Questions and Secondary Benchmark Alignment Questions to Stimulate Student Thinking – 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 in the news last night?" • "Can you give me an example of ... in the real world?"

  28. Examining Student Work

  29. From Anticipated to Actual • Anticipated – What did the instructor expect to accomplish? • Delivery – What strategies were used - How was it presented? • Perceived – What was the student understanding? • Actual – What was the outcome of the lesson – How did the student respond?

  30. Connecting Instructional strategies, Content, and Standards Looking for evidence of student thinking … • What did you see in this student’s work that was interesting or surprising? • What did you learn about how this student thinks and learns? • What about the process helped you to see and learn these things?

  31. Listening to colleagues thinking … • What did you learn from listening to your colleagues that was interesting or surprising? • What new perspectives did your colleagues provide? • How can you make use of your colleagues’ perspectives?

  32. Reflecting on one’s own thinking … • What questions about teaching and assessment did looking at the students’ work raise for you? • How can you pursue these questions further? • Are there things you would like to try in your classroom as a result of looking at this student’s work?

  33. Lab Write-up Formats Writing in Science – tapping into student thoughts • Modeling Framework – demonstrations, models • Power Writing and the Art of Scientific Conclusions • Parts of a Lab Report • Engineering design RERUN Recall –Explain-Results-Uncertainties-New

  34. RERUN – Writing about laboratory experiences Write one or two sentences for each letter of the acronym Recall: Summarize what you did in the lab Explain: Explain the purpose of the lab Results: Describe the results of the lab and what they mean Uncertainties: Describe what you are still unsure about New: Write at least two new things that you learned from this lab

  35. Resources • Curriculum and Instruction • http://curriculum.dadeschools.net/ • Instructional Technology (Examview Item Bank) • http://it.dadeschools.net • Florida Department of Education http://www.fldoe.org/ • FCAT Resources - http://fcat.fldoe.org/ • Florida Standards and Course Descriptions http://www.floridastandards.org/ • Florida PROMiSE http://flpromise.org/ • Gizmos http://www.explorelearning.com

  36. Science Web Site: http://science.dadeschools.net

  37. The Science Classroom Essentials Contact information: Dr. Ava D. Rosales, Instructional Supervisor arosales@dadeschools.net 305-995-4537 Mail Code #9628 Click here to launch podcast

  38. From Anticipated to Actual • Anticipated – What did I the instructor expect to accomplish? • Delivery – What strategies were used - How was it presented? • Perceived – What was the student understanding? • Actual – What was the outcome of the lesson – How did the student respond?

  39. Reflections and Follow-up Reflection: Based on today’s discussions and activities, sketch the image that comes to mind when asked – what will I include in my classroom to make teaching and learning more ideal? Follow-up: Write a one-page reflection on the progress of increasing the rigor in student work to ensure that the actual student product meets my anticipations/expectations? Mail Code #9628

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