Christine Todd-Gibson 7 th Grade Science Teacher Norman S. Edelcup/ Sunny Isles Beach K-8

1. Department of Mathematics and Science Christine Todd-Gibson 7th Grade Science Teacher Norman S. Edelcup/ Sunny Isles Beach K-8 Kirk Nieveen Science Curriculum Support Specialist Department of Mathematics and Science

2. Name Tents • Write your name • School • Grade Level Department of Mathematics and Science

3. Science Department Website Overview Department of Mathematics and Science

4. Department of Mathematics and Science

5. 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

6. Session Outcomes Participants will be able to: • Incorporate M-DCPS physical 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

7. AGENDA AM • The Essence of Lesson Planning- Bybee’s 5E’s • Infusion of CCSS Instructional Strategies • FCAT Achievement Level Descriptions PM • Online Exploration • Hands-On Lab Rotation • Development of Individual Lesson Plan Department of Mathematics and Science

8. NORMS • Lift expectations • Everyone is a learner • Ask questions and actively participate • Reserve judgment • Network responsibly Department of Mathematics and Science

9. What does effective science instruction look like? Department of Mathematics and Science

10. What does effective science instruction look like? • Engage • Question, discussion, activity, uncover ideas (Discovery, PBS Learning, NBC Learn) • 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

11. Today’s Benchmarks • SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Assessed as SC.7.P.11.4 • SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA) •  SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Assessed as SC.7.P.11.2 • SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. Assessed as SC.7.P.10.3 • SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (AA) Department of Mathematics and Science

12. Where does energy come from and how does it get from one place to another? http://www.youtube.com/watch?feature=player_embedded&v=_ve4M4UsJQo Use 5 terms to explain how energy moved. 10 points for each term used correctly Department of Mathematics and Science

13. Essential Lab Department of Mathematics and Science

14. NSTA Formative Assessment Probe Page Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA) SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Assessed as SC.7.P.11.2) Department of Mathematics and Science

15. Explore Learning GIZMO Department of Mathematics and Science

16. 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

17. Where does energy come from? Claim Evidence Reasoning

19. 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

20. 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

22. 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

23. Common Core Benchmarks in the Science Curriculum

24. Handout

25. Common Core Benchmarks in the Science Curriculum Department of Mathematics and Science

26. Comprehension Instructional Sequence (CIS) Department of Mathematics and Science

27. Canada Is Ready For a Transformative Energy Experience Huffington Post

28. Activate Prior Knowledge! Handout • Hook Question: : How can green energy impact our lives, health, and future? • Predictive Written Response to Complex Text-Based Question: What are some challenges and benefits of shifting from burning fossil fuels to cleaner energy sources? • 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

29. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you. Department of Mathematics and Science

30. Renewable Definition of Renewable (adj) • Renewable- capable of being replaced by natural ecological cycles or sound management practices Department of Mathematics and Science

31. 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.

32. Vocabulary Front-loading

33. Text Marking + -this section of text shows a benefit ofshifting from burning fossil fuels to cleaner energy - - this section of text shows a challenge of shifting from burning fossil fuels to cleaner energy P – this section of text shows a problem S – this section of text shows a solution

34. 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.

35. Directed Note-Takingwith video Handout

36. 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)

37. 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.

38. 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 replacing green energy sources with burning fossil fuels? How does the use of green energy impact society? Department of Mathematics and Science Final Response After Rereading and Extended Text Discussion

40. Summative Assessment SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. Also assesses SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Household appliances convert electricity into one or more different forms of energy. An electric fan can best be described as converting electricity into: a. heat energy only b. heat energy and sound energy only c. heat energy, sound energy, and mechanical energy only d. heat energy, sound energy, mechanical energy, and chemical energy Department of Mathematics and Science

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

42. 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

43. Common Core Benchmarks Implemented CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Curriculum and Instruction

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

45. Grade 8 FCAT 2.0 Science Reporting Category ─ Physical science Students performing at the mastery level of this reporting category will be able to …distinguish between kinetic and potential energy…

46. 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

47. 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

48. 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

49. Afternoon Schedule 12:30 pm Online Exploration 1:30pm Hands-On Lab Rotation 2:30pm Individual work on lesson plan Department of Mathematics and Science

50. Lab Rotation • States of matter • Pendulum swing • Sources of energy • How fast are electromagnetic waves? • Bent pencil Department of Mathematics and Science