Dane Jaber Curriculum Support Specialist

1. Department of Mathematics and Science Dane Jaber Curriculum Support Specialist

2. AGENDA AM • Benchmark Analysis (QSBA Data) • Infusion of LAFS and MAFS Instructional Strategies • FCAT Achievement Level Descriptions (Learning Goals) PM • Reflecting on the Curriculum • Pre-planning with the Pacing Guide • Development of Individual Lesson Plans Department of Mathematics and Science

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

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

5. General information Mathematics and Language Arts Florida Standards benchmarks aligned in District Pacing Guides Achievement Level Descriptors for FCAT 2.0 Science 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 instructional resources to support science teaching and learning • Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning • Plan for rigorous instruction using 5E Model Department of Mathematics and Science

7. Benchmark Analysis Force and Motion Department of Mathematics and Science

8. Today’s Benchmarks • SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. (Also assesses SC.6.P.12.1.) • SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. (REFERENCE MATH CURRICULUM) Department of Mathematics and Science

9. NSTA Formative Assessment ProbePage KeeleyAvailable through the Learning Village Benchmark SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. (Also assesses SC.6.P.12.1.) Department of Mathematics and Science

10. Exploration Review the activity In your groups, decide how you can adjust the activity to incorporate student inquiry… Then, conduct your revised activity. Department of Mathematics and Science

11. ExploreLearning GIZMO 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. Curriculum and Instruction

14. Essential Question? Claim – Evidence- Reasoning – Department of Mathematics and Science

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

16. What FCAT Level Would We Be? A look at Achievement Level Descriptions (Progression scales for Learning Goals) Department of Mathematics and Science

19. Afternoon Schedule • 12:45 pm Reflecting on the Curriculum • 1: 30pm Pre-planning with the Pacing Guide • 2:30pm Developing a 5E Lesson Department of Mathematics and Science

20. Reflecting on the Curriculum • Strengths • Areas for improvement • Specific recommendation

21. Science Department Website Overview Department of Mathematics and Science

22. 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

23. 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

24. 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

25. Assignment • 5E lesson plan posted to Edmodo group • Each teacher submit an assignment. Department of Mathematics and Science

26. 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

27. Slip Reflection Today I learned ………………………. 2. Questions I still have………………. Department of Mathematics and Science

28. Science Department Department of Mathematics and Science