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

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

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 earth 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 • Cognitive Complexity within the 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. Today’s Benchmarks SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Assessed as SC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).(AA) Department of Mathematics and Science

10. How can we embed cognitive complexity into the 5E’s? Engage Explore Explain Elaborate Evaluate Department of Mathematics and Science

11. Earth’s Interior • Observe the inside of a Ferrero Rocher chocolate. How does it compare to earth’s interior? Use the following vocabulary words to explain. 10 points for each term used correctly Department of Mathematics and Science

12. ESSENTIAL LAB Department of Mathematics and Science

13. SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Assessed as SC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA) NSTA Formative Assessment ProbePage Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools NSTA Formative Assessment ProbePage Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools Department of Mathematics and Science

14. Explore Learning GIZMO Department of Mathematics and Science

15. 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

16. What is the effect of the motion of tectonic plates? Claim Evidence Reasoning Department of Mathematics and Science

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

18. Huffington Post

19. Activate Prior Knowledge! Handout • Hook Question: Hook Question: How can earthquakes affect our economy? • Predictive Written Response to Complex Text-Based Question: What are some processes and outcomes of earthquake eruptions? • 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 Department of Mathematics and Science

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

21. Fracture Definition of Fracture (n) Fracture- a crack or a fault in a rock Department of Mathematics and Science

22. 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.

23. Vocabulary Front-loading

24. Text Marking + -this section of text shows a fact based on evidence – - this section of text shows an opinion based on someone’s thoughts P – this section of text shows a process of earthquakes O – this section of text shows an outcome of a process of an earthquake

25. 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.

26. Directed Note-Takingwith video Handout

27. 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)

28. 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.

29. 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, most likely, is the primary issue when considering the impact of earthquakes on our economy? How does scientific research impact society? Department of Mathematics and Science Final Response After Rereading and Extended Text Discussion

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31. Summative Assessment SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Assessed as SC.7.E.6.5 SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).(AA) Department of Mathematics and Science

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

33. 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

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

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

36. Grade 8 FCAT 2.0 Science Reporting Category ─ Earth Science Students performing at the mastery level of this reporting category will be able to …identify how earth changes due to weathering , erosion, and plate tectonics… Department of Mathematics and Science

37. 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

38. 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

39. 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 Department of Mathematics and Science

40. Afternoon Schedule • 12:30 pm Online exploration • 1: 30pm Lab rotation • 2:30pm Individual work on lesson plans Department of Mathematics and Science

41. Lab Rotation • How Does Pressure Affect Particles of Rock? • How do Grain Patterns Compare • Law of Superposition (ES) • How are the Earth’s Continents Linked Together Department of Mathematics and Science

42. Assignment • 5E lesson plan by the end of the day • Teachers work in groups of 5-6. • Each teacher submit an assignment. • For Explore- Chose from today’s hands-on lab activities Department of Mathematics and Science

43. Session Outcomes Participants will be able to: • Incorporate M-DCPS earth 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

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

45. SAVE the Date: October 24 -26, 2013 Florida Association of Science Teachers Conference 2013 DoubleTreeby 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 Department of Mathematics and Science

46. Science Department Department of Mathematics and Science