Department of Science
Science Liaisons iCAD #2:
Secondary Science
Sebastian Oddone
Instructional Supervisor, HS
Yoly McCarthy
Instructional Supervisor, MS/K-8
Ana Fenton
Science CSS, HS
Dane Jaber
Science CSS, MS
Cristina Madrigal
Science CSS, K-8
Office of Academics and Transformation
AGENDA
AM
• Welcome and Ice Breaker
• Norms
• Thinkgate
• Effective Questioning
• Developing Open Inquiry-Based Investigations
PM
• Hands on Activity
• Differentiated Instruction
• Effective Planning
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Session Outcomes
• Participants will be able to:
– Incorporate M-DCPS instructional resources to
support science teaching and learning
– Plan for inquiry in science that integrates
Mathematics and Language Arts Florida
Standards for effective science teaching and
learning
– Facilitate a PLC of science teachers.
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Two truths and a lie
Write down 3 statements regarding
yourself (2 true and 1 false).
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NORMS
• Keep an open mind
• Begin and end on time, stay engaged
• No complaining unless you have a
solution to the situation
• Share wisdom
• Coffee first, work second
Polleverywhere.com
• What have been the
greatest barriers to
effective science
instruction at your school?
• Text a code to 37607
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Thinkgate
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Break
15 minutes
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Today’s Topics
• 6th grade – Landforms and changes to the
Geosphere
• 7th grade – Rock Cycles and processes
that shape Earth’s surface
• 8th grade – Photosynthesis and Cellular
Respiration
• Biology – Classification - Taxonomy
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Effective Questioning
•On a post-it note, write a question you plan to use for today’s
topic(s).
•Switch questions with a partner at your table. Examine them
with the following prompts in mind:
• Does the question address the benchmark?
• What level of Webb’s depth of knowledge would
you rate the question? Why?
•As a group of 8, select 4 questions to “tune”
•Wagon wheel to “tune” each question.
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Effective Questioning
Hands on Activities
• 6th grade – Sinkhole Lab
• 7th grade – Crayon Rock Cycle
• 8th grade – Investigating factors that affect
photosynthesis
• Biology – Kingdom comparison challenge
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Consultancy protocol
• Presentation of a dilemma (2 Minutes)
• Clarifying questions -require brief response
(5 minutes)
• Probing questions - require more detail
responses (7 minutes)
• Group talk (7 minutes)
• Presenter reflection (2 minutes)
• Facilitator closing (2 minutes)
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Developing Open Inquiry-Based
investigations
• As a result of the Consultancy, modify the
essential lab to create an open inquiry
investigation.
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LUNCH
•
You have 60 minutes. Please be prompt
Hands on Activities
(Your inquiry version)
• 6th grade – Sinkhole Lab
• 7th grade – Crayon Rock Cycle
• 8th grade – Investigating factors that affect
photosynthesis
• Biology – Kingdom comparison challenge
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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).
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Overview of
Differentiated Instruction
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If you always do
What you’ve always done
You’ll always get
What you’ve always got
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SHHHH/SHARE…
1. Pick a column 2.Write or think silently
3. Be ready to share when time is up
Write a
definition of
what you think
Differentiation
Instruction is.
Explain to a new
teacher in two
sentences, how they
should do
differentiation in the
classroom.
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Develop a
metaphor,
analogy, or
visual symbol
that you think
what
differentiation is
to you.
What is Differentiation?
“What we call differentiation is not a
recipe for teaching. It is not an
instructional strategy. It is not what a
teacher does when he or she has time.
It is a way of thinking about teaching
and learning. It is a philosophy.”
Carol Tomlinson, September 2000
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CLASSROOM BUILDING
• All of this depends on a safe,
secure environment where
students feel that they can share
their interests, abilities, and
opinions
• Kids need to know that they can
let their misconceptions be known
without ridicule
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Connecting With Kids
•
•
•
•
•
•
•
•
Talk at the door
Early interest assessments
Small group instruction
Dialogue journals
Student conferences
Open room days
Ask for student input
Invite examples, analogies,
experiences
• Elicit input from students
• Listen
• Seek varied perspectives
• Share own interests,
questions, plans
• Start class with kid talk
• Go to student events
• Watch before & after school,
at lunch
• Keep student data cards
with interests and talents
• Take notes during class
• Use Socratic or student-led
discussions
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Successful Differentiated
Classrooms
1. Build a climate of trust that allows
students to express themselves in an
open, non-judgmental, non-threatening
manner
2. Ensure that respect is mutual
3. Create a sense of safety
4. Facilitate the building of supportive
and accepting relationships
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How Does Research Support DI?
• Differentiated Instruction is the result of a
synthesis of a number of educational theories
and practices about teaching and learning
modalities…to include: child psychology,
behavior management, learning styles, multiple
intelligences, assessment, .......
• Brain research indicates that learning occurs
when the learner experiences moderate
challenge and relaxed alertness –readiness
• Psychological research reveals that when
interest is tapped, learners are more likely to
find learning rewarding and become more
autonomous as a learner.
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“TELL ME AND I WILL FORGET.
SHOW ME AND I MAY REMEMBER.
INVOLVE ME AND I WILL UNDERSTAND."
-Ancient Chinese Proverb
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Consider this…
• When a teacher tries to teach something to
the entire class at the same time, chances
are…
– 1/3 of the kids already know it
– 1/3 of the students will get it
– 1/3 of the kids won’t get it
– SO, 2/3 of the students are wasting their time.
– Lillian Katz
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What are the kids saying?
When I feel lost in class…
– I play with my hair.
– I wish the teacher would know how I feel and would help me.
– I want to go home and watch TV.
– I get mad.
– I feel scared. Sometimes I try to listen harder but mostly it doesn’t
work.
– I get some much needed rest
When classes move too slowly…
– I color my nails with a pen.
– I listen to music in my head or to think back to a movie, to its
funny parts.
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Principles of a Differentiated
Classroom
All students participate in respectful work.
Teacher and students work together to ensure
continual engagement & challenge for each learner.
The teacher coordinates use of time, space, and
activities.
Flexible grouping which includes whole class
learning, pairs, student-selected groups, teacher
selected groups, and random groups.
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Is this a student in your class?
Consequences of NOT
Differentiating
• Socrates was a famous Greek teacher who went around giving people
advice. They killed him. Socrates died from an overdose of wedlock.
• Bach was the most famous composer in the world, and so was Handel.
Handel was half-German, half-Italian, and half English. He was very large.
Bach died from 1750 to the present. Beethoven wrote music even though
he was deaf. He was so deaf, he wrote loud music. He took long walks in
the forest even when everyone was calling for him. Beethoven expired in
1827 and later died for this.
• I am not sure how clouds get formed. But the clouds know how to do it,
and that is the important thing.
• Writing at the same time as Shakespeare was Miguel Cervantes He Writing
at the same time as Shakespeare was Miguel Cervantes. He wrote Donkey
Hote. The next great author was John Milton. Milton wrote Paradise Lost.
Then his wife died and he wrote Paradise re-gained
Once That is Done: Differentiate
According to Students’…
Readiness (Pre-assessments, Diagnostic
assessments)–
 Refers to readiness for a given skill, concept, or way of thinking
 Use data and pre-assessments to determine this and guide
instruction
Interests and Attitudes –
Have to do with those things that learners find relevant,
fascinating, or worthy of their time
 Done through surveys and discussions
Learning Profiles and Need –
 Refer to things such as learning styles, intelligence
preferences, and how the learner sees himself in relation to the
rest of the world
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What Do We Differentiate?
Content
– Varied texts, learning contracts, minilessons, pre-highlighted learning materials,
note-taking organizers
Process
– Multiple intelligence inventory with an activity
for each kind (Sternberg), interest groups,
flexible grouping, Jigsaw, Think-Pair-share,
dialogue journals, math journals
Product
– Process Logs, Exit Cards, Concept Maps, 32-1 summarizer
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Pre-Assessments
Need to pre-asses, assess, and re-assess
throughout the curriculum
– Writing samples
– Concept Maps
– Surveys
– Data
– Intelligences
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Concept Map
With your group, DRAW a concept map
about this topic to show us your
understanding of it
Law of Conservation of Energy
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Multiple Intelligence Inventory
• Students complete the Multiple Intelligence
Inventory independently
• After they have determined their multiple
intelligence level, they can draw or describe their
profile on their class folder, journal, etc
• Intelligences can change and be strengthened
• Online Multiple Intelligence Test
• 6w608347yf
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Who are you? *
• Linguistic
• Logical/
Mathematical
• Spatial
• Bodily/
Kinesthetic
•
•
•
•
Musical
Interpersonal
Intrapersonal
Naturalistic
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Think-Tac-Toe
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Think-Tac-Toe
Steps:
1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness,
learning styles, or interests.
3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students. Place it in the center of the
board.
6. Students complete three tasks, one of which must be the task in the
middle square. The three tasks should complete a Tic-Tac-Toe row.
Adaptations:
• Allow students to complete any three tasks—even if the completed tasks
don’t make a Tic-Tac-Toe.
• Assign students tasks based on readiness.
• Create different choice boards based on readiness. (Struggling students
work with the options on one choice board while more advanced students
have different options.)
• Create choice board options based on learning styles or learning
preferences. For example, a choice board could include three kinesthetic
tasks, three auditory tasks, three visual tasks.
Think – Tac - Toe
•
Meet with your group, choose a standard and learning
goal and come up with nine varied activities students can
do to learn the content. Your choice if one is mandatory.
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Think – Tac - Toe
Students should pick three according to three
in a row
Make a story about an
imaginary character
who is a simple
machine. Including
properties of it.
Make a poster
advertising a new
simple machine you
invented. Include cost
and use for it.
Name and draw 5
examples of simple
machines.
Build a miniature
model of a simple
machine
Draw a picture
describing at least 3
characteristics of a
simple machine
Make up a rhyming
song or poem about
simple machine
properties and
examples.
Use a sequence chart
or timeline to describe
the invention of simple
machines throughout
history.
Invent a new simple
machine and draw a
plan for it with a
description of its
purpose.
Make a matching
game for children
based on simple
machines with
descriptions on the
back of each card.
Think – Tac - Toe
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Learning Centers
• Should contain materials that promote the
individual growth of the individual students
• Include activities that vary from simple to
complex, concrete to abstract
• Provides clear directions for the students
• Uses materials and activities which
address a wide range of reading levels,
learning profiles and student interests
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Learning Centers cont…
Example: Cell Structure and Function
Center (Creative) 1: Draw a cell and label all its organelles and their
functions. Now make up your own cell with its own “organelles”.
Center (Analytical) 2: Develop a metaphor for the cell using an
organization in real life such as a city, school, etc. Draw and
describe all parts and what each one does.
Center (Practical) 3: Write a RAFT for the cell in which
-the roles are the major organelles of the cell
-the audience is the cell
-the format is a plea
-the topic is the reasons they should keep their job and why
Center (Teacher) 4: Listen to a mini lecture about the structure of
the cell and be able to ask questions of the teacher. Fill out an
exit card of what you learned and why it is important.
Center (Technology) 5: Use a Gizmo to learn the parts of the cell
and the purposes for each.
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Learning Centers cont…
• With your partner create 5-10 centers
that students can do (remember not all
centers should be needed to learn the
topic) based on a science topic to be
learned
• For each center determine and
describe:
– Specific goals
– Way it is differentiated
– A “HOT” activity to be included
– Materials needed at each
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Effective Planning:
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Making the Product
• Collaboratively develop a 5E lesson for
your area.
• Share lessons with others to develop
(Development and sharing will be on chart
paper and digitally)
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Science Department
Dr. Ava Rosales,
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
Instructional Supervisor
Ms. Yoly McCarthy
Instructional Supervisor
Mr. Sebastian Oddone
Instructional Supervisor
Ms. Noreyda Casanas
Curriculum Support Specialist
Mr. Dane Jaber
Curriculum Support
Specialist, MS
Ms. Ana Fenton
Curriculum Support
Specialist, HS
Mr. Daniel Gangeri
Curriculum Support Specialist
Ms. Cristina Madrigal
Curriculum Support
Specialist, K-8
Ms. Mary Tweedy
Curriculum Support
Specialist
Ms. Mildred Farber
and Instruction
DistrictCurriculum
Administrative
Assistant
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