Department of Mathematics
and Science
Steven Hankins
Science Educator/Data Manager
Country Club Middle School
Name Tent
 Use blank sheet of paper to make a name
tent
 Front: First Name
 Back: School Name and years teaching
 What do you hope to gain from attending this
class?
Department of Mathematics and Science
Why We Need Common Core:
“I choose C”
Day One Agenda
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Introductions
NORMS
5E Lesson Modeling on Earth Science
Computer Planning/Gathering Resources for
Earth Science 5e Lesson Plan
• Essential Lab Rotation for Earth Science
• Complete a 5E Lesson (Groupwork)
Department of Mathematics and Science
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Session Outcomes
Participants will be able to:
– Incorporate M-DCPS Earth/Space 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
Science Department
Website Overview
Department of Mathematics and Science
Department of Mathematics and Science
General Information
• Common Core Mathematics and Language Arts literacy
benchmarks aligned in District Pacing Guides
• Achievement Level Descriptions 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
NORMS
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Lift expectations
Everyone is a learner
Ask Questions and actively participate
Reserve Judgment
Network responsibly
Department of Mathematics and Science
Interactive Science Notebook
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Steps:
1.) Fold 12 sheets of paper in half (Notebook)
2.) Place a blank paper on the front cover
3.) Staple along the edge
4.) Write your name on front
5.) Title cover “Summer Science Symposium”
Department of Mathematics and Science
What does effective science
instruction look like?
Department of Mathematics and Science
What does effective science
instruction look like?
• Engage
– Question, discussion, activity, uncover ideas (Discovery, PBS
Learning, and 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
How does water move?
• Draw/sketch a model of water moving in
interactive students notebook. (2 min.)
• Label 5 of the terms below to explain your
model to your group:
– Condensation
– Evaporation
– States of Matter
– Weather
– Melting
-Precipitation
-Transpiration
-Radiation
-Hydrosphere
-Cryosphere
Department of Mathematics and Science
Lab Roles
Department of Mathematics and Science
Essential Lab:
Melting Ice
How Does
Water Move?
Begin the
procedures in the
Essential lab
Department of Mathematics and Science
NSTA Formative
Assessment Probe
Page Keeley
How does water move?
Benchmark:
SC.6.E.7.2 Investigate and apply how the
cycling of water between the atmosphere
and hydrosphere has an effect on weather
patterns and climate Assessed as
SC.6.E.7.4
SC.6.E.7. 5 (Cognitive Complexity:
Moderate)
Explain how energy from the sun
influences global patterns of atmospheric
movement and the temperature
differences between air, water and land.
(also asses: SC.6.E.7.1.)
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Department of Mathematics and Science
How does water move?
www.ExploreLearning.com-Gizmos
Coastal
Winds
and
Clouds
Department of Mathematics and Science
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
Curriculum and Instruction
Writing Rubric
Department of Mathematics and Science
How does water move? Whole
Class
Claim –Water moves in a cyclical pattern depending on
if heat is added or removed.
Evidence –In the EL, we saw ice melting in beaker A.
Heat was added to the liquid causing it to hit the
glass. Then droplets of water appeared on the side
of the glass. When enough droplets accumulated,
the water returned to the bottom of beaker A.
Reasoning –This explains the water cycle process that
occurs when radiation from the sun heats water
causing evaporation. Condensation occurs when
enough droplets accumualte.
And prev
Department of Mathematics
and Science
Example: How does water move?
Claim –Water moves in a series of steps that repeat. Radiation from the sun
heats water and causes it to move from the hydrosphere to the
atmosphere. Clouds form when this water vapor cools. Precipitation
allows water to return to the hydrosphere to continue the cycle again.
Evidence –In the Essential lab, the hotplate heated the ice to turn in into
liquid. When all the ice melted, the water began to collect at the bottom.
Then the water started to turn to vapor. Some of the vapor hit the glass
and formed little droplets of water. These droplets then fell back into the
water when they got big enough.
Reasoning – Water moves in a continuous cycle from the hydrosphere to the
atmosphere. Atmospheric air has different temperatures due to uneven
heating from the sun on the hydrosphere and geosphere. This causes the
movement of water among the hydrosphere, atmosphere, and
cryosphere, resulting in changes in weather and/or climate. Gravity can
pull the water vapor down if enough of the water vapor comes together.
This water then becomes part of the hydrosphere again and the process
continues.
Department of Mathematics and Science
Department of Mathematics and Science
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Florida’s CCSS Implementation
Plan
Phase 1 (2011-2012)
Phase 2 (2012-2013)
Full Implementation
Grade K
Phase 3 (2013-2014)
Full Implementation
Grades K-1
Begin Implementation of
Phase 4 (2014-2015)
Literacy Standards in ALL
Full Implementation
Content Areas for
Grades 6-12
Begin Implementation of
Rich and Complex Text and
Informational Text for
Grades K-12
Full Implementation of
Literacy Standards in ALL
Content Areas for
Grades 6-12
Grades K-2
Full Implementation
Implementation of a
Grades K-12
Blended Curriculum (CCSS
and Supplemental NGSSS
PARCC Assessments Aligned
Continue Implementation of Aligned to FCAT 2.0 and
to CCSS
EOCs)
for
Grades
3-12
Rich and Complex Text and
Informational Text for
Continue Implementation of
Grades K-12
Rich and Complex Text and
Informational Text for
Grades K-12
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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
January 2013
Department of Mathematics and Science
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Common Core Benchmarks in the
Science Curriculum
Department of Mathematics and Science
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Comprehension Instructional
Sequence
• Hook Question: How do humans influence the movement of
water?
• Predictive Written Response to Complex Text-Based Question:
What are some positive and negative consequences when
humans influence the movement of water?
• Vocabulary Front-Loading (Pre-reading text)
• 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)
• Student Question Generation (Reading 3)
• First draft written response to essential question: How does
water move through the water cycle?
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Human Impact on Water Cycle
Definition of Infrastructure (n):
Physical organization structures in a city to allow
for the entire city to function as a system.
Examples: Road, public water, drainage, sewer,
electrical, and telecommunication systems all
contribute to the functioning of the entire city
system.
Department of Mathematics and Science
Vocabulary Front-loading:
Infrastructure
Independently,
identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
Expository Writing
Huffington Post
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.
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Vocabulary Front-loading
Paragraph #
1
4
6
5
1
Academic or Discipline Specific Vocabulary
Intrusion: Sounds like intrude.
Something not supposed to be
where it is.
Tributary: Contribute. Creeks
contribute to rivers their water.
Laced: Its in it somewhere
Infrastructure: involving the
“structure” of city sewage and
irrigation.
Scarcer: To become less
Word Part
or Context
Paragraph #
Academic or Discipline Specific Vocabulary
Word Part or
Context
Word
Part
Word
Part
Context
Word
part &
Context
Context
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Reading 1: Text Marking and
Discussion
+
-this section of text shows a positive impact
of infrastructure on society or the individual
– - this section of text shows a negative impact
infrastructure on society or the individual
P – this section of text shows a problem
S – this section of text shows a solution
If students are exposed to close
reading yearly, by the time they get
to high school they will be better
prepared to handle complex texts.
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Reading 2: Note-Taking &
Discussion
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.
Guiding Question: Using evidence from the text and video clip, why is it important to consider positive and
negative impacts on society and/or individuals, when developing a solution to our “water crisis”?
ParaPara-graph #
Paragraph #
graph #
+ Impact
Society or
Individual
1
2
3
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Usable and clean water are becoming scarcer
Water crisis
Flooding and hurricanes
We need a national commission to address the X
problems.
VIDEO Acid rain coming from industrial plant toxic to
fish in lakes.
- Impact
Society or
Individual
Problem
X
X
X
X
X
X
Solution
X
X
X
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Directed Note-Taking
with video on Climate Change
First Draft Written Response to Essential
Question:
Using evidence from the text, why is it important to
identify problems and develop solutions, when
studying the flow of water?
Why is it important to understand how water moves
through the spheres of the earth?
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In small groups, take positions and discuss
which factor is most significant/impactful
(based on the text), and come to consensus.
Group
Consensus
Individual
Vote #1
Individual
Vote #2
Positive Impact
Negative Impact
Problem
Solution
1) Count number of groups that selected each category.
2) 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)
Reading 3: 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.
Question Generation
Paragraph #
1
5
3
2
Question Generation: How do humans affect the water cycle?
Check relevant categories below
Questions
+ Impact
Society/
Individual
How can droughts occur from the water cycle?
How can we begin a waste water reuse
program?
How can we prevent groundwater loses to the
water cycle?
How can we prevent climate change and the
intensification of the water cycle?
- Impact
Society/
Individual
Problem
X
X
X
Solution
X
X
X
X
X
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.
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Final Response After Rereading and
Extended Text Discussion
• 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 how can
society affect the way water moves to avoid negative impact on
the environment?
Department of Mathematics and Science
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Summative Assessment
Department of Mathematics and Science
Identify and indicate the
effectiveness of the…
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Engage
Explore
Explain
Elaborate
Evaluate
Department of Mathematics and Science
Common Core Reading & Writing
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
Common Core Math Benchmarks
Implemented
• Represent and analyze quantitative relationships between
dependent and independent variables. MACC.6.EE.C9
• Make tables of equivalent ratios relating quantities with
whole-number measurements, find missing values in the
tables, and plot the pairs of values on the coordinate plane.
MACC.6.RP.A.3a
• Construct viable arguments and critique the reasoning of
others. MACC.68.MP3
• Model with mathematics. MACC.68.MP4
• Use appropriate tools strategically. MACC.68.MP5
• Attend to precision. MACC.68.MP6
Department of Mathematics and Science
What FCAT Level Would We Be?
A Look at Achievement Level
Descriptions
(Highlight Document)
Department of Mathematics and Science
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY
WILL BE ABLE TO …Analyze how energy provided by the Sun influences global patterns of
atmospheric movement and temperature differences between air, water, and land
…
Ach
Level
Level 5
Specific Earth Science Student Expectations Excerpt
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Level 4
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Level 3
Differentiate interactions among Earth’s spheres, including cycling of water and global patterns that
influence both weather and climate
Relate the composition and function of the layers of Earth’s atmosphere and relate how it protects life
and insulates the planet
Evaluate how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land
Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems
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Recognize relationships among Earth’s spheres, including cycling of water and global patterns that
influence both weather and climate
Identify the composition and structure of the atmosphere and how the atmosphere protects life and
insulates the planet
Relate how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land
Evaluate the cause of different global patterns of atmospheric movement and temperature differences
between air, water, and land
Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems
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Identify some interactions among Earth’s sphere
Identify that the cycling of water influences both weather and climate
Recognize that the atmosphere protects life and insulates the planet
Recognize that the Sun influences temperature difference between air, water, and land
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Level 2
Differentiate and analyze interactions among Earth’s spheres, including cycling of water and global
patterns that influence both weather and climate
Analyze the composition and function of the layers of Earth’s atmosphere and relate how it protects life
and insulates the planet
Analyze how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land
Differentiate convection, conduction, and radiation in both the Sun’s and the Earth’s systems
Assessed High: Essential Lab
Department of Mathematics and Science
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
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
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
Session Outcomes
Are you able to:
– Describe M-DCPS science instructional resources
that support science teaching and learning
– Identify how M-DCPS incorporates 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
Student Work Samples
Your Assignment
• Create a 5e lesson plan using any of the labs in
the first quarter.
• Explore the essential labs, then gather
resources from pacing guides, Explore
Learning, FCAT Explorer to make your lesson.
• Work in groups to develop the lesson, but
everyone has to turn in their own 5e lesson
plan.
Department of Mathematics and Science
Components of Your Lesson:
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One Q1 Essential Lab for explore
One engaging activity
One Page Keeley Formative Assessment Probe
One Gizmo
One Final Assessment questions from FCAT
explorer or another source
• One or more videos from Discovery, Pearson,
or PBS
Department of Mathematics and Science
SAVE the Date: October 24 -26, 2013
Florida Association of Science
Teachers Conference 2013
DoubleTree by 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
Slip
Reflection
1. Today I learned ……………………….
2. Questions I still have……………….
Department of Mathematics and Science
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. Mary Tweedy
Curriculum Support
Specialist
Mr. Kirk Nieveen
Curriculum Support
Specialist
TBA
Curriculum Support
Specialist
Ms. Keisha Kidd
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science
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