Office of Academics and Transformation
Department of Mathematics and Science
Science Leader Dialogue
Q3 – 4 and Common Core
Ava D. Rosales, Ph. D.
Instructional Supervisor
February 2013
AGENDA
2
 Science Department Website Overview
District Instructional Resources
 Elements of Good Science Instruction
 Successful Strategies in Science
 What Should a Science Classroom Look Like (5Es)
 Lab Activities: Genetic Variation (EL), GIZMO
 Common Core State Standards connections
 Science Best Practices
 Interim Assessment Data Analysis by Benchmarks
(Progress Monitoring Tool)
 Further Explorations
 Reflection on Instructional Practices

Department of Mathematics and Science
January 2013
Session Outcomes
Participants will be able to:

Access science instructional resources to support science
teaching and learning

Support effective science teaching and learning

Develop learning goals
Department of Mathematics and Science
Science Department Website
Overview
Department of Mathematics and Science
Department of Mathematics and Science
Upcoming Science Leader information
 Achievement Level Descriptions for FCAT 2.0 Science





and Biology EOC
NGSS – 2nd /Final draft – released for review
iCPALMS correlation to the Pacing guides – in
production
State Item Bank - in production
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
What does effective science instruction
look like?
 Engage
Question, discussion, activity, uncover ideas (Discovery and
PBS Learning)
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
Evaluate: formative and summative by benchmark





Department of Mathematics and Science
Making Babies
 Draw/sketch the face of a baby (2 min.)
 Use at least one of the following terms in an
introduction of your baby face:





offspring
gene
trait
phenotype
genotype
-heredity
-sexual reproduction
-asexual reproduction
-chromosome
-Punnett Square
10 points for each term used correctly
Department of Mathematics and Science
Essential
Lab
Department of Mathematics and Science
Probe
Page Keeley
digital copies of all four (4)
volumes purchased for all K8 Centers and Middle Schools
Benchmark
SC.7.L.16.1 Understand and explain that
every organism requires a set of instructions
that specifies its traits, that this hereditary
information (DNA) contains genes located in
the chromosomes of each cell, and that
heredity is the passage of these instructions
from one generation to another. (Also
assesses SC.7.L.16.2 and SC.7.L.16.3.)
Also Assesses
SC.7.L.16.2 Determine the probabilities for
genotype and phenotype combinations using
Punnett squares and pedigrees.
Department of Mathematics and Science
ExploreLearning GIZMO
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
Common Core State Standards
Connections
13
 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 need to be
established.
 Common Core benchmarks are aligned to Science
courses in the M-DCPS Pacing Guides
Department of Mathematics and Science
January 2013
Common Core Benchmarks in the
Science Curriculum
15
Activate Prior Knowledge!
16
• Hook Question: How can the science of DNA
analysis affect society?
• Predictive Written Response to Complex Text-Based
Question: What are some positive and negative
consequences of using the science of DNA
analysis to solve crimes?
• 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
DNA
Definition of DNA (n) DNA [ D N A ]
• Deoxyribonucleic acid molecules are
informational molecules encoding the genetic
instructions used in the development and
functioning of all known living organisms
Department of Mathematics and Science
Vocabulary Front-loading
Independently,
identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
Pearson Digital Content Reading Coach
Science News for Kids
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.
21
Vocabulary Front-loading
22
Animal CSI or from science lab to crime lab
By Emily Sohn/ March 26, 2008 (http://www.sciencenewsforkids.org/?s=DNA )
Text
Marking
P1
Robbery, vandalism, murder: Crimes happen every day. But people aren’t the only
victims of illegal activity. Bad guys can also target animals. And since animals can’t tell
police officers what they’ve seen, these are some of the toughest cases to solve.
P2
Particularly challenging are the crimes that involve poaching—taking animals from the
wild that are protected by law. Poachers can make a lot of money selling meat, tusks,
fur, fins, and other parts of protected animals.
P
+
-this section of text shows a positive
impact of the science of DNA analysis on
society or the individual
– - this section of text shows a negative
impact of the science of DNA analysis on
society or the individual
P – this section of text shows a
problem
S – this section of text shows a solution
Federal inspectors took this suitcase from a traveler passing through Miami’s
airport. Inside were poached shark fins and seahorses that NOAA enforcement
officers later sent to researchers at Nova Southeastern University in Florida
for identification.
R. Horn/Nova Southeastern
Univ. Oceanographic Ctr.
P3
+
Poaching can devastate even large wildlife populations if too many animals are taken in
any year or from any area. The problem becomes even more serious when a species is
endangered. Then, losing even a few animals can make it harder for the species to
survive.
P4
What’s really bad is that poaching creates an unfortunate cycle: As the animals become
more rare, their parts become more valuable. So, poachers earn even greater rewards for
their collection of protected species.
P5
23
Now, scientists are helping fight back. Using the genetic material DNA, they are finding
ways to clinch hard-to-solve cases involving a wide range of creatures, from elephants to
S
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.
24
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.
25
Directed Note-Taking
with video
First Draft Written Response to Essential Question
Using evidence from the text, why is it
important to consider positive and negative
impacts on society and/or individuals, when
using DNA as evidence of a crime?
26
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)
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.
28
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, which factor
is most likely the primary concern for scientists when conducting
DNA analysis?
How does scientific research impact society?
Department of Mathematics and Science
29
Summative Assessment
Benchmark
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary
information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from
one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)
Also Assesses
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.
In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea
pig with brown hair and a female guinea pig with white hair.
F
G
H
J
1 and 2
1 and 3
2 and 4
3 and 4
A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from
which two chromosomes?
F
G
H
J
1 and 2
1 and 3
2 and 4
3 and 4
Department of Mathematics and Science
Identify and indicate the effectiveness of
the…
 Engage
 Explore
 Explain
 Elaborate
 Evaluate
Department of Mathematics and Science
DISCOVERY EDUCATION
Introduced
in District Pacing Guides 2010
Train-the-trainer professional development model
Examples of Digital Media integrated with instruction
 Video
segment
 Images
 Exploration
 Sound
 Songs
 Virtual lab
 Interactive Glossary
 Reading Passage
 Game

Collaborative: My Content
Department of Mathematics and Science
Curriculum and Instruction
PBS LearningMedia
What FCAT Level Would We Be?
A look at Achievement Level
Descriptions
Department of Mathematics and Science
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE
ABLE TO …DETERMINE PROBABILITIES FOR GENOTYPIC AND PHENOTYPIC COMBINATIONS…
Ach Level
Specific Life Science Student Expectations Excerpt
Level 5
•relate that every organism requires a set of instructions that specifies its traits and that
genes located in chromosomes contain this hereditary information;
• determine genotypic and phenotypic probabilities using Punnett squares;
• differentiate sexual and asexual reproduction and how they relate to heredity;
Level 4
•relate that every organism requires a set of instructions that specifies its traits and that
genes located in chromosomes contain this hereditary information;
• determine genotypic and phenotypic probabilities using Punnett squares;
• compare sexual and asexual reproduction and how they relate to heredity;
Level 3
•recall that every organism requires a set of instructions that specifies its traits and that
genes located in chromosomes contain this hereditary information;
• determine genotypic and phenotypic probabilities using Punnett squares;
• compare sexual and asexual reproduction and how they relate to heredity;
Level 2
•recognize that genetic material is contained in DNA;
• identify the difference between sexual and asexual reproduction;
Level 1
Performance at this level indicates an inadequate level of success with the challenging
content of the Next Generation Sunshine State Standards for science.
37
 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
January 2013
38
 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
January 2013
 The
5 E’s
 HOT Questions
(Web’s Depth of
Knowledge)
 Inquiry
 Hands-On
Activities/Labs
 Demonstrations
 Virtual Labs
 Notebooks
 Graphic
January 2013
SUCCESSFUL STRATEGIES TO USE
Organizers
 Models & Visuals
 Cooperative Learning
 Think-Pair-Share
 Jigsaw
 Centers / Stations
 Internet / Video
 Differentiated
39
Instruction strategies
Tracking Deficient Benchmarks
Retrofitted to FCAT 2.0
Predictability
Curriculum and Instruction
Learning Village
Learning Village
Progress Monitoring Tool
Sample Working Document
Extended Learning
Modules (ELM)
and
ETO Resource
Lessons
Overview
ELM 1 – 6
Presented
December 13, 2012
West Miami Middle School
Ava D. Rosales, Ph.D.
Instructional Supervisor, Science
Department of Mathematics and Science
Office of Academics and Transformation
FCAT 2.0 Test Item Specifications
Learning Village
Source: Wordle.net
Wordle.net
Debrief Lesson
Course Requirements and Standards
“Chunks” or Big Ideas
• The student evaluates the impact of biotechnology on the
individual, society
the environment,
including
medical
LACC.68.RST.1.1
Cite and
specific
textual evidence
to support
and ethical
issues.
analysis
of science
and technical texts, attending to the precise
• Evaluate
advances inorbiotechnology
details
of explanations
descriptions. that impact agriculture
(Agriscience)
• Identify commonDraw
diseases
and disorders
of each body
LACC.68.WHST.3.9
evidence
from informational
texts to
systemanalysis,
including
etiology,and
prevention,
support
reflection,
research.pathology, diagnosis
and treatment/rehabilitation (Health Science).
• Describe cell structure and function in diseased and healthy
tissues (Health Science).
Which Literacy standards did we
implement into this lesson?
51
Integrated Content
Please stand if you agree that the statement describes an activity you
would expect toRELATED
observeSTANDARDS/BENCHMARKS
in a science, CTE or health education class.
•
•
•
•
•
•
•
Follow precisely a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks [attending to
special cases or exceptions defined in the text].
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context.
Integrate [Translate] quantitative or technical information expressed in
words in a text with a version of that information expressed visually
[into visual form and translate information expressed visually or
mathematically into words].
Write informative/explanatory texts, including scientific procedures,
experiments, or technical processes.
Draw evidence from informational texts to support analysis reflection,
and research.
Use units as a way to understand problems and to guide the solution
of multi-step problems.
Describe qualitatively the functional relationship between two
quantities by analyzing a graph.
Key Ideas & Details:
LACC.68.RST.1.3
[LACC.910.RST.1.3 ]
Craft & Structure:
LACC.68/910.RST.2.4
Integration of
Knowledge & Ideas:
LACC.68.RST.3.7
LACC.910.RST.3.7
Text Types & Purposes:
LACC.68/910.WHST.1.2
Research :
LACC.68.WHST.3.9
Quantities:
MACC.912.N-Q.1.1
Functions:
MACC.8.F.2
52
Please stand if you agree that the statement describes an
activity you would expect to observe in a science, CTE or
health
education class.
Standards
for Mathematical
Practices
Integrated Content
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning
of others
 Model with mathematics
 Use appropriate tools strategically
 Attend to precision
 Look for and make sense of structure
 Look for and express regularity in repeated reasoning
53
“Chunking” Big Ideas
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions
that
specifies its traits, that this hereditary information (DNA) contains genes located in the
chromosomes of each cell, and that heredity is the passage of these instructions from
one
generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen
in
different fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2,
SC.8.N.1.5, and SC.8.E.5.10.)
The CIS lesson covered (chunked) several
benchmarks and was an example of one
activity that demonstrated the inclusion of
LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and
the Literacy
Standards
with
the NGSSS.
technical
texts, attending
to the precise details
of explanations
or descriptions.
LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,
reflection, and research.
MACC.K12.MP.1: Make sense of problems and persevere in solving them.
MACC.K12.MP.2: Reason abstractly and quantitatively.
MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.
MACC.K12.MP.7: Look for and make use of structure.
MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
54
Comprehension Instructional Sequence (CIS)
Facilitates students…
• Using background knowledge, i.e., predicting, inferring
• Identifying key ideas from text
• Learning and using text structures
• Monitoring comprehension and employing fix-up strategies
• Using a variety of reading strategies effectively
• Paraphrasing, explaining, and summarizing information to
construct conclusions
• Engaging in question generation
• Extended text discussion and writing
55
CIS Brochure from Just Read, Florida!
Discuss It!
• Based upon this lesson, how might you
describe the new “look and feel” of instruction
with Common Core Literacy Standards?
• How might you differentiate instruction for
struggling students, Students with Disabilities
(SWD), or English Language Learners (ELL)?
Florida Dept. of Education
Bureau of Curriculum & Instruction
57
“The fact that students
differ may be inconvenient,
but it is inescapable.
Adapting to that diversity is
the inevitable price of
productivity, high standards,
and fairness to kids.”
Theodore Sizer, Brown University
Adapted from Florida Inclusion Network (FIN) and Florida Diagnostic & Learning Resources System (FDLRS)
58
Instructional Design Questions
Is your learning environment optimized for student success?
Responsive
Learning
Environment
• What will I do to establish or maintain classroom rules and procedures?
• What will I do to recognize and acknowledge adherence and lack of adherence to
classroom rules and procedures?
• What will I do to engage students?
• What will I do to establish and maintain effective relationships with students?
Are you clear about what students need to know, understand and be able to do?
Clarity about
the Learning
Goal
• What will I do to establish and communicate learning goals, track student progress, and
celebrate success?
• What will I do to communicate high expectations for all students?
• What will I do to develop effective lessons organized into a cohesive unit?
What data will you collect to assess student learning?
• What will I do to help students effectively interact with new knowledge?
• What will I do to help students practice and deepen their understanding of new
Continuous
knowledge?
Assessment and
• What will I do to help students generate and test hypotheses about new knowledge?
Adjustment
Guidelines for Differentiating Instruction
59
“The goal is no longer to teach a unit
and then see who got it, but rather to
understand student progressions
toward learning goals throughout a
unit and adjust teaching as necessary
to guide each student to success.
The Differentiated School , by Tomlinson, Brimijoin, & Narvaez
60
Without a precise description of
where they are headed, too many
students are "flying blind."
Moss, Brookhart, Long (2011). Knowing Your Learning Target.
Educational Leadership. 68 (6). pp. 66-69.
The starting place for all effective
instruction is designing and
communicating clear learning goals.
Marzano (2009)
61
Instructional Design in Layers
Course Requirements and Standards
“Chunks” or Big Ideas
Using the Common Core State Standards document
Major
Learning
Goals
and/or
the course
description the participants will
identify the critical areas of focus or big ideas for
Statements
the course of what learners will know
and/or be able to do. In teaching situations,
effective teachers state learning goals in a
rubric (or scale) format where ascending
levels of proficiency of the goal are specified.
62
• Learning Goals, Scales, and Learning Activities
• Text Coding Activity (Intro through Learning Goals section)
– D = I already DO this (be prepared
– N = This is NEW to me
– ? = I would like to know about this
• For more information:
– https://www.floridaschoolleaders.org
– https://www.floridaschoolleaders.org/resources/index.aspx
Florida Dept. of Education
Bureau of Curriculum & Instruction
63
True or False?
(Gut-check!)
• Learning goals are NOT the same as topics.
• Learning goals are NOT the same as standards.
• Learning goals are NOT the same as activities.
There is a reason many teachers are activity-based rather
than goal-based: you can survive the day without a goal,
but you cannot survive the day without an activity.
Mike Rutherford
Practice
64
You Be the Judge-Learning Goal or Not?
Declarative Knowledge or Procedural Knowledge?
With a shoulder partner, determine if the following statements are a learning
goal or activity. Identify the learning goals as declarative or procedural.
The student…
1. Understands that the sun is the largest body in the solar system.
2.
3.
4.
5.
Describes how materials change when they are heated or cooled.
Flips a coin one hundred times to determine probability of heads.
Creates a model of the moon and earth rotating on their axis.
Summarizes what was read or learned and write a short
statement of the main points or the big ideas.
6. Correctly administers subcutaneous injections.
7. Practices solving several equations in cooperative groups.
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets
65
Reflection Activity
Let’s take a moment to individually reflect on current practices
on the following questions:
• How clear are you about the distinction between a
learning goal and a learning activity/assignment?
• How do you communicate the difference to students?
• To what extent do you communicate learning goals in a
way that makes explicit to students how they can
improve?
• To what extent do you have students restate rubrics in
their own words?
• To what extent do you have students design their own
learning goals for units of instruction? If you do not,
how might you do so?
Please share some of your reflections and/or questions with your group.
66
Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA.
Summarizing: Learning Goals
• Determine learning goals or targets needed to master
standard/benchmark.
– Remember that several learning goals or targets may be needed
to master the standard/benchmark
– Levels of mastery are indicated by defined criteria and set the
stage for student success.
• Sources for Learning Goals
– Next Generation Sunshine State Standards (NGSSS)
• Big Ideas
• Benchmarks
– Common Core Standards
• Domains
• Standards
67
LET’S TAKE LEARNING GOALS
ONE STEP FURTHER…
68
Knowledge Learning Goals
Master factual knowledge, to be learned
outright or retrieved
• Recognizes and describes patterns
• Understands long-term physiological benefits
of regular participation in physical activity
• Explains the important characteristics of U.S.
citizenship
• Knows that energy can be transformed
between various forms
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets
69
Reasoning Learning Goals
Use knowledge to reason and solve problems
• Uses statistical methods to describe, analyze,
evaluate, and make decisions
• Analyzes fitness assessments to set personal
fitness goals, strategizes ways to reach goals,
evaluates activities
• Examines data/results and proposes meaningful
interpretation
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets
70
Skill Learning Goals
Demonstrate mastery of specific performance skills
•
•
•
•
Measures length in metric and US units
Reads aloud with fluency and expression
Dribbles to keep the ball away from an opponent
Participates in civic discussion with the aim of
solving current problems
• Uses simple equipment and tools to gather data
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets
71
Product (Performance) Learning Goals
Create quality products
•
•
•
•
Constructs bar graphs
Develops a personal health-related fitness plan
Constructs physical models of familiar objects
Creates an Xtranormal presentation on biotechnology
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets
72
Learning Goal Types
tend to be cumulative or hierarchical
• Knowledge
• Knowledge + Reasoning
• Knowledge + Reasoning + Skill
= Knowledge
= Reasoning
= Skill
• Knowledge + Reasoning + Skill + Product = Product
Use the Literacy Standards handout where standards were identified
as declarative or procedural. Identify which standards would also
require skill and/or product to show mastery of the standard.
Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets
73
Biotechnology Lesson in Layers
Course Requirements and Standards
“Chunks” or Big Ideas
UsingAnalyze
the strategies
Common
Coredetection,
State and
Standards
document
HE.912.C.1.8
for prevention,
treatment of communicable
and
Identify the Learning Goal type .
chronic
diseases.
Major
Learning
Goals
and/or
the course
description
the participants will
SC.912.L.16.10
the impact
of biotechnology
on the individual,
society
the
The studentEvaluate
analyzes
strategies
for prevention,
detection,
andand
treatment
environment, including medical and ethical issues.
theand
critical
of
of identify
communicable
chronicareas
diseases.
focus orReasoning
big ideas
forGoal
Learning
the course
LACC.910.RST.1.1
Cite specific
to support
science and
technical
The student explains
thetextual
basicevidence
functions
of theanalysis
humanofimmune
system,
texts, attending to the precise details of explanations or descriptions.
including specific and nonspecific immune response, vaccines, and
LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific
Knowledge
Learning
antibiotics.
words
and phrases as they are used in a specific scientific or technical
context relevant
toGoal
grades
9–10 textsevaluates
and topics. the impact of biotechnology on the individual,
The student
LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection,
society
and the environment, including medical and ethical issues.
and
research.
Reasoning Learning Goal
The student describes how scientific inferences are drawn from scientific
observations and provide examples from the content being studied.
Knowledge Learning Goal
75
Biotechnology Lesson in Layers
Course Requirements and Standards
“Chunks” or Big Ideas
SC.912.L.15.1
the scientific theory
of evolution
is supported
by the fossil record,
comparative
UsingExplain
thehow
Common
Core
State
Standards
document
anatomy, comparative
embryology,
biogeography, molecular
biology,
andLearning
observed evolutionary
Identify
the
Goal change.
type .
Major
Learning
Goals
SC.912.L.15.14
of evolutionary
change other
than natural
selection such as genetic
and/orDiscuss
themechanisms
course
description
the
participants
will
drift
gene flow.
Theand
student
provides examples from the content being studied.
SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.
Product Learning Goal (Knowledge + Reasoning + Skill)
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific
argumentation, which depends on critical and logical thinking, and the active consideration of alternative
The
student
citesto specific
evidence to support analysis of science
scientific
explanations
explain thetextual
data presented.
SC.912.N.1.4
Identifytexts.
sources of information and assess
reliability
according
to the strict+standards
of
and
technical
Skilltheir
Learning
Goal
(Knowledge
Reasoning)
scientific investigation.
SC.912.N.1.6
Describe
how scientific
inferences
are drawn
fromterms,
scientific and
observations
provide
The
student
determines
the
meaning
of key
otherand
domainexamples from the content being studied.
specific
words and phrases as they are used in a specific scientific or
LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts,
technical
context.
attending to the
precise details of explanations or descriptions.
Reasoning Learning Goal (Knowledge )
LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and
The
student
draws
fromorinformational
texts to
support
phrases
as they are
used inevidence
a specific scientific
technical context relevant
to grades
9–10analysis,
texts and
topics.
reflection, and research.
Skill Learning
Goalanalysis,
(Knowledge
+ Reasoning)
LACC.910.WHST.3.9 Draw evidence from informational
texts to support
reflection,
and research.
identify the critical areas of focus or big ideas for
the course
76
Course Requirements/Standards
Sample Unit
“Chunking” Big Ideas
Biotechnology and Ethics
Learning Goal 1
The student evaluates the impact of biotechnology on the individual, society and
the environment, including medical and ethical issues (SC.912.L.16.10).
Learning Goal 2
The student describes how scientific inferences are drawn from scientific
observations and provide examples from the content being studied (SC.912.N.1.6).
Learning Goal 3
The student analyzes strategies for prevention, detection, and
treatment of communicable and chronic diseases. (HE.912.C.1.8).
Learning Goal 4
The student explains the basic functions of the human
immune system, including specific and nonspecific immune
response, vaccines, and antibiotics.
77
Course Requirements/Standards
Sample Unit
Group/cluster the unit standards/benchmarks
into related, measurable “chunks.”
Design Learning Goal 1
Design Learning Goal 2
Design Learning Goal 3
Design Learning Goal 4
79
Using a course description, work with your small group to
identify a learning goal from your course that may take a
student weeks, months, or even all year to master.
Course Requirements/Standards
“Chunking” and Big Ideas
• “Chunk” the unit standards/benchmarks into related, measurable
Learning Goals that guide students toward successful mastery.
Please sit with peers that teach
• Determine what the student needs to know and/or do to demonstrate
mastery
the selected Learning Goal.course(s).
theof same/similar
• Complete the Standards portion of the Learning Goal Template for
your first goal (left side only).
• Design a learning goal(s) for the selected standard(s)/benchmark(s).
• Identify type of Learning Goal (knowledge, reasoning, skill, product).
• Identify the Literacy standards and mathematical practices that are
applicable to the Learning Goal.
• Repeat this process for other standard(s)/benchmark(s).
• Select one learning goal to share with group and using chart paper
identify the learning goal and the scale/rubric/progress points.
80
Reflections and Feedback
Parking Lot – on a sticky-note, pick at least one to answer
• How do you see the Literacy Standards and Mathematical
Practices supporting and enhancing your curriculum?
• What concerns you the most about the transition to
implementation of CCSS Literacy Standards and Mathematical
Practices?
• How can these concerns be addressed?
Exit slip - on separate sticky-notes, please complete
• I used to think….
• But, now I know…
81
Lab Rotations 6th and 7th
Grade
1.
2.
3.
Moth Catcher—7th (EL) (G1)
Penny Genetics—7th (G2)
Technology(Pearson, GIZMO, The Khan Academy,
Study Jams, Discovery) (G3)
4.
5.
6.
7.
8.
Modeling Meiosis (Pearson) (G4)
Human Variations—7th
Cat Classification—6th
Cell City—6th
Formative Assessment Probes:

Is It Made of Molecules?

Is It Made of Cells?

Digestive System

Is It a System?
Department of Mathematics and Science
82
Lab Rotations 7th and 8th
Grade
Moth Catcher—7th (EL) (G1)
2. Penny Genetics—7th (G2)
3. Technology (Pearson, GIZMO, The Khan Academy, Study Jams,
Discovery) (G3)
4. Human Variations—7th
5. Martian Sun Times—8th
1.





6.
Solar System Sizes
Solar System Distance Scale Model Objective
Imaginary Alien Life Forms
Planet Research Worksheet
Extreme Alien Life Forms
Formative Assessment Probes:




Is It Made of Molecules?
Is It Made of Cells?
Digestive System
Is It a System?
Department of Mathematics and Science
83
K-12 Science Vocabulary Aligned to Content & Performance
Standards
• Over 1,100 definitions to support individual
state standards
• Grouped by grade levels and strands
• Fully translated into Spanish with an easy
toggle between languages
• for each concept (capable of supporting
additional languages)
• Building vocabulary and the body of science
knowledge using visuals
• and interactive media
• Developing methods of scientific inquiry with
the help of over 240 digital experiments
Learning Village
Formative Assessment Probes
Purchased for All K-8 Centers and
Middle Schools
Department of Mathematics and Science
86
CPALMS
www.FloridaStandards.org
Khan Academy resources. Please view what is
available at www.khanacademy.org.
Teach with the Brain in Mind
“Teachers work to produce
understanding in their studentswhether the topic is literature, social
studies, math or science. For young
people to be literate, the written
word needs to bring the world into
focus for them.”
Ellen Stone, National Energy
Foundation
Department of Mathematics and Science
The Power of Science

Science isn’t just memorizing facts.

The new standards will help
students understand how science
works.

The scientific skills and attitudes
students learn will provide them
with powerful problem-solving skills.

Every student deserves to benefit
from scientific thinking.
Department of Mathematics and Science
Session Goals

Are you now able to:
Access science instructional
resources to support science
teaching and learning
 Support effective science teaching
and learning
 Develop learning goals

Department of Mathematics and Science
Exit Slip Day 3
3 Things I Learned
 ___________________________
___________________________
________________________
2 Things that I will not forget
 ___________________________
_________________________
1 Thing that makes me go…WOW!
 __________________________
Department of Mathematics and Science
Follow-up
 Action Plan
 Posted in Edmodo.com
Join Group Code:
gufvmk
Science Department
94
Mr. Cristian Carranza,
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
Instructional Supervisor
Dr. Ava Rosales
Instructional Supervisor
Mr. Sebastian Oddone
Instructional Supervisor
Ms. Mary Tweedy
Curriculum Support
Specialist
Mr. Kirk Nieveen
Curriculum Support
Specialist
Ms. Yoly McCarthy
Curriculum Support
Specialist
Ms. Keisha Kidd
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science
January 2013