Science Summer Symposium
Biology Day C
Department of Mathematics and Science
Session Outcomes
• Participants will:
– Identify and describe the major transitions that must occur in order
to experience successful implementation of Common Core State
Standards (CCSS),
– Identify a major learning goal for a specific course and integrate
CCSS Literacy standards, Mathematical Practices, and applicable
benchmarks from other content areas by “chunking” the
standards/benchmarks into big ideas,
– Understand how the Literacy Standards and Mathematical Practices
in the content areas assist students with depth of understanding of
important concepts,
– Participate in a Comprehension Instructional Sequence (CIS)
template/lesson from a student perspective.
2
Summer Science Symposium
Guidelines
• Symposium Schedule:
– 8:30 AM – 3:30 PM (no late arrivals, no early dismissal)
– Lunch: 11:15 AM – 12:15 PM
• Stipend and Master Plan points requirements:
– 100% attendance for all three days and turn in follow-up
– Signature required in the morning and afternoon
– Charter school teachers must contact their school administration for
stipend
– Part time, hourly, 3100, 3110, and other non-full time teachers are
not eligible for stipend and MPPs
• Daily Reflection and Follow up assignment
– Handout of Modeling activity presented by group with questioning
strategies and product expectation
Department of Mathematics and Science
3
Norms
• Make sure to be kind to the presenters and give
them your full attention, and please be on time
• Don’t be afraid to ask and share, we are all lifelong learners
• Care for your profession and be kind to others
• Please remember we are guests at Miami SHS
• Silence your cell phones and turn off your gaming
devices
Department of Mathematics and Science
Science Summer Symposium –
Biology
July 9-11 and July 12-16
Miami Senior High School
Facilitator: Yoly Mcarthy
Session: Increasing the Rigor in
Biology through the Use of Common
Core Standards and Inquiry
Agenda
• Pacing Guide Updates
Arts/Writing
• Common Core: What is • Exemplar Inquiry
it?
Biology Lessons for
Mathematics
• Language Arts/Writing
CC Standards
• Action plan - Develop a
CIS Lesson of your own
• Introduction to the CIS
(Comprehensive
Instructional sequence)
• Exemplar CIS Biology
Lessons for Language
Department of Mathematics and Science
Pacing Guides
Department of Mathematics and Science
Why Update the Pacing Guides
The Pacing Guides are updated to make sure that:
– Changes from the state are being addressed when it
comes to basic curriculum expectations (Course
Descriptions)
– Instructional flow is enhanced to improve academic
performance of students
– Teachers are provided with the latest instructional
strategies and resources available
– To try to keep everybody informed of the expected
curriculum in M-DCPS
– Return
Department of Mathematics and Science
Who Updated the Pacing Guides
• The M-DCPS Pacing Guides in Chemistry and
Physics were updated through a collaboration with
FIU professors, district supervisors, curriculum
specialists, and teachers.
• The objective was to make the District curriculum
better aligned to the course description determined
by the state while still maintaining the integrity of
the course expected by content experts.
• Return
Department of Mathematics and Science
Activity 1
• Pacing Guide revision and updates
– Why do it? Pacing guide revisions…
– Who did it? The revisions were made by…
• Compare the Biology Year at a Glance of 20122013 to the updated 2013-2014
– What is different? Does it make sense?
– How are the Regular and Honors courses different?
– Is there a perceived flow to the expected content?
Department of Mathematics and Science
Science Literacy and
Common core
“Why we Need Common Core”
Video
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
Phase 4 (2014Begin Implementation of
Full Implementation
Literacy Standards in ALL
Content Areas for
Grades 6-12
Full Implementation of
Literacy Standards in ALL
Content Areas for
Grades 6-12
Begin Implementation of
Rich and Complex Text and
Informational Text for
Continue Implementation
Grades K-12
of Rich and Complex Text
and Informational Text for
Grades K-12
Grades K-2
Implementation of a
Blended Curriculum (CCSS
and Supplemental NGSSS
Aligned to FCAT 2.0 and
EOCs) for Grades 3-12
2015)
Full Implementation
Grades K-12
PARCC Assessments
Aligned to CCSS
Continue Implementation
of Rich and Complex Text
and Informational Text for
Grades K-12
13
Making the Content Connection to Common
Core State Standards for Literacy and
Mathematics
14
The Need: Why Develop the
CCSS?
• Preparation: Prepare students with the knowledge and
skills they need to succeed in postsecondary
endeavors , including the use and application of
technology to demonstrate learning
• Competition: Ensure our students are globally
competitive through the emphasis of application,
integration, critical thinking, and problem solving
• Equity: Set consistent expectations for all--and not
dependent on a student’s zip code
• Collaboration: Create a foundation to work
collaboratively across states and districts, pooling
resources and expertise
15
An Integrated System – at All
Levels
State
District
School
Grade
Classroom
Student
Subgroup
Student
17
Florida’s State Board of Education
Strategic Plan
Approved October 2012
• Strategic Goals
• Section 1008.31, Florida Statute, establishes four goals for
Florida’s education system. Each of these goals will be
measured through the accountability system and progress
will be documented through the performance indicators
included in this Strategic Plan.
–
–
–
–
Highest Student Achievement
Seamless Articulation and Maximum Access
Skilled Workforce and Economic Development
Quality Efficient Services
http://www.fldoe.org/strategic_plan/
18
Goal 1:
Highest Student Achievement
PreK
Students
K-12
Students
Statutory Goals (1008.31)
Goal 2:
Seamless Articulation/
Maximum Access
Goal 3:
Skilled Workforce/
Economic Development
 Improve kindergarten
readiness
 Increase the percentage of
 Increase high school

students performing at grade
graduation rates
level
 Increase student participation  Improve college readiness 
and performance in
 Expand digital education
accelerated course options

Expand STEM-related
educational opportunities in
high-demand areas
Increase career and technical
education opportunities
Improve adult education
programs in school districts
 Increase the percentage of
 Increase the percentage of
effective and highly-effective
effective and highlyprincipals
effective teachers at high Increase the percentage of
minority, high-poverty and
effective and highly-effective
low-performing schools
Teachers &
teachers
Leaders
 Reduce the number of out-of-  Reduce the number of outfield teachers
of-field teachers at highminority, high-poverty and
low-performing schools
19
Florida Transitions to
Common Core State Standards
Standards-based instruction
Common Core Way of Work
• Instructional Materials and Test
item specifications guide
development of curriculum
maps
• FOCUS mini-assessments
aligned to individual
benchmarks are used to
monitor student progress
• Teaching benchmarks in
isolation results in long lists of
tasks to master
• Standards-based instruction facilitated
by learning goals
• Big ideas and learning goals guide the
development of curriculum maps
• Learning progressions or scales
describe expectations for student
progress in attaining the learning goals
• Assessments used to monitor student
progress are aligned directly to the
learning progressions or scales
• Teaching big ideas narrows the focus
and allows students to delve deeper
for a greater depth of understanding
Current Way of Work
20
Common Core
Curriculum Changes in Florida
• New Standards/Benchmarks for ALL English
Language Arts and Mathematics courses – ALL
grade levels
• Inclusion of applicable Common Core State
Standards for English Language Arts & Literacy in
History, Social Studies, Science and Technical
Subjects (all other courses) and the Mathematical
Practices
• Implementation Timeline
22
Florida’s Common Core State
Standards Implementation Timeline
Year/Grade Level
K
1
2
3-8
9-12
2011-2012
FL
L
L
L
L
2012-2013
FL
FL
L
L
L
2013-2014
CCSS fully implemented
FL
FL
FL
BL
BL
2014-2015
CCSS fully implemented and
assessed
FL
FL
FL
FL
FL
F - full implementation of CCSS for all content areas
L – begin full implementation of content area literacy standards including: (1) use of
informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS
Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS);
last year of NGSSS assessed on FCAT 2.0
http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf
A-Z
2323
What are the CCSS?
Consist of the English Language Arts Standards, Mathematics Standards,
and Literacy Standards for History, Science and Technical Subjects
The CCSS:
• Are aligned with college and work expectations;
• Are clear, understandable and consistent;
• Include rigorous content and application of knowledge through high-order skills;
• Build upon strengths and lessons of current state standards;
• Are informed by other top performing countries, so that all students are
prepared to succeed in our global economy and society; and
• Are evidence-based.
• Are state led and coordinated by NGA and CCSSO,
• Are internationally benchmarked so that all students are prepared to succeed in
our global economy and society, and
• Define the vision of what it means to be a literate person in the twenty-first
century.
24
Embrace the Implementation of
the Common Core!
It is not changing WHAT we teach…
…it’s changing HOW we teach!
More emphasis on …
…Literacy and Mathematical Practices
25
Emphasis on Literacy Standards and
Mathematical Practices
What does implementation of Common Core Standards for Literacy
and Mathematics look like in the content-area classrooms?
26
27
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
28
Small Group Activity –
Unpacking
• Review the Literacy Standards (RST/WHST) for Biology and discuss
the following points below in a small group.
• Highlight/Underline:
– Declarative learning goals: The student will understand “x”
– Procedural learning goals: The student will be able to “y”
– Complex tasks: The student will understand “x” and be able to “y”
• Reflect on how the practices will:
– impact instruction
– appear in the classroom
– help inform professional development needs
• How do standards build on pre/post grade level standards?
• Prepare to give examples and share out with group.
29
Common Core State Standards
for Mathematical Practices
Make sense of problems and
persevere in solving them
Use appropriate tools
strategically
Reason abstractly and
quantitatively
Attend to precision
Construct viable arguments
and critique the reasoning of
others
Look for and make sense of
structure
Model with mathematics
Look for and express
regularity in repeated
reasoning
30
Common Core Benchmarks in
the Science Curriculum
Instructional Design in Layers
Course Requirements and Standards
“Chunks”
or Big Ideas
Using
the Common
Core State Standards
Major
Learning
Goals
document
and/or
thethe
course
description
the
1. Always
begin
with
course
requirements
•Progression
Step
1: make
distinction
between
learning
defined
bywill
theaidentify
standards
the
course
Scales
for Major
Learning
Goals
participants
thein
critical
areas
of
goals
and learning activities or assignments.
description.
focus
or2:big
ideasa for
the
course
•Progress
Step
Write
rubric
or
scale for each
Monitoring
Assessments
2. learning
“Chunk” the
course content standards and/or
goal.
• A learning goal is a statement of what students
benchmarks contained in the course
will
know or be able to do.
description based upon these major areas of
• Step
3:and
Have
students
identify
their own
focus
identify
the
“big
ideas”.
• Students will understand _____ and be able to
learning
______. goals
32
Instructional Design
• Course requirements are defined by course
descriptions/frameworks approved by the State Board.
• Districts determine the scope and sequence through
curriculum maps and “Chunk” the major units of focus or
“Big Ideas”
– Common Core Way of Work:
• Identify Major Learning Goals that are MEASURABLE!
– Essential Questions (target specific learning goals)
– Engaging Activities
– Progression Scales
» Formative Assessments
» Interim Assessments
– Not driven by TEXTBOOKS or Test Item Specifications!
– Differentiated for ESE, ELL, and RtI
33
Course:
Biology 1 Sample Lesson Plan
Learning Goal:
Predict the impact of individuals on environmental systems and examine how human lifestyles affect
sustainability. AA
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Integrated
Concepts:
• Discuss the need for adequate monitoring of environmental parameters when making policy
decisions. (Life Science) SC.912.L.17.20
• Analyze methods used to obtain information in different fields of science (Nature of Science)
Objective(s):
• To bring world relevance to text reading, establish a purpose for reading, model fluent reading,
provide opportunities for students to become interactive with the text, and think critically about
information in the text.
• 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.
• 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.
Essential
Question:
Do all human activities cause damage to the environment?
Engaging Activity
and Discussion
Questions:
Predictive Written Response to Complex Text-Based Question: Do all human activities cause damage
to the environment? Describes your reasons for your answer and examples?
Guiding Question: Using evidence from the text, why is it important to consider different possible
causes of impacts on the environment before agreeing on a solution? Refer to the discussion on
legislation as well as the possible acts of humans that caused the problems in the first place.
Formative
Assessment Task:
Final Written Response to Complex Text-Based Question: According to the text and extended text
discussion, which factor is most likely the primary concern when conducting scientific research to find
solutions to different environmental issues?
Differentiated
Instruction
Strategies:
Tiered assignments; Four Corners; Vocabulary Instruction/front-loading; Use lower level examples for
some students, use graphic representations. Display common prefixes, roots, and suffixes around the
34
room. Group work.
Determining Text Complexity
The Common Core Standards' three equally important
components of text complexity.
• A Four-step Process:
1.
Determine the quantitative
measures of the text.
2.
Analyze the qualitative
measures of the text.
Reader and Task
3.
Reflect upon the reader and
task considerations.
4.
Recommend placement in the
appropriate text complexity
band.
35
Comprehension instructional
sequence
The New “Look and Feel” of Instruction with
Common Core
36
Activate Prior Knowledge!
• Hook Question: Have humans caused disruptions in the
food chain or food webs in the environment?
• Predictive Written Response to Complex Text-Based
Question: Do all human activities cause damage to the
environment?
• 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
37
Vocabulary Front-loading
Independently,
identify/highlight/underli
ne words that are
unfamiliar to you.
39
Choosing Content:
Readability of Articles
In “Word”
• Click the File tab, and then click Options.
• Click Proofing.
• Under When correcting spelling and grammar in Word,
make sure the Check grammar with spelling check box is
selected.
• Select Show readability statistics.
• After you enable this feature, open a file that you want to
check, and check the spelling. When Outlook or Word
finishes checking the spelling and grammar, it displays
information about the reading level of the document.
40
Choosing Content:
Readability of Articles
41
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.
42
Vocabulary Front-loading
43
Text
Marking
P
P – this section of text shows a
problem
S – this section of text shows a solution
S
44
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.
45
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.
46
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.
47
Comparison of Texts CIS Lesson
Development: “Mercury Rising” Article
1. Read the article together. Use a reading strategy you have
used before.
2. In small groups develop questions for this article to fill the
template out with.
3. Present your collaboration with the group.
48
In small groups, take positions and discuss which
factor is most significant/impactful (based on the
article “Mercury Rising”), 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)
Directed Note taking with Video
First Draft Written Response to Essential
Question
• Using evidence from the video, why is it
important to consider positive and negative
impacts on the environment of human
activities?
In small groups, take positions and discuss which
factor is most significant/impactful (based on the
video clip from NBC Learn), 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)
Final Response After Rereading
and Extended Text Discussion
Purpose: To provide opportunities for students to interact with
the texts 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 texts, video and extended text discussion,
which factor is most likely the primary concern when
identifying causes and solutions to different environmental
issues?
52
Key Ideas & Details:
RELATED
STANDARDS/BENCHMARKS
•
•
•
•
•
•
•
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.
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
53
“Chunking” Big Ideas
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources,
such as water, energy, fossil fuels, wildlife, and forests. Cognitive Complexity: Level 3:
Strategic Thinking & Complex Reasoning
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters
when making policy decisions. Cognitive Complexity: Level 3: Strategic Thinking & Complex
Reasoning
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
technical
texts,
attending to
the precise details of
explanations
or NGSSS.
descriptions.
the
Literacy
Standards
with
the
LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine
how human lifestyles affect sustainability. AA Cognitive Complexity: Level 3: Strategic
Thinking & Complex Reasoning
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!
Resources: NBC Learn
• NBC learn formed about 6 years ago; committee
came together to compile video archives and
create educational platform for education
• collection of about 15,000 primary sources for
engaging/high quality videos for real world
connections. Also has original content series
• Will align resources to our pacing guide
• Topics aligned to NGSS, Common Core (by grade
level and content are)
Resources: How to access
• Once you log on with District access then we
access an apps page. Look for the NBC Learn link.
• No further sign in needed. All students and
teachers can access with their own log in.
• Can be accessed by any computer, mobile device
or laptop. No extra program needed to be installed
• Search: by topic, keyword, grade level, common
core standards, etc. Homepage same for teacher
and student. Content carousel updated regularly.
• Newsletters sent out on regular basis.
Resources: How to access
NBC Learn
Resources: NBC Learn
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?
Lunch Time Exit slip - on separate sticky-notes, please complete
• I used to think….
• But, now I know…
61
Lunch time….
Good Science Instruction
• Effective Planning (with the end in mind)
– Knowing the objective of each lesson(course
description)
– Plan together with teachers of the same subject area
• Implement a routine of inquiry based, hands-on
activities relevant to the objectives of the topic
– Applying models to formulate solutions to questions
– Discovering answers through systematic observations
Department of Mathematics and Science
Good Science Instruction
(Cont…)
• Implement Higher-Order Questioning Strategies
using Explicit-Reflective instruction to enhance
student thinking
– Asking questions about our surroundings
• Facilitate, encourage, and expect Higher Order
Thinking (HOT) from your students
– Make connections between content learned to real-world
events and examples
• Encourage students to communicate verbally and
in writing
Department of Mathematics and Science
Inquiry and
Rigor in
Science
Objectives:
• To understand the importance of inquiry in the
science classroom
• To practice the process of true inquiry (open and
direct) in the classroom
• Recognize how different it is to do inquiry in the
classroom
• Analyze activities according to its rigor and depth
of content
Pre-Assessment:
• On the paper provided in your groups:
• Write, draw, and explain everything you know
about you know about inquiry in the science
classroom. Present to the rest of your colleagues.
What is Inquiry?
Inquiry is a multifaceted activity that involves:
– making observations;
– posing questions;
– examining books and other sources of information to see what is
already known;
– planning investigations;
– reviewing what is already known in light of experimental evidence;
– using tools to gather, analyze,
– and interpret data; proposing answers, explanations, and
predictions; and communicating the results.
Inquiry requires identification of assumptions, use of critical
and logical thinking, and consideration of alternative
explanations. (NRC, 1996, p 23)
Inquiry-based learning in
practice:
• …it is not a program of study, not a scheme of work, or a
curriculum model. What learning through inquiry means in
practice can vary from the month-long series of activities, which
develop into a year-long engagement of students in studying a
vernal pond, described by Rankin (1999), to short investigations
that might fit into the span of one or two lessons. Different modes
of implementation ‘are not only inevitable but also desirable
because they will paint a rich picture of meaningful learning in
diverse situations. (link to differentiated instruction)
• Multiple modes of inquiry teaching and learning will invite
teachers to engage in participating in inquiry in ways that match
their own beliefs and teaching styles’.
(Keys and Bryan, 2001, 632)
What inquiry looks like in a
classroom:
Group Activity:
• In your groups discuss these questions and
complete the activity:
• Which activities are being done on a regular
basis?
• Which activities are not being done?
• Take one of the activities and DRAW or
WRITE a symbol, picture, or metaphor of
what it looks like in the classroom?
Why do we want children to
learn in this way?
• Learning through inquiry accords with modern views of the psychology of
learning, which sees learners having an active role in their learning.
(Skinner 1974)
• Much of science teaching in schools conveys a dated view of science, as
being value-free, a succession of facts to be learned and reflecting ‘truths’
that somehow exist to be discovered by those clever enough to do so. By
contrast, science is viewed today (eg Hawking, 1988) as a product of
human thinking, yielding theories that are accepted as long as they fit the
evidence available.
• It enables us to take account of the ideas that students have already
formed. The considerable volume of research revealing students’ own
ideas in science testifies to the way that children strive to make sense of
the world around them, whether or not they are taught science.
Pre-assessment: (Before every unit.
Need to know what they know)
Group Activity 2 :Example of Inquiry Process
(Observation first) SC.912.L.15.8
Group Activity 2:Example of Inquiry
Process (Steps)
As groups write your answers on your chart paper:
• Take five minutes and draw and list at least 15 observations from the
set up.
• Write three questions you have as a group about the experiment you
are observing.
• Choose one of the questions listed, make sure it is testable and turn it
into a problem statement.
• Develop a hypothesis for your problem statement based on your
observations and/or research
• Identify the different variables in your experiment
• Identify and list the constants needed in your experiment
• Based on this problem statement write a procedure detailing how you
would test your hypothesis(ses).
Questions to consider: (to be
included in the conclusion)
•
•
•
•
•
In which glass did water droplets form?
Why did we need the set of glasses in Sketch B?
Where did water droplets come from?
What kind of leaves would give off most water?
What variables would influence the amount of
water transpired?
• Would a whole plant covered in the same manner
give off water too? Why?
Is it enough to do the activity to
fulfill the benchmark?
• Find the item specifications and refer to the
content clarifications and limits for the first activity.
Answer these questions with a partner.
• THINK-PAIR-SHARE
• “How does this activity tie into the content
required?”
• “Does this activity only hit benchmark?”
• “Create at least two questions that would assess
this activity for in depth understanding for the
benchmarks identified”
Group Activity 3: Inquiry Lesson The Puzzle Theory SC.912.L.15.8
What is Rigor?
As a group:
• Come up with at least 20 words that are
synonymous to rigor or is associated with it.
• Give one example of what would be a “rigorous”
assignment in a science classroom.
Rigor (Depths of cognitive
complexity)
• Is Rigor Appropriate for Everyone?
• CRESST study on quality of classroom
assignments, including 10thgrade students.
• Students with more intellectually challenging
assignments had higher standardized reading
scores (even after other factors were taken into
consideration).
Rigor is….
•Part of quality instruction.
•Part of a quality schooling experience.
Rigor is not….
•Something extra you have to do on top of everything
else.
•More.
–More pages ≠ rigor
–More of the same math problems ≠ rigor
–More homework ≠ rigor
Rigor in the Classroom
Instruction:
–Activities that engage students in higher order
thinking
–“Elaborated communication”
Assessment:
–Aligned to higher order goals
–Contain higher order thinking, engage with
academic content, and require extended, elaborated
responses
Look for Misconceptions
• Need to be aware of common student
misconceptions in regards to content being taught.
• Use data as well as other pre-assessment
activities in order to determine these
misconceptions.
• Research information on the common
misconceptions that have already been
researched.
• Example: See article “Avoid Misconceptions When
teaching About Plants”
Mosart:(Misconceptions Site)
How rigorous is this assignment?
– Design a controlled experiment investigating bacterial
growth
– Develop a question
– Develop a hypothesis
– Design and carry out the experiment to test the
hypothesis (changing only one variable at a time)
– Write up the experiment and results
– Use the rubric to evaluate your report before turning it in
Examples of Rigorous
Assignments
•
•
•
•
•
•
•
•
Think Tac Toe
Tiered Assignments
Research activities
Journal writing using a rubric
Using multiple intelligences
Science Fair
Original writings
RAFT assignments
Rigor Quick Check List
Content:
•
•
•
Is the content part of the state standards?
Does it include basic skills and important concepts?
Does the content require students to apply core academic knowledge to problems or
issues?
Instruction:
•
•
•
Does the instruction require students to engage in higher order thinking skills?
Are students required to engage in elaborated communication?
Do they have to explain or justify their conclusions or thinking?
Assessment:
•
•
•
•
Is the assessment aligned to the lesson goals?
Does the assessment measure SCOS content?
Do students have to use higher order thinking skills on the assessment?
Do students have to explain or justify their conclusions or thinking?
Adapted from: http://www.serve.org/uploads/files/Defining%20Rigor.pdf
Create a rigorous inquiry lesson
Take away• In your groups create a rigorous lesson that uses
inquiry process as the central instructional strategy.
• Use the rigor check list to ensure rigor in the
activity.
• Use the item specification for a topic from the third
nine weeks. (Circulatory, Immune, or Reproductive)
• Present to the group and turn in for a take away
Exit Slip
What items in the professional development
session were useful to your instructional practice?
What information would you like to see in future
professional development?
How could this professional development be
modified to address your specific needs?
Additional question(s) or comment(s)
Please leave your reflections on the table
Department of Mathematics and Science
Session Outcomes
• Participants will be able to:
– Develop a CIS or inquiry Biology Lesson that aligns to
Common Core standards and addresses the item
specifications using existing resources
– Address CCSS in Math and Language Arts throughout
the lesson
– Present CIS or inquiry Biology Lesson idea
Department of Mathematics and Science
Science Department
Dr. Ava Rosales,
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
District Supervisor
Yoly McCarthy,
Instructional Supervisor
Mr. Sebastian Oddone,
District Supervisor
Ms. Mary Tweedy,
Curriculum Support
Specialist
Mr. Kirk Nieveen,
Curriculum Support
Specialist
Ms. Keisha Kidd,
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone: 305- 995-1939
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
Presenters Needed
The presenter application is available at: http://form.jotform.us/form/31128863541150
Thank you!
ybmccarthy@dadeschools.net