Department of Mathematics
and Science
Christine Todd-Gibson
7th Grade Science Teacher
Norman S. Edelcup/
Sunny Isles Beach K-8
Kirk Nieveen
Science Curriculum Support
Specialist
Name Tents
• Write your name
• School
• Grade Level
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 Descriptors for FCAT 2.0 Science and
Biology EOC
• Next Generation Science Standards – Final version released
• NAEP 2012 – students have problems with providing
evidence and reasoning for claims
• Insights: Benchmark instruction with fidelity and rigor +
Students exposed to application of concepts (inquiry,
assessments) = Success
Department of Mathematics and Science
Session Outcomes
Participants will be able to:
– Incorporate M-DCPS life 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
AGENDA
AM
• Focus on Elaboration (5E’s)
• Infusion of CCSS Instructional Strategies
• FCAT Achievement Level Descriptions
PM
• Online Exploration
• Hands-On Lab Rotation
• Development of Individual Lesson Plan
Department of Mathematics and Science
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
Let’s share Elaboration activities!
Brainstorm within your groups on ways to provide
ELABORATION activities related to:
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Heat
Energy transformation
Energy conservation
Rocks, rock cycle
Lithospheric plate movements
Fossils
Department of Mathematics and Science
Today’s Benchmarks
• 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. (AA)
• SC.7.L.16.2 Determine the probabilities for genotype
and phenotype combinations using Punnett Squares
and pedigrees. (Assessed as SC.7.L.16.1)
Department of Mathematics and Science
Baby Face: What is the probability
that my offspring would look like me?
• 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
NSTA Formative
Assessment Probe
Page Keeley
digital copies of all four (4)
volumes purchased for all K- 8
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
Curriculum and Instruction
What is the probability that my
offspring will look like me?
Claim –
Evidence-
Reasoning –
Department of Mathematics and Science
What is the probability that my
offspring will look like me?
Claim – There is an uncertain probability that my offspring will look like me,
depending on the dominant alleles that I possess.
Evidence – In the Human Variation Essential lab, only the parent’s traits that
were dominant were expressed in the offspring. The recessive trait was
only expressed when both parents gave those alleles to their offspring.
When the Punnett Square was
Reasoning – My offspring will inherit 50 percent of my genes, as a result of
sexual reproduction. There are dominant alleles and recessive alleles that
determine the traits of an offspring. However, there is an uncertain
probability that he/she will look like me because all the traits that are in
my genotype are unknown. Although I am able to observe the phenotype,
which are those traits that are visible, there are recessive traits that may
be hidden by the dominant traits that are expressed. But, I still hope my
baby looks like me with my husband’s eyelashes.
Department of Mathematics and Science
Curricular Instructional Sequence
(CIS)
Department of Mathematics and Science
Pearson Digital Content Reading Coach
Science News for Kids
Activate Prior Knowledge!
• 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
Department of Mathematics and Science
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Vocabulary Front-loading
Independently,
identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
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
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
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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
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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.
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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?
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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)
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.
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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, 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
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Service Learning Project
Genetic Disorders
• Components of Service Learning
o
Academic
o
o
Need by Organization
Service to organization
• Genetic Disorder (Selection and presentation to
class)
• Contact supporting organization
• Inquire about needs
• Provide assistance based on need of
the organization
Department of Mathematics and Science
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…
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Engage
Explore
Explain
Elaborate
Evaluate
Department of Mathematics and Science
Common Core Benchmarks
Implemented
LACC.68.RST.3.7:
• Integrate quantitative or technical information
expressed in words in a text with a version of
that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
Writing: Text Types and Purposes 1.1a and 1.1b
Department of Mathematics and Science
Common Core Benchmarks
Implemented
CCSS.Math.Content.7.SP.C.6 Approximate the
probability of a chance event by collecting
data on the chance process that produces it
and observing its long-run relative frequency,
and predict the approximate relative
frequency given the probability. For example,
when rolling a number cube 600 times, predict
that a 3 or 6 would be rolled roughly 200
times, but probably not exactly 200 times.
Department of Mathematics and Science
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.
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
January 2013
Department of Mathematics and 40
Science
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•
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•
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
 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
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Instruction strategies
AFTERNOON SCHEDULE
12:30
pm Online exploration
1: 30pm
Lab rotation
2:30pm
Individual work on
lesson plans
Department of Mathematics and Science
LAB ROTATION
 Modeling
Meiosis
 Making the Right Call
 Observing Pistils and Stamens
 Family Puzzle
Department of Mathematics and Science
ASSIGNMENT
5E lesson plan by the end of the day
 Teachers work in groups of 5-6.
 Each teacher submit an assignment.
 For Explore- Chose from today’s hands-on lab
activities

Department of Mathematics and
Science
Session Outcomes
Participants will be able to:
– Incorporate M-DCPS life 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
Slip
Reflection
1. Today I learned ……………………….
2. Questions I still have……………….
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
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
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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