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
Department of Mathematics and Science
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 physical 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
• The Essence of Lesson Planning- Bybee’s 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
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, 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
Today’s Benchmarks
• SC.7.P.11.1 Recognize that adding heat to or removing heat from a
system may result in a temperature change and possibly a change
of state. Assessed as SC.7.P.11.4
• SC.7.P.11.2 Investigate and describe the transformation of energy
from one form to another. (AA)
• SC.7.P.11.3 Cite evidence to explain that energy cannot be created
nor destroyed, only changed from one form to another. Assessed
as SC.7.P.11.2
• SC.7.P.10.2 Observe and explain that light can be reflected,
refracted, and/or absorbed. Assessed as SC.7.P.10.3
• SC.7.P.10.3 Recognize that light waves, sound waves, and other
waves move at different speeds in different materials. (AA)
Department of Mathematics and Science
Where does energy come from and how does it
get from one place to another?
http://www.youtube.com/watch?feature=player_embed
ded&v=_ve4M4UsJQo
Use 5 terms to explain how energy moved.
Heat
energy
scientific law
kinetic
energy
potential
energy
tidal
temperature
conduction
convection
radiation
thermal
radiant
chemical
mechanical
conservation
hydroelectric
geothermal
transformation
renewable
nonrenewable
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
SC.7.P.11.2 Investigate
and describe the
transformation of energy
from one form to another.
(AA)
SC.7.P.11.3 Cite evidence
to explain that energy
cannot be created nor
destroyed, only changed
from one form to another.
(Assessed as SC.7.P.11.2)
Department of Mathematics and Science
Explore Learning GIZMO
Department of Mathematics and Science
Conclusion Writing -Claim-Evidence-Reasoning
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•
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
Where does energy come from?
Claim
Evidence
Reasoning
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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
Implementation of a
Blended Curriculum (CCSS
and Supplemental NGSSS
Continue Implementation of Aligned to FCAT 2.0 and
Rich and Complex Text and EOCs) for Grades 3-12
Informational Text for
Continue Implementation
Grades K-12
of Rich and Complex Text
and Informational Text for
Grades K-12
Full Implementation
Grades K-12
PARCC Assessments Aligned
to CCSS
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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
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Goal 1:
Highest Student Achievement
PreK
Students
Statutory Goals (1008.31)
Goal 2:
Seamless Articulation/
Maximum Access
Goal 3:
Skilled Workforce/
Economic Development
 Improve kindergarten
readiness
 Increase the percentage of
students performing at grade
level
K-12
 Increase student
Students
participation and
performance in accelerated
course options
 Increase the percentage of
effective and highly-effective
principals
 Increase the percentage of
effective and highly-effective
Teachers &
teachers
Leaders
 Reduce the number of outof-field teachers
 Increase high school
graduation rates

 Improve college readiness 
 Expand digital education

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 effective and highlyeffective teachers at highminority, high-poverty and
low-performing schools
 Reduce the number of
out-of-field teachers at
high-minority, highpoverty and lowperforming schools
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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
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Common Core Benchmarks in the Science
Curriculum
LACC.68.RST.1.3:
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
LACC.68.RST.2.4:
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 6–8 texts and topics.
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).
LACC.68.RST.4.10:
By the end of grade 8, read and comprehend science/technical texts in the grades
6–8 text complexity band independently and proficiently.
LACC.68.WHST.3.9:
Draw evidence from informational texts to support analysis reflection, and
research.
Department of Mathematics and Science
Comprehension Instructional
Sequence
(CIS)
Department of Mathematics and Science
Canada Is Ready For a Transformative
Energy Experience
Huffington Post
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Activate Prior Knowledge!
• Hook Question: : How can green energy impact our lives,
health, and future?
• Predictive Written Response to Complex Text-Based
Question: What are some challenges and benefits of
shifting from burning fossil fuels to cleaner energy
sources?
• 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
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Vocabulary Front-loading
Independently,
identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
Renewable
Definition of Renewable (adj)
• Renewable- capable of being replaced by
natural ecological cycles or sound
management practices
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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Text
Marking
+
-this section of text shows a benefit
of shifting from burning fossil fuels to
cleaner energy
-
- this section of text shows a
challenge of shifting from burning fossil
fuels to cleaner energy
P – this section of text shows a
problem
S – this section of text shows a solution
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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 challenges and benefits
of shifting from burning fossil fuels to cleaner
energy sources?
http://wlrn.pbslearningmedia.org/resource/eded669e-0139-4dbc-81f02e128b9ec1a0/eded669e-0139-4dbc-81f0-2e128b9ec1a0/
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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
Benefit
Challenge
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 replacing
green energy sources with burning fossil fuels?
How does the use of green energy impact society?
Department of Mathematics and Science
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Summative Assessment
SC.7.P.11.2 Investigate and describe the transformation of energy from one form to
another.
Also assesses
SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed,
only changed from one form to another.
Household appliances convert electricity into one or more different forms of
energy. An electric fan can best be described as converting electricity into:
a. heat energy only
b. heat energy and sound energy only
c. heat energy, sound energy, and mechanical energy only
d. heat energy, sound energy, mechanical energy, and chemical energy
Department of Mathematics and Science
Identify and indicate the
effectiveness of the…
•
•
•
•
•
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.EE.B.4
Use variables to represent quantities in a realworld or mathematical problem, and
construct simple equations and inequalities to
solve problems by reasoning about the
quantities.
Curriculum and Instruction
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 ─ PHYSICAL SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE
ABLE TO …DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY…
Ach Level
Specific Physical Science Student Expectations Excerpt
Level 5
•Analyze the transformation f energy from one form to another; differentiate
potential from kinetic energy; evaluate evidence that supports of the Law of
Conservation of Energy.
Level 4
• Evaluate the transformation of energy.
Level 3
•Identify the transformation of energy from one form to another; compare
potential and kinetic energy; identify examples of the Law of Conservation of
Energy.
Level 2
•Identify examples of energy that has been transformed from one to another;
recognize that there is a difference between potential and kinetic energy.
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 47
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
January 2013
Department of Mathematics and 48
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 Hands-On Lab Rotation
2:30pm Individual work on
lesson plan
Department of Mathematics and Science
Lab Rotation
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States of matter
Pendulum swing
Sources of energy
How fast are electromagnetic waves?
Bent pencil
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
Are you able to:
– Incorporate M-DCPS physical 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
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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