Department of Mathematics
and Science
Steven Hankins
Science Educator/Data Manager
Country Club Middle School
Why Science teachers are not
asked to monitor recess.
Curriculum and Instruction
Session Outcomes
Participants will be able to:
– Incorporate M-DCPS Life science instructional
resources to support Life science teaching and
learning
– Identify how M-DCPS integrates Mathematics and
Language Arts Common Core Standards for
effective science teaching and learning
– Plan for rigorous instruction Using 5e model.
Department of Mathematics and Science
Science Department
Website Overview
Department of Mathematics and Science
Department of Mathematics and Science
General information
• Common Core Mathematics and Language Arts literacy
benchmarks aligned in District Pacing Guides
• Achievement Level 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
NORMS
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Lift expectations
Everyone is a learner
Ask Questions and actively participate
Reserve Judgment
Network responsible
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, CIS
• Evaluate: formative and summative by benchmark
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.6.P.11.1 Explore the Law of
Conservation of Energy by
differentiating between potential and
kinetic energy. Identify situations
where potential energy is
transformed into kinetic energy and
vice versa. Assessed as
SC.7.P.11.2 (Cognitive Complexity:
Moderate)
Department of Mathematics and Science
How Does Energy Change?
Given a selection of various balls
students must determine the height their
chosen/assigned ball must be dropped
from to have a rebound height of
____meters.
Explore
P1: The
Bouncing
Ball
Energy
Challenge
Department of Mathematics and Science
How Does Energy Change?
Students are provided with bouncing ball
diagrams and cards with relevant
vocabulary/concepts pertaining to energy
conversions. Students are asked to place the
cards on the diagram to represent what they think
took place. After the teachers provides support
through probing questions, students are asked to
complete the formative assessment on their
student handout.
Explore
P2: The
Bouncing
Ball
Energy
Challenge
Department of Mathematics and Science
Explore: Formative Assessment
Students are asked to diagram their ball
drop, label energy transformations, and
explain why their models do not violate the
law of conservation of energy.
Department of Mathematics and Science
www.ExploreLearning.comGizmos
How Does Energy Change?
Energy of
a
Pendulum
Department of Mathematics and Science
Balls don’t bounce forever because
Thermal Energy is produced.
Sliding Objects (Grade 7) Video
SC.7.P.11.2 Investigate and
describe the
transformation of energy
from one form to another.
(Also assesses SC.6.P.11.1
and SC.7.P.11.3.)
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
How Does Energy Change?
Claim –
Evidence –
Reasoning –
Department of Mathematics and Science
How Does Energy Change?
Claim –
Evidence –
Reasoning –
Department of Mathematics and Science
Department of Mathematics and Science
Florida’s CCSS Implementation
Plan
Phase 1 (2011-2012)
Phase 2 (2012-2013)
Full Implementation
Grade K
Phase 3 (2013-2014)
Full Implementation
Grades K-1
Begin Implementation of
Phase 4 (2014-2015)
Literacy Standards in ALL
Full Implementation
Content Areas for
Grades 6-12
Begin Implementation of
Rich and Complex Text and
Informational Text for
Grades K-12
Full Implementation of
Literacy Standards in ALL
Content Areas for
Grades 6-12
Grades K-2
Full Implementation
Implementation of a
Grades K-12
Blended Curriculum (CCSS
and Supplemental NGSSS
PARCC Assessments Aligned
Continue Implementation of Aligned to FCAT 2.0 and
to CCSS
EOCs)
for
Grades
3-12
Rich and Complex Text and
Informational Text for
Continue Implementation of
Grades K-12
Rich and Complex Text and
Informational Text for
Grades K-12
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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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Activate Prior Knowledge!
• Hook Question: How can nuclear potential energy affect
society?
• Predictive Written Response to Complex Text-Based
Question: What are some positive and negative
consequences of using nuclear energy?
• 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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How does energy change?
Definition of Psychological (Adj.):
of, pertaining to, dealing with, or affecting the
mind, especially as a function of awareness,
feeling, or motivation: psychological play;
psychological effect.
Department of Mathematics and Science
Vocabulary Front-loading
Independently,
identify/highlight/underline
words that are unfamiliar to you.
Expository Text
Popular 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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Reading 1: Text Marking and
Discussion
+
-this section of text shows a positive impact
of Nuclear Energy on society or the individual
– - this section of text shows a negative impact
Nuclear Energy on society or the individual
P – this section of text shows a problem
S – this section of text shows a solution
If students are exposed to close
reading yearly, by the time they get
to high school they will be better
prepared to handle complex texts.
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Reading 2: Note-Taking &
Discussion
Present a guiding question to direct student thinking while taking notes. Teacher models
note-taking with some examples from the text, and selects the category or categories that
the statement supports. Students complete note-taking collaboratively or independently.
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Directed Note-Taking
with video on Nuclear Energy
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 nuclear
energy?
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In small groups, take positions and discuss
which factor is most significant/impactful
(based on the text), and come to consensus.
Group
Consensus
Individual
Vote #1
Individual
Vote #2
Positive Impact
Negative Impact
Problem
Solution
1) Count number of groups that selected each category.
2) Count number of individuals that selected each category.
3) After hearing discussion and text-based evidence, did you change your mind?
New independent vote! (Modification - Four Corners)
Reading 3: Question Generation
Purpose: To provide students with a demonstration of question generation and the
opportunity for them to interact with the text by generating questions to further
deepen their comprehension.
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 increasing fuel
efficiency?
How does scientific research impact society?
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Summative Assessment: FCAT
Explorer
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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
Curriculum and Instruction
Common Core Math Benchmarks
Implemented
• Represent and analyze quantitative relationships between
dependent and independent variables. MACC.6.EE.C9
• Make tables of equivalent ratios relating quantities with
whole-number measurements, find missing values in the
tables, and plot the pairs of values on the coordinate plane.
MACC.6.RP.A.3a
• Construct viable arguments and critique the reasoning of
others. MACC.68.MP3
• Model with mathematics. MACC.68.MP4
• Use appropriate tools strategically. MACC.68.MP5
• Attend to precision. MACC.68.MP6
• Look for and make use of structure. MACC.68.MP7
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 ─ EARTH SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY
WILL BE ABLE TO …Analyze how energy provided by the Sun influences global patterns of
atmospheric movement and temperature differences between air, water, and land
…
Ach
Level
Level 5
Specific Earth Science Student Expectations Excerpt
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Level 4
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Level 3
Differentiate interactions among Earth’s spheres, including cycling of water and global patterns that
influence both weather and climate
Relate the composition and function of the layers of Earth’s atmosphere and relate how it protects life
and insulates the planet
Evaluate how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land
Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems
•
Recognize relationships among Earth’s spheres, including cycling of water and global patterns that
influence both weather and climate
Identify the composition and structure of the atmosphere and how the atmosphere protects life and
insulates the planet
Relate how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land
Evaluate the cause of different global patterns of atmospheric movement and temperature differences
between air, water, and land
Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems
•
•
•
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Identify some interactions among Earth’s sphere
Identify that the cycling of water influences both weather and climate
Recognize that the atmosphere protects life and insulates the planet
Recognize that the Sun influences temperature difference between air, water, and land
•
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Level 2
Differentiate and analyze interactions among Earth’s spheres, including cycling of water and global
patterns that influence both weather and climate
Analyze the composition and function of the layers of Earth’s atmosphere and relate how it protects life
and insulates the planet
Analyze how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land
Differentiate convection, conduction, and radiation in both the Sun’s and the Earth’s systems
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 46
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 47
Science
SUCCESSFUL STRATEGIES TO USE
5 E’s
 HOT Questions
(Web’s Depth of
Knowledge)
 Inquiry
 Hands-On
Activities/Labs
 Demonstrations
 Virtual Labs
 Notebooks
 Graphic
January 2013
 The
Organizers
 Models & Visuals
 Cooperative Learning
 Think-Pair-Share
 Jigsaw
 Centers / Stations
 Internet / Video
 Differentiated
Instruction strategies
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Department of Mathematics and Science
Session Outcomes
Are you able to:
– Describe M-DCPS science instructional resources
that support science teaching and learning
– Identify how M-DCPS incorporates Mathematics
and Language Arts Common Core Standards for
effective science teaching and learning
Department of Mathematics and Science
SAVE the Date: October 24 -26, 2013
Florida Association of Science
Teachers Conference 2013
DoubleTree by Hilton Hotel
Miami Airport Convention Center
October 24-26, 2013
Join the magical experience of learning new science curriculum
and methods while gaining new resources and skills
that will spark magic in your teaching.
Go to https://sites.google.com/site/dcstaonline/stem-conference
Slip
Reflection
1. Today I learned ……………………….
2. Questions I still have……………….
Department of Mathematics and Science
Science Department
Dr. Ava Rosales
Executive Director
Elementary
Middle School
High School
Dr. Millard Lightburn
Instructional Supervisor
Ms. Yoly McCarthy
Instructional Supervisor
Mr. Sebastian Oddone
Instructional Supervisor
Ms. Mary Tweedy
Curriculum Support
Specialist
Mr. Kirk Nieveen
Curriculum Support
Specialist
TBA
Curriculum Support
Specialist
Ms. Keisha Kidd
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone: 305- 995-1939
Department of Mathematics and Science
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