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 earth 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
• Cognitive Complexity within the 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
•
•
•
•
•
Lift expectations
Everyone is a learner
Ask questions and actively participate
Reserve judgment
Network responsibly
Department of Mathematics and Science
Today’s Benchmarks
SC.7.E.6.1 Describe the layers of the solid
Earth, including the lithosphere, the hot
convecting mantle, and the dense metallic
liquid and solid cores. Assessed as SC.7.E.6.5
SC.7.E.6.2 Identify the patterns within the rock
cycle and relate them to surface events
(weathering and erosion) and sub-surface events (plate
tectonics and mountain building).(AA)
Department of Mathematics and Science
How can we embed cognitive
complexity into the 5E’s?
Engage
Explore
Explain
Elaborate
Evaluate
Department of Mathematics and Science
Earth’s Interior
• Observe the inside of a Ferrero Rocher chocolate. How does it compare to
earth’s interior? Use the following vocabulary words to explain.
density
mass
volume
solid
lithosphere
continental crust
model
heat
inner core
asthenosphere
mantle
convection
outer core
lithosphere
oceanic crust
seismic wave
mesosphere
liquid
crust
theory
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.E.6.1 Describe the layers of the solid
Earth, including the lithosphere, the hot
convecting mantle, and the dense metallic
liquid and solid cores. Assessed as
SC.7.E.6.5
SC.7.E.6.2 Identify the patterns
within the rock cycle and relate them
to surface events (weathering and
erosion) and sub-surface events
(plate tectonics and mountain
building). (AA)
Department of Mathematics and Science
Explore Learning 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
What is the effect of the motion of tectonic plates?
Claim
Evidence
Reasoning
Department of Mathematics and Science
Comprehension Instructional
Sequence
(CIS)
Department of Mathematics and Science
Huffington Post
Activate Prior Knowledge!
• Hook Question: Hook Question: How can earthquakes
affect our economy?
• Predictive Written Response to Complex Text-Based
Question: What are some processes and outcomes of
earthquake eruptions?
• 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
19
Vocabulary Front-loading
Independently,
identify/highlight/underline
words that are unfamiliar to you.
Department of Mathematics and Science
Fracture
Definition of Fracture (n)
Fracture- a crack or
a fault in a rock
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.
22
Vocabulary Front-loading
23
Text
Marking
+
-this section of text shows a fact
based on evidence
– - this section of text shows an
opinion based on someone’s thoughts
P – this section of text shows a process
of earthquakes
O – this section of text shows an
outcome of a process of an earthquake
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, what is
important to consider about the processes and
outcomes of earthquakes?
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
Processes of an
earthquake
Outcomes of
earthquake
Facts
Opinions
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,
most likely, is the primary issue when considering the impact of
earthquakes on our economy?
How does scientific research impact society?
Department of Mathematics and Science
29
Discovery of limestone and fossils
CEMEX – rock quarry
Miami Terminal - Cement Plant Cement
1200 NW 137th Avenue 33182, Miami
1-800-992-3639
(305)221-7645/ (305) 229-8015
http://www.cemexusa.com
All fieldtrips must be approved by the Region
Department of Mathematics and Science
Summative Assessment
SC.7.E.6.1 Describe the layers of the solid Earth, including the
lithosphere, the hot convecting mantle, and the dense metallic
liquid and solid cores. Assessed as SC.7.E.6.5
SC.7.E.6.2 Identify the patterns within the rock cycle and relate
them to surface events (weathering and erosion) and sub-surface
events (plate tectonics and mountain building).(AA)
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 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.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
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 …identify how earth
changes due to weathering , erosion, and plate tectonics…
Ach Level
Specific Earth Science Student Expectations Excerpt
Level 5
•Interpret the scientific plate theory of plate tectonics and how it relates to surface and sub-surface
structures and events;
•Relate the composition of the layers of Earth and how they interact
Level 4
•Relate the patterns in the rock cycle and their effect on surface and sub-surface events and land
formation;
Level 3
•Identify patterns in the rock cycle and their effect on surface and sub-surface events and land
formation;
•Relate the scientific plate theory of plate tectonics to surface and sub-surface structures and geologic
events;
•Identify the layers of Earth
Level 2
•Recognize the steps of the rock cycle;
•Recognize that the movement’s of the Earth’s plates result in various geologic events;
•Identify some of the Earth’ s layers
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.
Department of Mathematics and 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 37
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 38
Science
SUCCESSFUL STRATEGIES TO USE
 The
5 E’s
 HOT Questions
(Web’s Depth of
Knowledge)
 Inquiry
 Hands-On
Activities/Labs
 Demonstrations
 Virtual Labs
 Notebooks
 Graphic
Organizers
 Models & Visuals
 Cooperative Learning
 Think-Pair-Share
 Jigsaw
 Centers / Stations
 Internet / Video
 Differentiated
39
Instruction strategies
Department of Mathematics and Science
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




How Does Pressure Affect Particles
of Rock?
How do Grain Patterns Compare
Law of Superposition (ES)
How are the Earth’s Continents Linked
Together
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 earth 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: 305995-1939
Department of Mathematics and Science
46