pacing and content first grading period (q 1 – q2) grade 7 october
DESCRIPTION
Pacing and Content First Grading Period (Q 1 – Q2) Grade 7 October. Presented by Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs. Agenda. Goals of the Inservice - PowerPoint PPT PresentationTRANSCRIPT
PACING AND CONTENT FIRST GRADING PERIOD (Q 1 – Q2)GRADE 7OCTOBER
Presented by Ava D. Rosales, PhDInstructional Supervisor
Miami-Dade County public SchoolsDivision of Mathematics, Science and Advanced Academic Programs
AGENDA Goals of the Inservice Making Sense of Science Instruction:
Effective Instructional Strategies to teach the Nature of Science.
Lab #1 Effective Implementation of the 2010 Pacing
Guides Emphasizing Hands-On Instruction Modeling a Lesson Using Resources to Unwrap Benchmarks
and Focus Instruction Content Knowledge in Science
Rotation Labs Web Sites and Technology Resources
GOALS FOR THE SESSIONGOALS FOR THE SESSION◦ Effective Implementation of the 2010
Pacing Guides with an emphasis in hands-on learning
◦ Effective use of resources to focus instruction
◦ Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities
◦ Enhance questioning strategy skills◦ Explore learning activities designed to
promote understanding of content and nature of science using an “explicit-reflective” approach.
NAME TENTINCLUDE: NAME, SCHOOL AND WHAT IMAGES COME TO MIND
Source: Discovery Science
NORMS Participate Actively Ask questions Learn by doing Set your own learning into action _______________________________
Bathroom and Electronic Devices
EFFECTIVE IMPLEMENTATION OF THE 2010 PACING GUIDES WITH AN EMPHASIS IN HANDS-ON/MINDS-ON INSTRUCTION
Year at a Glance Unwrapping the Benchmarks Test Item Specifications FCAT 2.0 and Appendix B Examining the New Pacing Guides and the Next
Generation Sunshine State Standards What Does it Mean to Effectively Implement the
Pacing Guide?
CONNECTING INSTRUCTIONAL STRATEGIES, CONTENT, AND STANDARDS Design of this session
1- Examine Standards & benchmarks2- Narrow the focus to benchmarks of particular
interest3- Identify important content represented within
these benchmarks4- Develop learning goals related to that content5- Select activities and instructional strategies
consistent with the learning goals
YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE
YEAR-AT-A-GLANCE
M/J COMPREHENSIVE SCIENCE 2 COURSE CODE: 200207001 1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks
I. Heat Energy A. Heat and Temperature B. Properties of Matter C. States of Matter D. Changes of Matter
II. Conservation of Energy and
Energy Transformations A. Law of Conservation of
Energy
III. Properties of Waves A. Electromagnetic vs.
Mechanical B. Electromagnetic Spectrum C. Scientific Investigations
IV. Properties of Light A. Light Properties B. Wave Speed in
Different Materials
V. Layers of Earth A. Crust B. Mantle C. Core D. Structural Zones
VI. Changes in Earths Surfaces
A. Rock Cycle B. Scientific Theory of Plate
Tectonics C. Tectonic Plate Movement D. Surface Features
VII. Rock Cycle
A. Types of Rocks B. Formation of Rocks
VIII. Age of Earth/ Geological Time
A. Law of Superposition B. Absolute Age C. Geologic Time
IX. Fossils A. Formation of Fossils B. Index Fossils C. Evidence of Species
Change
X. Environmental Factors and Evolution
A. Scientific Theory of Evolution
B. Natural Selection C. Limiting Factors D. Limiting Factors Affecting
the Everglades
XI. Human Impact on Earth A. Resources B. Biodiversity C. Land D. Air E. Water
XII. Evidence of Species Change A. Evidence of Scientific
Theory of Evolution B. Adaptations/Natural
Selection C. Extinction
XIII. Relationships in Ecosystems
A. Relationships B. Food Web C. Energy Flow in
Ecosystems
XIV. Reproduction A. Asexual-Mitosis B. Sexual-Meiosis C. Effect on Natural Selection D. Human Growth and
Reproduction
XV. Heredity A. DNA /RNA B. Replication C. Chromosomes
XVI. Genetic Traits A. Mendelian Genetics B. Genotype/Phenotype C. Punnett Squares and
Pedigrees
XVII. Biotechnology A. Cloning B. Genetic Engineering C. Artificial Selection D. Impact on Society
XVIII. Health and Disease
Prevention A. Human Growth and
Development B. HIV/AIDS C. Abstinence D. Mental and Emotional
Health
UNWRAPPING THE BENCHMARKSWHAT?...WHY?...HOW?...
EXPLORING THE PACING GUIDES TOPICS III THROUGH IV
Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each
topic?
OUR TASK Complete Unpacking Benchmarks Worksheet
and lab activity for assigned topic What?…Why?…How? Use Appendix B FCAT 2.0 and Test Item
Specifications FCAT 2.0 Report-out Findings
What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for
each topic? Benefits Constraints/limitations Modifications
TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE
EXPLICIT INSTRUCTION Nature of Science:
Distinguish between an experiment and other forms of investigations
Experiments have test variables (independent variables) and outcome variables (dependent variables)
Forms of Energy* Illustrate the sun’s energy Identify, compare and contrast the variety of types of
radiation present in radiation from the Sun Identify and compare characteristics of the
electromagnetic spectrum
*Note: SC.7.P.10.1 is annually assessed in grade 8 and foundational in grade 7.
WHAT ARE THE PRIORITY ACTIVITIES?Topic III: Properties of Waves Technology
Electromagnetic Spectrum Gizmo: Longitudinal Waves
Labs: Colored Shadows Exploration Making Waves & The Wave Factory (also has
activity for SC.7.E.6.1
LAB WRITE-UP FORMATSWriting in Science – tapping into student
thoughts
Selecting the appropriate format Modeling Framework – demonstrations,
models Power Writing and the Art of Scientific
Conclusions Parts of a Lab Report Engineering design
DISCOVERY SCIENCE
JASON PROJECT SCIENCEWWW.JASON.ORG
Direct links to instructional tools in Pacing Guides
no login required
USING A READING STRATEGY - JIGSAWJigsaw: The Jigsaw helps students learn new
material using a team approach. Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team.
Divide the sections into however many students are in each group.
Have each student take one of the sections. They are to read it and know it well - become “experts.”
"experts" of each individual section meet together to discuss their ideas on that particular section.
After group discussions, each "expert" returns to his group and relates all the information about his particular topic.
Source: Weber State University
FINDINGSBenefitsConstraints/limitationsModifications
Helping students work together to make sense of mathematics or science:"What do others think about what [name] said?""Do you agree? Disagree?""Does anyone have the same answer but a different way to explain it?""Can you convince the rest of us that makes sense?“Helping students to rely more on themselves to determine whether something is correct:
"Why do you think that?" "Why is that true?" "How did you reach that conclusion?" "Can you make a model to show that?"
PRACTICING QUESTIONING
WHAT ARE THEY THINKING?
Source: www.dailycognition.com
REMEMBERQuestions drive the
inquiry process.
ENHANCING CONTENT KNOWLEDGE
Lab Rotations:Gizmo - Refraction (IV)EL – Solar Energy vs Color (IV)EL – Wave Speed (IV)EL - Density Driven Fluid Flow (V)Modeling the Layers of the Earth with Density Column (V)EL - Density of Rocks (V)
Discussion of Content with Depth of Understanding
TAKE THE LEAD Complete Unpacking Benchmarks Worksheet
and lab activity for assigned topic
Report-out Findings What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for
each topic? Benefits Constraints/limitations Modifications
WHAT ARE THE PRIORITY ACTIVITIES?Topic IV: Properties of LightSC.7.P.10.2 …Light can be reflected, refracted,
and/or absorbedLab Activity: EL – Solar Energy vs Color (IV)
Technology: Gizmo - Refraction (IV)
SC.7.P.10.3…light waves, sound waves, and other waves move at different speeds in different materials
Lab Activity: Light Travels Through Objects
WHAT ARE THE PRIORITY ACTIVITIES?TOPIC V:SC.7.E.6.1 Describe the layers of solid Earth,…
lithosphere, mantle, liquid and solid coresLab Modeling the Layers of the Earth with Density
Column EL - Density Driven Fluid Flow (V) EL - Density of Rocks (V)
WHAT CAN I DO?WHAT CAN I DO?TEACHING THE CONTENTTEACHING THE CONTENT How might you use your current curricular
materials and the discussions we have had within this session to teach the following in your classroom? Nature of Science Physical Science Earth and Space
What do you expect your students to find challenging about these ideas?
What misconceptions might students hold about NOS that you will need to address?
RESOURCES Curriculum and Instruction http://curriculum.dadeschools.net/
Instructional Technology (Examview Item Bank) http://it.dadeschools.net
Florida Department of Education http://www.fldoe.org/ FCAT Resources - http://fcat.fldoe.org/
Florida Standards and Course Descriptions http://www.floridastandards.org/
Florida PROMiSEhttp://flpromise.org/
Gizmos http://www.explorelearning.com
SCIENCE WEB SITE: HTTP://SCIENCE.DADESCHOOLS.NET
THE SCIENCE CLASSROOM ESSENTIALS
Contact information:Dr. Ava D. Rosales, Instructional Supervisor
Mail code: 9628
REFLECTIONS AND FOLLOW-UP